Sri Yunita
Biographic Data
| ID | 9449073 |
|---|---|
| NAME | Sri Yunita |
| GIVEN NAMES | Sri |
| FAMILY NAME | Yunita |
| SIGNATURE | YUNITA S |
| AFFILIATIONS | Indonesia University of Education |
| ORCID | 0000-0002-4449-751X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Reflector and Pragmatic Learning Styles in Learning Value Clarification Technique (VCT) and Direct Instruction (DI)
This study used a quasi-experimental research type (quasi-experimental) with a 2 x 2 factorial design. The research sample was taken by cluster random sampling where one group was treated with the VCT learning model with a sample size of 50 people and one group was treated with the DI learning model with the number of a sample of 51 people. The data collection instruments used were Civics learning outcomes test and learning style questionnaire. T…
Theme and Thematic Progression in Students’ Recount Texts
This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findin…
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Theme and Thematic Progression in Students’ Recount Texts
This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findin…
Reflector and Pragmatic Learning Styles in Learning Value Clarification Technique (VCT) and Direct Instruction (DI)
This study used a quasi-experimental research type (quasi-experimental) with a 2 x 2 factorial design. The research sample was taken by cluster random sampling where one group was treated with the VCT learning model with a sample size of 50 people and one group was treated with the DI learning model with the number of a sample of 51 people. The data collection instruments used were Civics learning outcomes test and learning style questionnaire. T…
Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Civics (1 work) · Cluster sampling (1 work) · Communication (1 work) · Data collection (1 work) · Education and Critical Thinking Development (1 work) · Educational Assessment and Pedagogy (1 work) · Educational Methods and Media Use (1 work)