Browsing by Author "Gunawan, Hero"
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- ItemThe Analysis of Banking Consumers’ Attitude toward Non-Cash Transactions Through the Theory of Planned Behavior(International Conference of Organizational Innovation (2016 ICOI), Airlangga University, Faculty of Economics and Business, ndonesia; Huaqiao University, Institute of Quantitative Economics, China, 2016-07-26) Zulganef; Gunawan, Hero; Raden Ardian, Raden ArdianThis study is based on the phenomenon that non-cash transactions in Indonesia are still very low compared with other countries in the world, especially in ASEAN, whereas non-cash transactions are more profitable for economic system of a society. In explaining the phenomenon, the researchers used the Theory of Planned Behavior4 and non-cash payment instruments2 as the basis for an analysis of consumer behavior in non-cash transactions. The sample of this study is 350 bank customers in Bandung, who own and use non-cash payment instruments, especially in the form of cards, including the debit cards, credit cards, ATM cards, and smart cards or e-money. The statistical analysis used is correlation, while the data collection is conducted through verifying the validity and reliability using confirmatory factor analysis. The result is that the attitude towards technology, safety, and comfort are the three variables that can predict consumers’ intention to undertake non-cash transactions. Researchers also discussed several recommendations and further researches related to noncash transactions in Indonesia.
- ItemBIAPPOSITIVES: A NEW APPELLATION OF APPOSITIVES(International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 2, 2020) Gunawan, Hero; Simatupang, Ervina CM.; Sari, Puspita; Siregar, Alvii T. BungaranThis article discusses biappositives as the new appellation in both restrictive and non-restrictive appositives. In every single apposition construction, an anchor does not always have one appositive. This type of appositive will be viewed from syntactic perspective. From this perspective, this article will uncover that 1) one anchor, in a construction of apposition, may have two appositives, and each appositive have its own name, depending on the relatedness to the anchor, i.e. external biappositive, internal-external biappositive, external-relational biappositive, and external-integral biappositive; 2) the sequential patterns of apposition consrruction. Therefore, this research serves two aims: 1) to explain and indicate that an anchor may have two appositives with different names, and 2) to analyse the sequential patterns of apposition consrructions. The data sources are taken from three English printed media: 1) daily news The JaACrta Post, 2) weekly magazine TIME, and 3) monthly magazine Reader’s Digest. The data taken from such sources are descriptive in nature, and will be analysed through employing the method of qualitative research. To analyse such descriptive data, the distributional method of analysis with the use of the following techniques: deleting, extracting, and intruding. The results indicate that: 1) biappositive is a new appellation of appositive in a construction of apposition with the following subcategoties: external appositive, internal-external appositive, external-relational appositive, and external-integral appositive; 2) the sequential patterns of apposition constructions are: a) … A1, A2, A3 for external biappositive; b) … A1 A2, A3 for internal-external biappositive; c) … A1, A2, A3 and/or A1, A2, A3 … for external-relational biappositive; and d) A1, A2 A3 … for external-integral biappositive.
- ItemEMPLOYING AFFECTIVE AND COGNITIVE STRATEGIES TO IMPROVE STUDENTS'S CRITICAL THINKING IN LEARNING PROCESS(TEFLIN International Conference, Indonesia University, 2013-08-20) Gunawan, HeroThis paper discusses the use of affective and cognitive strategies to improve students'critical thinking in learning process.The usually-conducted learning process has not been able to improu students' critical thinking capacities.The process as such tends to transfer of knowledge rather than provoking critical thought, and here, students merely learn for grades instead of knowledge. Some of the academic attempts to overcome such learning problems are employing affective an( cognitive strategies-Through one of affectiye strategies, developing intellectual courage, student! learn to think independently and fairly. However, this affective strategy must be supported by cognitive strategies consisting of two parts: macro abilities and micro skills. Reasoning dialogically one of the macro abilities enables students to develop their horizon through exchanging differen1 viewpoints, and exploring ideas within different points of view. Giving reasons and evaluating evidence and alleged facts are categorized into one of the micro skills, which are able to foster students in examining and evaluating reasoning components, making conclusions based on the evidence and factual claims though not everything offered as such should be accepted.Through employing the three strategies, students seem 1) to have courage not only to think actively and critically but also to admit different viewpoints or ideas fairly; 2) to be able to engage in fruitful an1 explanatory dialogue; and 3) to be able to insightfully discuss evidence relevant to the issue on which the conclusions are based, also to be comfortable being asked to give reasons
- ItemSOCRATIC QUESTIONING METHOD SEBAGAI UPAYA UNTUK MENINGKATKAN CRITICAL THINKING MAHASISWA DALAM PEMBELAJARAN BAHASA(Universitas Widyatama, 2012-05-09) Gunawan, HeroMakalah ini membahas tentang penggunaan socratic questioning method sebagai upaya untuk meningkatkan critical thinking mahasiswa dalam pembelajaran bahasa. Proses pembelajaran bahasa yang kita kenal cenderung lebih menitikberatkan pada bagaimana menjawab pertanyaan bukan bagaimana bertanya dengan pertanyaan yang produktif, sistematis, dan terarah. Pertanyaan (questioning) yang dipahami sebagai proses untuk memenuhi rasa keingintahuan merupakan faktor pendorong aktivitas berpikir kritis. Questioning mampu mengarahkan task, dan mampu menguraikan permasalahan sehingga pada gilirannya questioning akan memacu dan memicu untuk meningkatkan critical thinking mahasiswa. Metode seperti ini, dalam terminologi critical thinking, disebut dengan socratic questioning method. Pemanfaatan metode socratic questioning, dan critical thinking mengandung dan mengundang pembahasan taksonomi Bloom secara integral karena critical thinking, oleh Bloom, ditempatkan sebagai salah satu highest level of thinking dalam cognitive domain. Socratic questioning, critical thinking, dan Bloom’s taxonomy merupakan satu garis linier yang harus dilalui dalam suatu proses pembelajaran bahasa guna mencapai kualitas hidup, yang sangat bergantung dari kualitas berpikir kita.
- ItemTALKS: THE MOST CHALLENGING PART IN TOEFL LISTEI\ING SECTION: A CASE STUDY(Jurnal Sastra Inggris, Program Studi Sastra Inggris Fakultas Sastra Universitas Kristen Maranatha Bandung, Volume 10, Nomor 1, 2010-08) Gunawan, HeroThis 'research investigates the major problems in TOEfL ' Listening Compro_hension. The, study is. con.ducted ,to ,1) identiff the most diffrcult part in TOEFL Listening section, 2) explore factors affecting th.e diffrculties, and 3) find out thg students' strategies in cbping with the'difficulties. TWelve language students have participated in this research. Seven of them are the 76 sonlester S.1 students,majoring English and. five of them are the 5ft semester D.3 students majoring' Japanese. Data are collected through three instruments: test rEsults, questionnaires, and interviews. The results of the study reveal that l) the most difficult.part of the liste.ning section is Talks (Part C); 2) the fectors affecting the difficulties cover analysis-leveled type of questions, in-frequent vocabularies, speed delivery and very academlc talks; and 3) the popular sfrategy used isrguessing.
- ItemTEACHING ENGLISH TO ACHIEVE STUDENTS’ COMPETITIVENESS IN THE GLOBAL MARKET(De la Salle Lipa Philipines + Universitas Widyatama Bandung, 2011-04-27) Gunawan, HeroThis study is an attempt to find out the effective approach for English teaching-learning, which is still problematic in the country like Indonesia where the status of English is as a foreign language. Most English teachers seem not to realize that the position of English as such, not to mention students. Besides, English learning orientation/priority sometimes is not obviously defined. This will potentially implicate to the learning process due to the lack of orientations/priorities. At least two of four language skills, if not possible for the four language skills, should be established vis a vis: speaking-listening or writing-reading. The two couples of the skills, where a language is perceived as a skill leading to fluency, are not free from ‘the knowledge about’ that will potentially lead to accuracy. The approach of two pathways, DECPRO (DEClarative to PROcedural) and PRODEC (PROcedural to DEClarative), seems to be an appropriate academic attempt to improve students’ ability in English. The process carried out in DECPRO pathway, proceduralization, focuses on learning, while the process performed in PRODEC pathway, declarativization, emphasizes what the so-called acquisition. This approach, which also employs the principles for teaching speaking, is seemingly realistic to be implemented in indonesian universities where English is accentuated to equip students in this global competition. The study which can be a significant contribution to the teaching and learning of speaking-listening, and structure seems to improve fluency and accuracy. In turns, the results of the study can encourage students to achieve their competitiveness, in terms of English mastery, in this global market.