REDUKSI SINDROM TRAUMA TSUNAMI MELALUI COGNITIVE-BEHAVIOR THERAPY
Abstract
Background of this research is tsunami happened in Tasikmalaya on July 17th 2006 which given impact for physics and psychologist. Purpose of this research is to examine effectivity of cognitive-behavior therapy in reducing tsunami traumatic syndrome. Approach use in this research is quantitative-qualitative, mixed method of design sequence procedure and pra experiment pre-test and post-test design. To collect data is use tsunami traumatic instrument. The result of research in pretest shows (1) all most of counselee still in high level of traumatic (2) in behavior, cognitive and emotion aspect still in high category, but social and physic aspects is in low category. The result of posttest showed, (1) most of counselee (70%) in middle category of traumatic syndrome, and the others is in high category. Condition of tsunami traumatic syndrome of counselee is reduced well. (2) The highest reduction is in emotion, behavior and cognitive aspect, however social and physic aspect is in low category. (3) CBT proved effective to reduce tsunami traumatic syndrome, especially for cognitive, behavior and emotion aspects.
References
Adripen, et.,al. Buku Panduan STAIN Batusangkar. 2012. Batusangkar: STAIN
Batusangkar Press.
Bukhari, Muhammad Khalis. 2014. Strategies Applied by the Students to Improve Their
Listening Skill. Unpublished Thesis
Chang- Yi, Lee. 2007.. A Study of Language Leaning Strategies Used by College EFL
Learners in Taiwan. China: Shu-chen.
Gay, L.R. 2000. Educational Research: Competencies for Analysis and Application
(Sixth Edition). New Jersey: Florida International.
Gowin, DB & Joseph D.N. 1984. Learning How to Learn. USA: Cambridge University
Press.
Hardan, Abdalmoujod. 2013. Language Learning Strategies : A General Overview.
Social and Behavioral Science. 4th International Conference on New Horizons in
Education. (2013)1712-1726
Helmi, Wildri. 2014. An Analysis of Students‘ Memory Strategy in Reading.
Unpublished Thesis
Hidayatullah. 2014. Learning Strategies Applied by High Speaking Achievement
Students of Senior High School in Batusangkar. Unpublished Thesis
Hurd, Stella. 2008. Language Learning Strategies in Independent Settings. The
Cromwell Press Ltd.: England
Maftoon, Parviz. 2012. Good Language Learner: A Case Study of Writing Strategies.
Theory and Practices in Language Studies. Vol.2, No.8, pp.1597-1602
Martinez, Ignacio, M.P. 1996. The Importance of Languae Leaning Strategies in
Foreign Language Teaching. Cuadernos de Filologia Inglesa journal (5). 103-
O‘Malley, J.M. 1985. Learning Strategy Application with Students of English as
Second Language. TESOL Quarterly 19 (3), 557 – 584.
Oxford, R.L. 1989. Strategies Inventory for Language Learning. Alexandria,VA:
Oxford Associates.
______. 1990. Language Learning Strategies: What every teacher should know. Boston,
M.A: Heinle & Heinle.
Schemeck, R. R. (Ed.) (1988). Learning strategies and learning styles. New York, NY:
Plenum Press.
Sevila, Consuelo,et.,al. 2006. Pengantar Metode Penelitian. Jakarta: UI Press.
Sugiyono. 2012. Memahami Penelitian Kualitatif. Bandung: Alfabeta.
______. 2007. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Suwaranak, Kasma. 2012. English Language Learning Beliefs, Learning Strategies and
Achievement of Masters Students in Thailand. TESOL as a Global Trade: Ethics,
Equity and Ecology Journal.
Tse, Andrew. 2011. A Comparison of Language Learning Strategies Adopted by
Secondary and University Students in Hong Kong. International Journal of
Business and Social Science Vol. 2 No. 11.
Tzu-Ying, Wu. 2006. Language Learning Stratgy Use of Used Foreign Language
Students in Si-Hu Senior High School.pdf Retrieved on
Weinstein, C.E & Mayer, R.E. 1986. The Teaching of Learning Strategies. In M.C
Wittrock, Handbook of Research on teaching, 3rd edition. New York: Macmillan
Wong, Lilian and David Nunan. 2011. The Learning Styles and Strategies of Effective
Language Learners. Science Direct Journal. System 39 (2011).pg144-163
Zare, Pezhman. 2012. Language LearninG Strategies Among EFL/ESL Learners: A
Review of Literature. International Journal of Humanities and Social Science.
Vol.2.No.5
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.