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All Journal Journal of Languages and Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP GANEC SWARA Academy of Education Journal Jurnal Pengabdian Kepada Masyarakat (Mediteg) AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Journal of Language and Literature Studies JOETAL: Journal of Education, Teaching and Learning Journal of English Education and Literature
SOPIAN SAORI
Sekolah Tinggi Ilmu Ekonomi AMM Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Enhancing Students’ Listening Skill Through Podcasts Indriana, Pathul; Saori, Sopian
AS-SABIQUN Vol 6 No 4 (2024): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v6i4.5095

Abstract

This study investigates the effectiveness of podcasts in improving the listening skills of English as a Foreign Language (EFL) learners. The research was conducted at Yusuf Abdussatar Islamic Vocational School in Kediri West Lombok Indonesia Indonesia (n=35, Grade 11), the research employed an experimental design with interviews and questionnaires. The findings reveal that majority of students (55%) perceived podcasts as facilitating easier learning, further integration strategies could be explored for optimal benefit. Although 75% found podcasts somewhat effective and enjoyable, further research could identify aspects to maximize their impact. Encouragingly, all students agreed that podcasts could improve listening skills. Additionally, 90% of participants reported increased motivation to learn further after using podcasts. The study also revealed positive perceptions regarding podcasts' contribution to keeping up with educational media trends (16.7% strongly agreed) and fostering independent learning (83.3% agreed or strongly agreed). These findings suggest that podcasts can be a valuable tool for EFL classrooms. Conclusion: Incorporating podcasts into EFL classrooms appears to be a promising method for improving listening skills and fostering a positive learning environment.
Teaching Reading Comprehension by Using Some Methods in Senior High Schools Saori, Sopian
Journal of Languages and Language Teaching Vol. 10 No. 1 (2022): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i1.4638

Abstract

The study aimed to figure out the methods used by English teachers in teaching reading comprehension and how they applied them. The main purpose of the study was to describe the methods used by english teachers and reveal the strength and weakness of the methods. This research was a descriptive qualitative research. The design of the study was a case study. The participants of the research were two English teachers who teach in the second grade of senior high schools. Each English teacher had eight meetings that observed by the researcher. To collect the data, there were research instruments: observation, document analysys checklist and interview. They were used to find out the method used and how the English teachers applied them in teaching reading comprehension. The result of the study showed that both teachers used almost the same methods such as, grammar-translation method, scaffolding, and mind mapping. The difference was in the step of the implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was the grammar-translation method since it helped students comprehend the text. There were several students who still found it hard to understand the materials of the lessons. Teachers were supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning process can run well and use better methods of teaching.
The Effect of Reciprocal Teaching Technique Toward the Students’ Ability in Reading Narrative Text Sugianto; Sopian Saori
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.77

Abstract

The observation at SMAN 1 Sikur shows that students' reading ability is still low so that appropriate intervention is needed in the learning process. Low reading ability can adversely affect students' comprehension of narrative text, hinder the development of knowledge, and reduce students' ability to express ideas both in writing and orally. This study aims to determine the effectiveness of reciprocal technique on students' narrative text reading ability. This research is focused on the XI grade students of SMAN 1 Sikur in the academic year 2023/2024. The research method that will be conducted in this research is quasi experiment with experimental research type. The research design in this research is Pretest Posttest Control Group Design. In this design, there will be two sample classes, one sample for the experimental group, which is the subject group in the form of applying the reciprocal technique in learning to read narrative text, while the control group is treated with conventional learning techniques. Samples are taken as part of the overall research object and are considered to represent the true picture of the population. The sample of the research is 62 students, (31 students of experimental class and 31 students of control class). The average score of the experimental class was 2.158. While the average value of the control class was 2.230. In accordance with the analysis above, the researcher found that Reciprocal Teaching Technique has a significant effect on the ability to read narrative text of students in grade XI of SMAN 1 Sikur. This is evidenced by the significant difference in the average post- test scores of the experimental and control groups. This conclusion can be seen from the results of statistical calculations, that the "sig" value is smaller than "0.05".
INFLUENCE OF COLLABORATIVE STRATEGIC READING (CSR) IN TEACHING READING COMPREHENSION Sopian Saori
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 2 No. 1 (2015)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v2i1.2411

Abstract

This study is aimed to find out whether there is a significant difference in reading achievement between the students who are taught by using CSR and that of the students who are taught by using another technique. This study used quasi experimental design. This research was conducted from January 13 to February 17, 2014. The participants of this study were the second year students of State Islamic Junior High School of Yogyakarta II. There were two intact classes taken as the subject of this study. Each class consisted of 32 students performing as experimental group and 32 students as a control group. The pretest and posttest were used as the instrument to collect the data. Descriptive and inferential statistics were used to analyze the data. The research findings showed that after students were taught by using collaborative strategic reading, the students’ mean score of the experimental group was higher (68.12) than that of the mean score of the control group (60.75) with mean difference 7.22. The F value (12.74) was higher than the F table (4.00) with 5 % level in the degree of freedom was 60 and the p value (.001) was lower than (.05).
THE USE OF PROJECT BASED LEARNING (PJBL) MODEL TO INCREASE STUDENTS’ ACTIVE PARTICIPATION IN SPEAKING CLASS AT SMAN 1 KERUAK Sugianto Sugianto; Sopian Saori
JOETAL: Journal of Education, Teaching and Learning JOETAL Volume 2 Number 1 (May 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joetal.v2i1.89

Abstract

Observations at SMAN 1 KERUAK show that students' active participation in speaking classes is still low, so appropriate intervention is needed in the learning process. Student activeness in learning is an important and fundamental issue that every teacher must understand, realize, and develop in the learning process. The purpose of this research is to find out how the use of project-based learning (PjBL) can increase students' active participation in speaking class at SMAN 1 Keruak. This research focused on class XI students at SMAN 1 KERUAK for the 2023–2024 academic year. The research method used is Classroom Action Research (CAR). The results of the data obtained from observation sheet show that students can fulfilled all of indicators of active participation, and the data field notes show that after using the project-based learning (PjBL) model, students became more actively participate in speaking class, and the data questionnaire show that the use of project-based learning (PjBL) model getting a positive response from all students totaling 34 stuents with an overall score of 93.52%. Based on the findings, it could be concluded that the use of project-based learning (PjBL) model can increase students' active participation in speaking class at SMAN 1 KERUAK.
Co-Authors Bairizki, Ahmad Christian Badilo, Kim Faizathul Octavia, Yusi Hikmah Hikmah indriana, pathul Irianto Irianto Khotmi, Herawati PATHULA INDRIAN Sugianto Sugianto Sugianto Sugianto Sugianto Sugianto Syakbani, Baehaki