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<![CDATA[HUBUNGAN FASILITAS BELAJAR DENGAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS X SMKN 1 KECAMATAN LUAK KABUPATEN LIMA PULUH KOTA ]]>
<![CDATA[Ernis, Poni]]>
<![CDATA[ Menara Ilmu Vol 12, No 11 (2018): Vol. XII No. 11 Oktober 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v12i11.1057
<![CDATA[This research is motivated by student learning facilities that less than the maximum. Studentsare not focused and are more likely to play around when the teacher explains the lesson sothat the interaction between teacher and student does not go well. Student learning facilitiesthat are less than the maximum will affect student learning outcomes. This study aims todescribe the relationship of learning facilities with student learning outcomes class X SMKN 1District Luak Lima Puluh Kota. The type of research is quantitative research usingcorrelational descriptive method. The population in this study were the students of class Xconsisting of seven classes with the number of 112 people and the sample of the study wastaken by using cluster random sampling technique of 31 people, class X pemasara 2. Thisstudy used two variables, the variable (X) learning facilities, and Variable (Y) result oflearning Indonesian. The steps of data analysis as follows. (1) Correcting and tabulating thequestionnaire value; (2) Provide a score on each question; (3) Score the results of the firstsemester Indonesian exam; (4) Grouping values by rating scale; (5) Correlate data onlearning facilities with learning outcomes; (6) Hypothesis testing; (7) Summing up the resultof data analysis. The results showed that the average learning facility is 81 with goodqualification and average learning outcome is 81 with good qualification. Furthermore, thetest using the formula product moment obtained rhitung 0, 2903 and titung 2.678 with degreesof freedom n-2 (31-2 = 29), and a significant level of 0.05. Hypothesis accepted if thitung>ttable. Thus H1 is accepted because the test results prove that t count is greater than ttablethat is 2.678> 1.699. It can be concluded that there is a significant relationship betweenlearning facilities with learning outcomes Indonesian class X marketing students 2 SMKN 1District Luak District Lima Puluh Kota.Kata kunci : fasilitas belajar, hasil belajar]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENULIS ANEKDOT MENGGUNAKAN STRATEGI GENIUS LEARNING SISWA KELAS VII SMPN 3 KECAMATAN HARAU ]]>
<![CDATA[Ernis, Poni]]>
<![CDATA[ Menara Ilmu Vol 13, No 5 (2019): Vol. XIII No. 5 April 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v13i5.1356
<![CDATA[Dalam pembelajaran menulis teks anekdot berdasarkan strukturnya, merupakan media pembelajaran yang mengajak siswa untuk aktif dan bekerjasama serta bisa bertukar pikiran satu sama lainnya untuk semangat dalam belajar. Menggunakan strategi genius learning telah mampu meningkatkan keterampilan menulis dalam teks anekdot yang menuntukan strukturnya siswa kelas VII Kecamatan Harau. Hasil pra siklus pada menulis teks anekdot berdasarkan strukturnyasiswa kelas VII SMPN 3 Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai rata-rata 74,76 dengan kualifikasi tidak tuntas dan nilai sikap dengan kualifikasi kurang baik. Hasil penelitian pada siklus I menulis teks anekdot berdasarkan strukturnyasiswa kelas VII Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai rata-rata 78.83 dengan kualifikasi tuntas dan nilai sikap dengan kualifikasi baik. Hasil penelitian pada siklus II menulis teks aneldot berdasarkan strukturnyasiswa kelas VII 3 Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai sangat memuaskan yang dengan kualifikasi tidak tuntas hanya 2 orang dan nilai sikap dengan kualifikasi sangat baik. Kata Kunci: Menulis Anekdot, Strategi Genius Learning]]>
<![CDATA[KETERAMPILAN MENYIMAK BERITA MENGGUNAKAN MEDIA AUDIO-VISUAL SISWA KELAS VIII SMPN 2 KECAMATAN HARAU KABUPATEN LIMA PULUH KOTA ]]>
<![CDATA[ERNIS, PONI]]>
<![CDATA[ Inovasi Pendidikan Vol 2, No 18 (2017): Inovasi Pendidikan Volume II Nomor 18, November 2017 ]]>
Publisher : <![CDATA[FKIP UMSB ]]>
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DOI: 10.31869/ip.v2i18.465
<![CDATA[Background research is the condition of students who experience saturation in listening activities at the time of learning. Saturation is caused by several factors. 1. Interest and motivation to learn the students in the process of learning listening skills are low, 2. Less optimal media used by teachers to support the implementation of learning listening skills, 3. Teachers have not used audio-visual media such as the use of infokus in the learning process. Media that is an integral factor in learning can be an important factor in overcoming the problem. Quantitative research type descriptive method. The study population was 142 students consisting of six classes, and the sample was class VIII5 used by Cluster Random Sampling. The instrument for data retrieval is a written test of objective tests. The results of the study are generally quite good with an average of 94.043. Based on the indicators, (1) in determining what (what) the average score of students is 94.78 and is very good, (2) in determining who (who) the average score is 93.47 and is very good, (3) in determining why (why) the average score of students is 86.95 and is quite good, (4) in determining where (where) the average score of students is 94.78 and is very good, (5) in determining when (when) the average value of students is 98.86 and is considered perfect, and (6) in determining how (how) the average value of students is 100 and pertained perfect. Based on the research that has been done, audio-visual media suitable for news material, because it can improve student learning outcomes.Keywords: Listening, News, Audio-Visual]]>
<![CDATA[PENINGKATAN KEMAMPUAN MENULIS PIDATO MELALUI METODE TIRU MODEL SISWA KELASVI SDN 03 MANGGILANG ]]>
<![CDATA[Ernis, Poni]]>
<![CDATA[ JURNAL ILMU PENDIDIKAN AHLUSSUNNAH Vol 1 No 2 (2018): Jurnal Ilmu Pendidikan Ahlussunnah ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Pada Masyarakat (LPPM) STKIP Ahlussunnah ]]>
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<![CDATA[Penelitian Tindakan Kelas ini dimaksudkan untuk meningkatkan kemampuan siswa menulis pidato melalui metode tiru model.Penelitian dilakukan di kelas VI SDN 03 Manggilng dengan subyek 18 orang.Hasil analisis terhadap data yang dikumpulkan melalui observasi, wawancara, instrumen observasi kelas dan tes menunjukkan bahwa teknik tiru model dapat meningkatkan kemampuan siswa menulis pidato. Tekinik tiru model adapun langkah-langkah pembelajarannya sebagai berikut : (1) Siswa membaca dan memahami contoh pidato, (2)Siswa melaporkan isi pidato yang dibaca, (3) Siswa mengomentari pidato, (4)Siswa menulis pidato dengan model pidato yang telah dibaca, (5) Siswa membacakan pidato yang telah ditulisnya di depan kelas. Teknik tiru model dapat meningkatkan kemampuan siswa menulis pidato. Berdasarkan hasil analisis yang diperoleh dari penerapan Teknik Tiru Model dalam meningkatkan keterampilan menulis pidato pada kelas VI siswa SD Negeri 03 Manggilang.dapat disimpulkan sebagai berikut: (1) Penggunaan Teknik Tiru Model dapat meningkatkan kemampuan siswa dalam menulis cerpen siswa kelas VI SD Negeri 03 Manggilang. Hal ini dapat dilihat dari hasil unjuk kerja pra siklus, Siklus I, dan siklus II, (2) Berdasarkan hasil pengamatan terjadi perubahan sikap dan tingkah laku siswa dalam mengikuti proses pembelajaran. Siswa termotivasi untuk membaca cerpen, siwa tampak aktif dalam kegiatan pembelajaran.]]>
<![CDATA[Kesalahan Penggunaan EYD terhadap Paragraf Eksposisi ]]>
<![CDATA[Poni Ernis]]>
<![CDATA[ LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran Vol 1 No 1 (2020): LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/literatur.v1i1.1536
<![CDATA[The purpose of this study is to analyze the use of EYD in the exposition paragraph. This type of research is qualitative research using descriptive methods. Based on the results of the study, the errors in using EYD for exposition paragraphs are grouped into three parts, namely capital letters, preposition and punctuation. Writing capital letters results in 279 cases of error, the use of prepositions of data results in 24 cases of errors, while the use of punctuation is further divided into the use of a period (.) And the use of a comma (,), the use of a period of data results in 26 cases of errors, while the use of commas obtained data results as many as 36 cases of errors. Thus it can be concluded that the misuse of EYD was caused by students' lack of understanding of the writing procedure according to the EYD system. Keywords: Exposition Text, EYD Usage Error]]>
<![CDATA[PERANAN METODE DISKUSI KELOMPOK TERHADAP PENINGKATAN KEMAMPUAN SISWA DALAM PEMBELAJARAN BAHASA INDONESIA KELAS X MIA 3 SMA NEGERI 1 KECAMATAN HARAU ]]>
<![CDATA[Poni Ernis]]>
<![CDATA[ Inovasi Pendidikan Vol 1, No 17 (2017): Inovasi Pendidikan Volume 1 Nomor 17, Maret 2017 ]]>
Publisher : <![CDATA[FKIP UMSB ]]>
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DOI: 10.31869/ip.v1i17.192
<![CDATA[This research is motivated learning outcomes Indonesian subjects in class X MIA 3 still unsatisfactory. One cause less interesting subjects, because it has not developed methods. This type of research is conducted action research (PTK). The subjects were students of class X MIA 3 the first semester of school year 2016-2017 SMA Negeri 1 Subdistrict Harau early July to December period totaling 38 students. This classroom action research using a model developed by Kemmis and Mc. Teggart, consisting of two cycles each cycle consisting of planning (Plan), action (action), observations (observation), and contemplation (reflection). Implementation of each cycle consisting of 2 meetings with the details of two meetings to implement the learning process of one session (2 x 45 minutes) for daily tests. Further elaborated on the operational measures implemented during the three meetings in each cycle that includes planning, implementation, observation, and reflection. Based on the results of this study concluded that the study conducted by researchers at two cycles, it can be seen that the expository approach and inquiry by using group discussions can increase student interest in learning the Indonesian language as an interest to ask the first cycle ride in cycle II. Where that is where we look at the percentage of the first meeting were asking questions that only 16.21% 2.63% recorded speech and the following study by 13.15%. And after it was tested again at a meeting II results obtained can be increased from the previous one. Keywords: role, methods, discussion, and students]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENULIS ANEKDOT MENGGUNAKAN STRATEGI GENIUS LEARNING SISWA KELAS VII SMPN 3 KECAMATAN HARAU ]]>
<![CDATA[Poni Ernis]]>
<![CDATA[ Menara Ilmu Vol 13, No 5 (2019): Vol. XIII No. 5 April 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v13i5.1356
<![CDATA[Dalam pembelajaran menulis teks anekdot berdasarkan strukturnya, merupakan media pembelajaran yang mengajak siswa untuk aktif dan bekerjasama serta bisa bertukar pikiran satu sama lainnya untuk semangat dalam belajar. Menggunakan strategi genius learning telah mampu meningkatkan keterampilan menulis dalam teks anekdot yang menuntukan strukturnya siswa kelas VII Kecamatan Harau. Hasil pra siklus pada menulis teks anekdot berdasarkan strukturnyasiswa kelas VII SMPN 3 Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai rata-rata 74,76 dengan kualifikasi tidak tuntas dan nilai sikap dengan kualifikasi kurang baik. Hasil penelitian pada siklus I menulis teks anekdot berdasarkan strukturnyasiswa kelas VII Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai rata-rata 78.83 dengan kualifikasi tuntas dan nilai sikap dengan kualifikasi baik. Hasil penelitian pada siklus II menulis teks aneldot berdasarkan strukturnyasiswa kelas VII 3 Kecamatan Harau tanpa menggunakan strategi genius learning yaitu dapat ditinjau dari aspek menentukan struktur teks anekdot keseluruhan diperoleh nilai sangat memuaskan yang dengan kualifikasi tidak tuntas hanya 2 orang dan nilai sikap dengan kualifikasi sangat baik. Kata Kunci: Menulis Anekdot, Strategi Genius Learning]]>
<![CDATA[HUBUNGAN FASILITAS BELAJAR DENGAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS X SMKN 1 KECAMATAN LUAK KABUPATEN LIMA PULUH KOTA ]]>
<![CDATA[Poni Ernis]]>
<![CDATA[ Menara Ilmu Vol 12, No 11 (2018): Vol. XII No. 11 Oktober 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v12i11.1057
<![CDATA[This research is motivated by student learning facilities that less than the maximum. Studentsare not focused and are more likely to play around when the teacher explains the lesson sothat the interaction between teacher and student does not go well. Student learning facilitiesthat are less than the maximum will affect student learning outcomes. This study aims todescribe the relationship of learning facilities with student learning outcomes class X SMKN 1District Luak Lima Puluh Kota. The type of research is quantitative research usingcorrelational descriptive method. The population in this study were the students of class Xconsisting of seven classes with the number of 112 people and the sample of the study wastaken by using cluster random sampling technique of 31 people, class X pemasara 2. Thisstudy used two variables, the variable (X) learning facilities, and Variable (Y) result oflearning Indonesian. The steps of data analysis as follows. (1) Correcting and tabulating thequestionnaire value; (2) Provide a score on each question; (3) Score the results of the firstsemester Indonesian exam; (4) Grouping values by rating scale; (5) Correlate data onlearning facilities with learning outcomes; (6) Hypothesis testing; (7) Summing up the resultof data analysis. The results showed that the average learning facility is 81 with goodqualification and average learning outcome is 81 with good qualification. Furthermore, thetest using the formula product moment obtained rhitung 0, 2903 and titung 2.678 with degreesof freedom n-2 (31-2 = 29), and a significant level of 0.05. Hypothesis accepted if thitung>ttable. Thus H1 is accepted because the test results prove that t count is greater than ttablethat is 2.678> 1.699. It can be concluded that there is a significant relationship betweenlearning facilities with learning outcomes Indonesian class X marketing students 2 SMKN 1District Luak District Lima Puluh Kota.Kata kunci : fasilitas belajar, hasil belajar]]>
<![CDATA[Penguasaan PUEBI terhadap Keterampilan Menulis Teks Laporan Hasil Observasi ]]>
<![CDATA[Poni Ernis]]>;
<![CDATA[Neneng Wahyuni]]>
<![CDATA[ Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Vol 5 No 1 (2021): Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran) ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/kibasp.v5i1.2927
<![CDATA[This study aims to determine the relationship between the mastery of PUEBI with the skills of writing text reports on the results of observations. The research method uses correlation with quantitative types. Sampling was done using the cluster random sampling technique. The research instrument is an objective test and a performance test. The results showed that the average value of PUEBI and the value of the observation report were both 76 with good qualifications. The rcount obtained is 0.9030 and tcount 11.3193 with degrees of freedom n-2 (31-2=29), and a significant rate of 0.05. In conclusion, there is a significant relationship between PUEBI and the observation report. Keywords: Writing Observation Report Text, Mastery of PUEBI]]>
<![CDATA[PERBANDINGAN KARAKTER TOKOH UTAMA NOVEL SALAH ASUHAN KARYA ABDOEL MOEIS DAN BELENGGU KARYA ARMIN PANE ]]>
<![CDATA[Poni Ernis]]>
<![CDATA[ Pena Literasi Vol 1, No 1 (2018): Pena Literasi ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/pl.1.1.32-44
<![CDATA[Penulis tertarik meneliti kedua novel ini karena ingin mengetahui bagaimanakah perbandingan karakter tokoh utama dan persamaan maupun perbedaan dari kedua novel tersebut. Alasan membandingkan dua novel dari penerbit yang berbeda karena 1) beda penerbit dan 2) beda karakter, balai pustaka menerbitkan novel yang bertema kawin paksa dan adat, sedangkan pujangga baru bersifat masyarakat modern. Jenis penelitian kualitatif dengan metode deskriptif. Objek penelitian ini novel adalah Salah Asuhan dan Belenggu. Instrumen peneliti sendiri dan istrumen tambahan seperti pena dan buku. Langkah-langkahpengumpulan data sebagai berikut 1) membaca dan memahami isi kedua novel yang akan diteliti 2) menginventarisasi dan mengklasifikasikan data tokoh dan karakter tokoh utama berdasarkan aspek karakter tokoh dengan menggunakan format 4) menganalisis data yang telah diklasifikasikan 5) membahas dan membandingkan karakter tokoh utama yang meliputi sifat, sikap, dan tingkah laku 6) menyimpulkan hasil penelitian. Hasil penelitian tentang perbandingan karakter tokoh utama novel Salah Asuhan dan Belenggu terdapat 106 data, dalam novel Salah Asuhan terdapat 49 data terdiri atas 23 data sifat, 12 data sikap, dan 14 data tingkah laku. Novel Belenggu terdapat 57 data terdiri atas 22 data sifat, 20 data sikap, dan 15 data tingkah laku.]]>
