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All Journal ENGLISH FRANCA : Academic Journal of English Language and Education ENGLISH FRANCA : Academic Journal of English Language and Education Al-Hayat: Journal of Islamic Education
Utami, Henny Septia
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Classroom Activities Pursuant to Effective Techniques Teaching English in Integrated Vocational Schools Agustin, Heli; Noviyenty, Leffi; Utami, Henny Septia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 02 (2019)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1112

Abstract

The objective of this research are to describe classroom activities pursuant to effective techniques teaching English in integrated vocational schools, and to investigate  classroom activities pursuant to effective techniques teaching English in integrated vocational schools at Islamic integrated Rabbi Radhiyyahand vocational high school Islamic integrated  KhoiruUmmah in CurupRejangLebong. The design of this research is descriptive qualitative. The subject of this research were two teachers who teach English in Islamic integrated vocational schools. In collecting the date, the researcher used the following techniques: checklist observation and interview. There are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. The notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. In analyzing the data,the steps were data managing, description, and interpreting. Theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. The elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching.
An Analysis of Classroom Activities Pursuant to Effective Techniques Teaching English in Integrated Vocational Schools Agustin, Heli; Noviyenty, Leffi; Utami, Henny Septia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 2 November (2019): ENGLISH FRANCA : Academic Journal of English Language and Education pro
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1112

Abstract

The objective of this research are to describe classroom activities pursuant to effective techniques teaching English in integrated vocational schools, and to investigate classroom activities pursuant to effective techniques teaching English in integrated vocational schools at Islamic integrated Rabbi Radhiyyahand vocational high school Islamic integrated KhoiruUmmah in CurupRejangLebong. The design of this research is descriptive qualitative. The subject of this research were two teachers who teach English in Islamic integrated vocational schools. In collecting the date, the researcher used the following techniques: checklist observation and interview. There are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. The notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. In analyzing the data,the steps were data managing, description, and interpreting. Theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. The elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching.
Improving Students’ English Pronunciation Competence by Using Shadowing Technique Utami, Henny Septia; Morganna, Ruly
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 1 May (2022): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.3915

Abstract

This study used classroom action research at SMPN 1 Curup Timur in Bengkulu, using the shadowing technique to assist students in resolving their English pronunciation issues. As participants, 25 ninth-grade students were involved. The shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. Two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. Observations and tests were used to collect data. The data were analyzed both qualitatively and quantitatively. This study uncovered two sets of data. First, for each meeting in each cycle, the process of learning English pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. Second, the shadowing technique was effective in improving students' English pronunciation skills. In cycle one, this technique was capable of improving English pronunciation indicators such as phonemes, sound combinations, and sound linkage. Following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation.
Development of Constructivist Learning Model in Research Methodology Lectures Wahyuningsih, Wiwin Arbani; Indrayanto; Utami, Henny Septia
Al-Hayat: Journal of Islamic Education Vol. 9 No. 3 (2025): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v9i3.158

Abstract

This study aims to analyze the obstacles and identify effective strategies to develop a prototype learning model that enhances students’ understanding of research methodology in higher education. At IAIN Curup, a 2023 internal survey involving students from four study programs (PGMI, PAI, MPI, and English Language Teaching) revealed that 72% of students struggled with fundamental research concepts, while 65% lacked confidence in using data analysis software such as SPSS and NVivo. This research employed a qualitative approach, using in-depth interviews and field observations involving both students and lecturers who are actively involved in teaching research methodology. The research was conducted from September to November 2024 at IAIN Curup, located in Rejang Lebong Regency, Bengkulu Province. This institution was selected because it actively implements research methodology courses across various academic programs. The subjects of this research include ten lecturers who teach research methodology and twenty students who have completed the course. The collected data were analyzed using thematic analysis. The analysis included several stages: data transcription, coding, categorization, and interpretation. The study found several key barriers, including limited comprehension of basic methodological concepts, low motivation, and difficulties in applying data analysis tools. External challenges include inadequate supporting facilities, restricted access to scientific literature, and time constraints. Based on these findings, the study proposes a prototype learning strategy that combines practice-based learning, integrated software workshops, and strengthened mentoring systems. This prototype was found to significantly increase student engagement and comprehension during pilot implementation. This study is limited to a single institution and a relatively small sample size, which may affect the generalizability of the findings. Further research is needed to test the prototype across multiple institutions.
Co-Authors Agustin, Heli Indrayanto Leffi Noviyenty, Leffi Ruly Morganna, Ruly Wahyuningsih, Wiwin Arbani