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All Journal STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra ACADEMIA: Jurnal Inovasi Riset Akademik EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan TEACHER : Jurnal Inovasi Karya Ilmiah Guru
Astati, Era
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Education Energy Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : TEACHER : Jurnal Inovasi Karya Ilmiah Guru

 1 
PENINGKATAN KEMAMPUAN PESERTA DIDIK DALAM MENULIS TEKS NARRATIVE MELALUI WRITING PROCESS APPROACH DI KELAS IX Astati, Era
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v5i1.5752

Abstract

Learning to write is important because it can make students smart, increase their insight, and foster enthusiasm for exploring knowledge. With this situation, writing competence becomes very important so that improvements are needed in improving the quality of students' abilities in learning English, especially in the field of skills such as writing. Real conditions show that the teaching system that is running is still traditional, thus inhibiting students from learning actively and creatively. In fact, writing is one type of language skill that must be pursued so that students have life skills. The traditional teaching system will not be able to create proud output because it is more dominated by teachers and students are not actively involved in the learning process. An effort that can be made is to improve students' writing skills through a process approach so that they are skilled in learning to write Narrative Texts. The results of this study were obtained in the pre-cycle, post-test I and II respectively, which were 36%, 66% and 88%. The performance indicator that the author set was a success rate of achieving completion of 75%. Thus, through the writing process approach for Narrative Text, it has succeeded in improving the writing skills of Grade IX Students of SMP Baiturrosyid Boarding School Padang in the 2024/2025 academic year. ABSTRAKBelajar menulis itu penting karena bisa membuat Peserta didik cerdas, menambah wawasan, dan menumbuhkan semangat untuk menggali ilmu. Dengan keadaan ini kompetensi writing menjadi hal yang sangat penting sehingga diperlukan suatu pembenahan dalam peningkatan kualitas kemampuan Peserta didik dalam pembelajaran bahasa Inggris khususnya dibidang keterampilan seperti halnya menulis. Kodisi real menunjukkan sistem pengajaran yang berjalan masih bersifat tradisional, sehingga menghambat para Peserta didik untuk belajar aktif dan kreatif. Padahal writing adalah salah satu jenis keterampilan berbahasa yang harus diupayakan agar Peserta didik memiliki life skill (kecakapan hidup). Sistem pengajaran tradisional tersebut tidak akan mampu menciptakan output yang membanggakan karena lebih didominasi oleh guru dan peserta didik tidak terlibat aktif dalam proses pembelajaran. Suatu upaya yang bisa dilakukan yaitu meningkatkan kemampuan menulis Peserta didik melalui suatu pendekatan proses agar terampil dalam belajar menulis Teks Narrative. Hasil penelitian ini diperoleh pada pra siklus, post test I dan II secara berturut-turut adalah 36%, 66% dan 88%. Indikator kinerja yang penulis tetapkan adalah tingkat keberhasilan mencapai tuntas sebesar 75%. Dengan demikian melalui writing process appoach untuk Teks Narrative berhasil meningkatkan kemampuan menulis Peserta didik kelas IX SMP Baiturrosyid Boarding School Padang  tahun pelajaran 2024/2025.
UPAYA MENINGKATKAN LISTENING SKILL PADA PEMBELAJARAN TRANSAKSIONAL TEKS MELALUI METODE THREE PHASE TECHNIQUE DI KELAS VIII Astati, Era
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v5i2.5753

Abstract

Learning English listening for junior high school students is highly recommended so that students are able to communicate verbally. One method that can be used in learning to improve students' listening skills is the Three-Phase Technique Learning Method. The Three-Phase Technique Learning Method is a technique that divides learning activities into three main parts, namely initial activities (Pre Activities), core activities (Main Activities), and final activities (Post Activities). This study focuses on improving abilities, namely listening skills. This study is a type of classroom action research (PTK) through the stages of planning, implementation, evaluation and reflection for two cycles. The results of this PTK concluded that there was an increase in students' listening skills after going through transactional text learning using the Three-Phase Technique Learning Method. In the pre-cycle, the achievement of learning completeness was 37.5%, cycle I was 65.6% and in cycle II it reached 84.3%. With the indicator of the achievement of this PTK success, the learning completeness was at least 80%, so this PTK has been successfully and effectively implemented for two cycles. ABSTRAKBelajar listening Bahasa Inggrispada siswa SMP sangat dianjurkan agar siswa mampu berkomunikasi secara verbal. Salah satu metode yang bisa digunakan dalam pembelajaran untuk meningkatkan aspek listening skill siswa adalah Metode Pembelajaran Three-Phase Technique. Metode Pembelajaran Three-Phase Technique adalah teknik yang membagi kegiatan pembelajaran menjadi tiga bagian utama yaitu kegiatan awal (Pre Activities), kegiatan inti (Main Activities), dan kegiatan akhir (Post Activities). Dalam penelitian ini memfokuskan pada peningkatan kemampuan yaitu kemampuan listening skill. Penelitian ini berjenis penelitian tindakan kelas (PTK) melalui tahapan perencanaan, pelaksanaan, evaluasi dan refleksi selama dua siklus. Hasil PTK ini diperoleh simpulan bahwa adanya peningkatan listening skill siswa setelah melalui pembelajaran transaksional teks menggunakan Metode Pembelajaran Three-Phase Technique. Pada pra siklus, capaian ketuntasan pembelajaran sebesar 37,5%, siklus I sebesar 65,6% dan pada siklus II mencapai 84,3%. Dengan indikator capaian keberhasilan PTK ini ketuntasan pembelajaran minimal 80% maka PTK ini telah berhasil dan efektif diterapkan selama dua siklus.
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