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All Journal Berumpun: international journal of social, politics and humanities Tarbawy : Jurnal Pendidikan Islam Journal of General Education and Humanities EEdJ: English Education Journal Edugama: Jurnal Kependidikan dan Sosial Keagamaan
Zulfikri Betyar Rasuan
IAIN Syaikh Abdurrahman Siddik Bangka Belitung
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Teaching Vocabulary Mastery by Using Systematic Game Zulfikri Betyar Rasuan
Tarbawy : Jurnal Pendidikan Islam Vol 4 No 2 (2017): Tarbawy : Jurnal Pendidikan Islam
Publisher : IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/tarbawy.v4i2.818

Abstract

David Wilkins mengatakan bahwa tanpa tata bahasa sangat sedikit yang bisa disampaikan, tanpa kosakata tidak ada yang bisa disampaikan. Dia menambahkan bahwa Anda dapat mengatakan sangat sedikit dengan tata bahasa, tetapi Anda dapat mengatakan hampir semua hal dengan kata-kata. Artinya kosa kata sangat penting dalam belajar bahasa Inggris. Untuk mengajar kosa kata, guru harus menggunakan strategi yang efektif dan menarik dalam mengajar kosa kata. Peserta didik akan belajar dan mengingat kata dengan mudah jika mereka diajar dengan menggunakan strategi yang efektif dan menarik oleh guru.
The Correlation between Students’ Achievement in Using Adjectives and Their Ability in Writing Descriptive Text Chadafi, Mo'amar; Rasuan, Zulfikri Betyar; Novrieta, Dina
EEdJ: English Education Journal Vol. 3 No. 2 (2023): English Education Journal 2023
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v3i2.4471

Abstract

This study was a correlational study. The objectives of this study were: to find out the students’ achievement in using adjective, their ability in writing descriptive text, and whether there was any significant correlation between those two variables. The total number of sample was 24 students. The findings of this study showed that the students’ achievement in using adjective was categorized into good criteria. It could be seen from the result of the mean score of students’ achievement in using adjective, it was 76.96. For the students’ ability in writing descriptive text, the findings of the study showed that the result of the mean score was 76.75. Then, the findings for the correlation between students’ achievement in using adjective and students’ ability in writing descriptive text was 0.860 and the p-value (Sig. (2- tailed)) was 0.000. Meanwhile, the critical value in the table at significant (2- tailed) level 5% was 0.404. It meant that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Therefore, there was a positive correlation between students’ achievement in using adjective and students’ ability in writing descriptive text.
The Correlation Between Vocabulary Mastery and Translation Ability to Students of SMA Negeri 4 Pangkalpinang Rasuan, Zulfikri B; Fauzi, Fauzi
Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 2 (2024): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v7i2.65

Abstract

This research focuses on the correlation between vocabulary mastery and translation ability to students of Senior High School (SMA) 4 Pangkalpinang. This study will be conducted by applying a correlational design. It will be used to measure and describe the relationship between two variables in this study namely Independent and Dependent variables. The Independent variable is students’ vocabulary mastery and the dependent variable is the students’ translation ability of the students of SMAN 4 Pangkalpinang. the population of this study were all of the students of grade XI of SMAN 4 Pangkalpinang in academic year 2021/2022. The finding of the research can be concluded that the vocabulary achievement is fair. It can be seen from the computation in which the mean score of the students’ vocabulary achievement is 63.2 when it is consulted to the table of category level scores by John W. Best (2021:260); the score is categorized in fair. the translation ability is fair. It can be seen from the computation in which the mean score of the students’ translation ability is 70.77 when it is consulted to the table of category level scores by John W. Best (2021:260); the score is categorized in fair. There is a significant positive correlation between the vocabulary mastery and translation ability. There is a significant positive correlation between the vocabulary mastery (X) and translation ability (Y).
Correlations Of Reading Motivation and Engagement of Parents Towards Reading Comprehension Attainment: A Survey Research At SMA 3 Pangkalpinang Rasuan, Zulfikri B
Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v7i1.81

Abstract

This study examines the correlations between students' reading attitudes, reading motivation, parental involvement, and reading comprehension achievement. Using a quantitative research method, data were collected from 150 randomly selected eleventh-grade students (77 males, 73 females) at SMA N 3 Pangkalpinang during the 2019-2020 academic year. Questionnaires measured reading attitudes, motivation, parental involvement, and education, alongside a reading comprehension test. Results revealed a significant correlation between reading motivation and comprehension (r = 0.424). Extrinsic motivation showed a moderate correlation (r = 0.599, p < 0.001), while intrinsic motivation exhibited a low correlation (r = 0.399, p = 0.016). Findings suggest that extrinsic motivation has a stronger influence on reading comprehension than intrinsic motivation, with parental involvement also playing a role. Therefore, it answered the research that there was a relationship between reading motivation and Engagement of Parents Towards Reading Comprehension. For the details, the correlation of intrinsic motivation and reading comprehension is significant in 0,016 by the coefficient correlation 0,399 that considered as low correlation. In another side, the correlation of extrinsic motivation and reading comprehension is significant in 0,000 by the coefficient correlation 0,599 that considered as moderate correlation. It can be concluded that based on the data that was analyzed, the students reading extrinsic motivation influence the students‟ comprehension more than the intrinsic motivation. In other words, the contribution of reading motivation towards reading comprehension was not strongly significant for the second-year students of SMA N 3 Pangkalpinang
The Correlation between Listening Strategy and Students’ Listening Achievement Anggraeni, Meri; Sugiarto, Dody; Rasuan, Zulfikri Betyar
EEdJ: English Education Journal Vol. 3 No. 1 (2023): English Education Journal 2023
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v3i1.3452

Abstract

The purpose of this study was to determine the relationship between students' listening achievement and their listening approach. The participants in this study were 11th graders. 97 students served as the study's sample population. The data were analyzed using Pearson's r correlation coefficients in this descriptive quantitative study. Data were gathered for this study using a listening test and a questionnaire. Students' listening techniques were discovered using a questionnaire, and their listening abilities were discovered through a listening exam. 28 questions about cognitive, metacognitive, and socio-affective strategies were included in the questionnaire that the students were required to complete. According to the study's findings, there is a high association between the use of cognitive methods and successful listening. The link between socio-affective variables and listening achievement was significant with moderate interpretation, as was the correlation between metacognitive approach and listening achievement. Students' listening strategies and listening achievement at the school exhibit a substantial association, with rxy of cognitive strategy showing > = 0.622, metacognitive strategy showing > = 0.525, and socio-affective strategy showing > = 0.415. As a result, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is disproved.
Cake Application to Increase Students' English Vocabulary Mastery at SMA Bakti Parit Tiga Sapitri, Dera; Rasuan, Zulfikri Betyar; Pratiwi, Aisyah
EEdJ: English Education Journal Vol. 5 No. 1 (2025): English Education Journal 2025
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/shym9a47

Abstract

This study's goal is to find out if students in Bakti Parit Tiga High School's class XI can increase their vocabulary by using the Cake app using quasi experimental design. This study focused on employing narrative analysis to look at adjectives, nouns, and verbs in written language. The test results were statistically analyzed using t-test. The results of the study revealed that: (1) students in the treatment group that utilized the cake application achieved an average comprehension score of 94.79; (2) the control group achieved an average score of 88.89; and (3) students in the experimental group who used the cake application excelled at vocabulary mastery compared to the control group at a significance level of 0.03. Since, the two-tailed significant level of 0.03 was lower than the computed significance level, and the t-value of 3.058 was more than the t-critical value of 2.005. The alternative hypothesis (Ha) was validated while the null hypothesis (Ho) was not supported. Based on the previously mentioned data, it can be concluded that there was a significant difference in the students' vocabulary levels according to how they used the Cake app for learning.
Discursive Chaos in Indonesian Facebook Responses to the Iran–Israel Conflict: Media Framing, Affective Polarization, and Epistemic Distrust Zulfikri Betyar Rasuan; Widyasari Widyasari; M Afifulloh; Basri Basri
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1955

Abstract

This article examines how Indonesian Facebook users responded to media posts about the Iran–Israel conflict and how these responses contributed to the emergence of discursive chaos in digital public space. Existing studies on digital political communication have often examined misinformation, polarization, and platform dynamics separately. Less attention has been given to how media framing, emotional antagonism, and distrust toward information interact simultaneously in comment sections, especially in non-Western contexts. To address this gap, this study employed a qualitative digital discourse approach based on publicly accessible Facebook posts and user comments circulated in Indonesian online spaces. The analysis combined thematic reading and discourse-oriented interpretation to examine how users received, contested, redirected, and emotionally amplified media narratives. The findings show that Facebook comment sections did not function merely as spaces for responding to news, but as arenas of discursive struggle. Users reinterpreted conflict updates through ridicule, moralization, symbolic alignment, and contests of credibility. In several cases, the Iran–Israel conflict was also localized into broader political and ideological grievances, including distrust of mainstream media, anti-Western sentiment, and criticism of international power relations. These patterns indicate that discursive chaos emerged not only from false information, but also from the interaction among media framing, affective polarization, epistemic distrust, and antagonistic participation within the platform environment. This study contributes to digital political communication scholarship by showing that Indonesian responses to international conflict are shaped not only by issue salience, but also by emotionally charged reinterpretation and the weakening of shared epistemic ground
Class Room Action Research in English Language Learning Zulfikri Betyar Rasuan
Edugama: Jurnal Kependidikan dan Sosial Keagamaan Vol. 5 No. 1 (2019): Edugama: Jurnal Kependidikan dan Sosial Keagamaan
Publisher : PASCASARJANA IAIN SYAIKH ABDURRAHMAN SIDDIK BANGKA BELITUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/edugama.v5i1.965

Abstract

Research activities is common for a lecturer because it is a compoulsary term. Research in English Language or English learning is a scientific activity that aims at investigating the rules that work in the process of English learning. Research activities in English learning cover four steps: observing, describing, analyzing, and explaining. The way of each step is done depends on the nature of the data and the objective of the research. Classroom Action Research (CAR) for English Learning aims at developing a certain instructional strategy to solve practical instructional problems in English classrooms. Each English learner is basically able to learn English provided that he or she is given the appropriate help as each learner has his or her own style and strategy of learning. CAR for English Learning aims at discovering learning-teaching strategies that match learners’ style and strategies in learning English. CAR is done in several cyles each of which is repeated in the following cycle if the result is not satisfactory yet with the better revised lesson plan. Each cycle begins with lesson planning, implementing the plan, observing the implementation, and reflecing or evaluating the process and the result of the implementation. The result of the reflection determines the following cycle.
Co-Authors Aisyah Pratiwi, Aisyah Basri Basri Chadafi, Mo'amar Dina Novrieta Dody Sugiarto Fauzi Fauzi M Afifulloh Meri Anggraeni, Meri Sapitri, Dera Widyasari Widyasari