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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JISIP: Jurnal Ilmu Sosial dan Pendidikan Journal of Language and Literature JOLLT Journal of Languages and Language Teaching Riwayat: Educational Journal of History and Humanities
Permana, Dira
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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CRAFTING MEDIA TO ENHANCE STUDENTS’ ENGLISH VOCABULARY Permana, Dira; Qomariyah, Siti Syafi'atul
Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018)
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.738 KB) | DOI: 10.33394/jo-elt.v5i1.2292

Abstract

This study aims at (1) seeking whether or not crafting media is able to enhance students? English vocabulary of fourth grade at SDIT Anak Sholeh Mataram and (2) elaborating on how Craftingmedia is implemented to enhance students? English vocabulary of fourth grade at SDIT Anak Soleh Mataram. This study used Classroom Action Research (CAR) with test, observation, and documentation as the instruments of gaining data. Based on data findings, the mean score of pretest was 80.7 and posttest was 88.9. This significant gap in scores between pretest and posttest (8.2) implied there had been enhancement in students? English vocabulary achievement as the students were taught by using Crafting media. Crafting media was implemented through several related phases which presented students? direct and active selves-involvement to pump up the students? learning motivation to recognize various objects their surroundings. Thus, it can be concluded that Crafting media is able to enhance students? English vocabulary learning of fourth grade at SDIT Anak Sholeh Mataram. Furthermore, Crafting also could help the students drive their motor and language skills. Therefore, it is expected that English teachers use Crafting media as an alternative teaching media to enhance students? vocabulary in the English class learning.
THE APPLICATION OF THE LEARNING STRATEGY TO IMPROVE THE SPEAKING SKILL OF THE SECOND GRADE STUDENTS AT SMA UII YOGYAKARTA IN THE ACADEMIC YEAR 2011/2012 Permana, Dira
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 1, No 1 (2014)
Publisher : IKIP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (974.05 KB) | DOI: 10.33394/jo-elt.v1i1.2400

Abstract

The objectives of this study were to identify the problems of the second grade students in speaking English and to discover the effective steps of the learning strategy to improve the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. This study applied a classroom action research and was conducted in two cycles consisting of planning, acting, observing, evaluating, and reflecting. Subjects of the research were the second grade students of SMA UII in the academic year 2011/2012. Data collecting techniques used were observation, interview, diary and speaking test. Data analysis techniques used were descriptive analysis. Based on the research, there were four strategies applied in cycle I, i.e., the strategies of asking for clarification or verification, grouping, repeating and placing new words into a context. The result of strategies application in cycle I gave positive and negative responses that it did not give much significance to the students? speaking skill. The highest speaking score of the students in cycle I was 18. Therefore, revision was done. There were two strategies that must be revised in cycle II, which were the strategies of grouping and repeating. As the revision was done in cycle II, students showed positive response and gave significant improvement to the students? speaking skill. The highest speaking score of the students in cycle II was 27. Thus, it can be concluded that the learning strategy is successfully implemented and improves the speaking skill of the second grade students at SMA UII in the academic year 2011/2012. 
Efektivitas Penggunaan Word Category Terhadap Peningkatan Minat Belajar Kosakata Pada Mata Pelajaran Bahasa Inggris Terasne, Terasne; Permana, Dira; Setianingsih, Tri
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 4, No 3 (2020): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1108.452 KB) | DOI: 10.58258/jisip.v4i3.1167

Abstract

The purpose of this study was to determine whether the use of Word Category was effective in increasing the interest and learning achievement of students' vocabulary in English subjects at SMPN 1 Praya Barat. This research was a pre-experimental research with one-group pre-test-post-test design. The population of this research was all students of class II of SMPN 1 Praya Barat which were divided into 3 classes. They were class II-1 consisting of 23 students, class II-2 consisted of 32 students, and class II-3 consisted of 20 students. The total population of this study was 74 students. In this case, researchers took one class as a sample that was class II-1 consisting of 23 students. The research sampling technique used cluster random sampling classes. The research instrument used in the collection of research data was a multiple choice test to measure student vocabulary learning outcomes consisting of 25 items with various variants of questions and questionnaires with an alternative scale of answer choices to measure student vocabulary interest. The results found that the answers: strongly agree given a score of 5, agree given a score of 4, a score given doubtful 3, disagree score given 2, and strongly disagree given a score in this case the questionnaire research as the main data using the description method involving description and data interpretation. Researchers use questionnaires to determine student motivation in reading. Results of the analysis of the data description of the scores of the mean pre-test and Post-test deviation of students were obtained by dividing the number of deviation scores by the number of students seen 194/23 = 8,435. In this study, the sample of data was 23 students, so the level of freedom (df) used was 23-1 = 22. After calculating the data interpretation it was found that t-test = 9,467 ≥ t-table = 1,717. From the above results, the researcher concludes that the word category technique has a significant effect on students' reading comprehension. Therefore, the Alternative Hypothesis was accepted and the Null Hypothesis was rejected
The Effect of Student Team Work Learning (STWL) towards Students’ Reading Comprehension Terasne, Terasne; Permana, Dira; Setianingsih, Tri
Humanitatis : Journal of Language and Literature Vol. 7 No. 1 (2020): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v7i1.965

Abstract

This research was aimed at finding out whether or not Student Team Work Learning Strategy (STWL) has positive effect on students’ reading comprehension. The research was pre experimental with one pre-test post-test design. The sample of the study was second grade students of MA Nurul Muhsini Jomang Batu Jai Lombok Tengah which consisted of one class 30 students. The instrument used was reading test inthe form of multile chose test and objective test which were consited of 25 items. The score was analyzed by using descriptive and inferential analysis. Descriptive analysis was used to describe mean, mode, median, and standard deviation of group, and inferential analysis was used to describe the value of t-test for comparison between t-table. It was showed that the value of t-test = 5.411 was higher than the value of t-table = 1.692. Alternatively, using Student Team Work Learning Strategy has positive effect on students’ reading comprehension at second grade students of MA Nurul Muhsini Jomang Batu Jai Lombok Tengah.
Exploring EFL Students Learning Motivation and Activeness in the Extensive Reading Classroom through Task-Based Learning Terasne*, Terasne; Permana, Dira; Hanan, Ahmad
Riwayat: Educational Journal of History and Humanities Vol 6, No 4 (2023): Educational, Historical Studies and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v6i4.34158

Abstract

This research is motivated by the assumption that Task Based Learning (TBL) is an old method that is no longer relevant in the world of education. The purpose of study was to determine to what extent TBL contributed to the students motivation and students activeness in extensive reading classroom through TBL at fifth semester students of Faculty, Culture, Management and Business, Mandalika University of Education. The technique of data collection used was: (1) the questionnaire consisted of twelve statements based on steps of TBL namely; pre-task, during-task and post-task. Technique of data analysis use was data reduction, data display and data conclusion. To determine frequency of the students motivation and activates trough TBL using the formula. The results of questionnaire shows that from 30 students, there were thirteen students or 43% who were included in the motivated category. It can be concluded that the fifth semester students of the Faculty of Culture, Management and Business are motivated in extensive reading classroom through TBL. (2) Observation, to find out how active students are in extensive reading classroom through TBL. Observation data was analyzed qualitatively in the form of statements that describe students activates. From the result of observation shows a total percentage of 91.37. It can be concluded that the fifth semester students of the Faculty of Cultural, Management and Business are active enough in extensive reading classroom through TBL.
Developing TaskBased Reading Materials to Improve EFL Students Critical Thinking in the Extensive Reading Class Hanan, Ahmad; Terasne, Terasne; Permana, Dira
Riwayat: Educational Journal of History and Humanities Vol 7, No 4 (2024): October, Social Issue and Education
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v7i4.41364

Abstract

This study aims to develop task-based instructional materials (Task-Based Learning/TBL) designed to enhance the critical thinking skills of EFL students in the Extensive Reading course at Universitas Pendidikan Mandalika. The research employs the Research Development (RD) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, observations and interviews were conducted to assess students' needs. During the development stage, reading materials covering themes such as environmental issues, cultural diversity, and technology were created to promote analytical thinking. Specific tasks included evaluating arguments, comparing perspectives, and synthesizing information from multiple texts. These tasks required students to not only comprehend the material but also apply critical thinking by questioning assumptions and drawing reasoned conclusions. The instructional materials were tested for practicality and used in both experimental and control classes, involving 70 fourth-semester students. Results showed that the materials were highly suitable for classroom use with minor revisions. Post-test results indicated that students in the experimental class demonstrated a significant increase in critical thinking skills, with an average score of 83.3, compared to 71.73 in the control group. These findings suggest that task-based instructional materials are effective in promoting critical thinking and can serve as an innovative tool in Extensive Reading instruction. Future research could explore the long-term effects of task-based learning on critical thinking skills in diverse EFL contexts, as well as investigate the integration of digital tools to further enhance student engagement and learning outcomes.
Contract Learning as Individualized Instructional Strategies in Improving Students’ Performance in Academic Writing Courses Sumarsono, Dedi; Permana, Dira
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6683

Abstract

The use of contract learning is essential to involve students actively in the classroom activities and to facilitate teachers’ control and flexibility in the teaching and learning process, while letting students to work on activities independently. Therefore, this research is aimed at 1) revealing out whether or not contract learning instruction has a significant difference in the students’ academic writing performance; 2) describing to what extent the contract learning promotes students’ learning and autonomy; and 3) elaborating how the students perceive the diagnostic and feedback phases of individualized strategy as embedded in the contract learning. This study is mixed method interventional research design because the data are obtained from quantitative and qualitative. The participants of the study was the year 3 students of English Department at Mandalika University of Education consisting of 21 students. The instruments used in collecting the data are diagnostic test of academic writing performance, contract form, and questionnaires. The quantitative data are analyzed through the inferential paired t-test. Meanwhile, the qualitative data of each individual’s response to each item on the questionnaire are broken down according to the responses to each question, and the responses are compared, contrasted, and explored to find patterns and themes. The results revealed that 1) contract learning has affected positively students’ learning and performance in academic writing, 2) contract learning brings positive improvement on academic writing performance and 3) positive  perception towards the application of contract learning was shown by the students as it provided self-study materials and multiple types of feedback from the  the lecturer. This implies that students may benefit from multiple types of feedback and that instructors’ expertise in effective feedback delivery is of paramount importance.
Cognitive and Social Strategies to Deal With Anxiety in Speaking: Typical Strategies and Application Milanrianto, Bayu Afkar; Permana, Dira; Ariani, Sri
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8441

Abstract

This study aimed to reveal students’ strategies to deal with anxiety in performing speaking at Nurul Hakim Islamic Boarding School. The study was qualitative with case study design. The subjects of this study were eleventh grade students which were chosen through purposive sampling technique. The techniques of data collection were semi-structured interview and documentation. The data were analyzed through data reduction, data display and data verification and conclusion. Methodological triangulation technique was used to provide valid data. The result of this study showed there were five strategies used by eleventh grade students at Nurul Hakim Islamic Boarding school to deal with anxiety: Rehearsal, Preparation, Cooperation, Self-talk and Relaxation. From the five strategies, Rehearsal is the dominant strategies used by students to deal with speaking anxiety. Except Preparation and Relaxation, the other strategies were claimed effective to reduce anxiety. The five strategies were classified into two classifications: Cognitive strategy and Social strategy. Cognitive strategy involves Rehearsal and Preparation, while Social strategy involves Cooperation, Self-talk, and Relaxation. In this study, there were no strategies that represent the Metacognitive strategy.
Co-Authors Dedi Sumarsono Hanan, Ahmad Harmawati, Siti Hidayatullah, Heri Milanrianto, Bayu Afkar Nafisah, Baiq Zuhrotun Nurul Hafizah Qomariah, Siti Syafi'atul Qomariyah, Siti Syafi'atul Qomariyah, Siti Syafi’atul Setianingsih, Tri Sri Ariani Suadiyatno, Taufik Terasne*, Terasne Terasne, Terasne