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PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING LEARNING TERHADAP HASIL BELAJAR SISWA SMA NURUL AMAL Theriana, Ana
Jurnal Ilmiah Bina Bahasa Vol 13 No 1 (2020): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/binabahasa.v13i01.963

The problem in this research was whether there is the effect of the Probing Prompting Learning model on student learning outcomes in the10thgradersof SMANurulAmal Palembang. The purpose of this study was to determine the influence of the Probing Prompting Learning model on student learning outcomes at SMA NurulAmal Palembang. The method used in this study was the experimental method using two classes, namely the experimental class, and the control class. Meanwhile, the data collection technique was done by tests, and documentation techniques, then the data were analyzed by the data analysis technique using t-test analysis. The results showed that the average value of the experimental class was more than 80.24 compared to the control class of 63.6 and the calculations resulted tcountedtableie, 7.02 â‰¥ 1.667 then Ho was rejected and Ha was accepted. In other words, there was the influence of the Probing Prompting Learning model on learning outcomes.

PENGARUH MODEL PEMBELAJARAN PROBING PROMPTING LEARNING TERHADAP HASIL BELAJAR SISWA SMA NURUL AMAL Theriana, Ana
Jurnal Ilmiah Bina Bahasa Vol 13 No 1 (2020): Jurnal Ilmiah Bina Bahasa
Publisher : Direktorat Riset dan Pengabdian kepada Masyarakat, Universitas Bina Darma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33557/binabahasa.v13i01.963

The problem in this research was whether there is the effect of the Probing Prompting Learning model on student learning outcomes in the10thgradersof SMANurulAmal Palembang. The purpose of this study was to determine the influence of the Probing Prompting Learning model on student learning outcomes at SMA NurulAmal Palembang. The method used in this study was the experimental method using two classes, namely the experimental class, and the control class. Meanwhile, the data collection technique was done by tests, and documentation techniques, then the data were analyzed by the data analysis technique using t-test analysis. The results showed that the average value of the experimental class was more than 80.24 compared to the control class of 63.6 and the calculations resulted tcountedtableie, 7.02 â‰¥ 1.667 then Ho was rejected and Ha was accepted. In other words, there was the influence of the Probing Prompting Learning model on learning outcomes.

AN ANALYSIS OF ENGLISH-SPEAKING ACTIVITY FOR INTROVERT LEARNERS’ NECESSITY Asih, Femmy Kurnia; Jaya, Aswadi; Theriana, Ana; Hermansyah, Hermansyah
English Community Journal Vol 5, No 2 (2021): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v5i2.3510

This study focuses on introvert learners in eighth grader of A and B class. Totaling 72 students and 2 teachers at state Junior High School 2 Sungailiat. The objective of this study is to determine the lack and expectation of introvert learners and the teacher of English handles introvert learners for the importance of their speaking ability. This study used descriptive study and used questionnaire to analyze students who are classified as introvert and interviewed with teacher of English and counseling teacher. The result that 8 introvert learners in eighth grader of A and B class. The biggest problems faced by introvert learners were lack of vocabulary and self-confidence in their speaking activities. Introvert learners found it difficult to express opinions in front of many people. Then, teacher of English could provide learning based on the lack of introvert learners, such as group discussion, thus introvert learners could express their opinions in a small scope. The expectation of introvert learners, was that teacher of English paid more attention to themselves. The teacher could provide material with the media of English songs because introvert learners tend to be audio-visual learners, introvert learners more easily accept the material in a fun way.

Strategi Demonstrasi Untuk Meningkatkan Kemampuan Menulis Teks Beragam Pada Peserta Didik Sekolah Menengah Atas Dan Sederajat Pratiwi, Etty; Kartika Sari, Dewi; Rosmiyati, Evi; Noviati, Noviati; Hatim, Magdad; Amiruddin, Amiruddin; Theriana, Ana; Akbar Zam, M. Ali
Journal Of Human And Education (JAHE) Vol. 5 No. 2 (2025): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v5i2.1941

Abstrak Program pelatihan penerapan metode demonstrasi dalam pembelajaran menulis berbagai jenis teks di tingkat SMA/SMK/MA sederajat bertujuan untuk meningkatkan kemampuan siswa dalam keterampilan menulis secara efektif. Metode demonstrasi dipilih karena dapat memberikan gambaran konkret melalui langkah-langkah praktis dan contoh nyata. Pelatihan ini diikuti oleh siswa beserta guru di SMKN 1 Indralaya Selatan. Materi yang diberikan mencakup konsep teori metode demonstrasi, penerapannya dalam pembelajaran menulis teks narative, descriptive, recount, report, procedure, exposition, spoof, anecdote, explanation, serta praktik penerapan demonstrasi. Hasil pelatihan menunjukkan adanya peningkatan keterampilan siswa dalam merancang dan melaksanakan pembelajaran menulis berbasis metode demonstrasi, sebagaimana terlihat dari hasil evaluasi langsung dilapangan. Selain itu, pelatihan ini juga berhasil mendorong guru untuk lebih inovatif dalam mengajarkan keterampilan menulis, sehingga diharapkan dapat memberikan dampak positif terhadap kemampuan menulis siswa. Kata Kunci: Penerapan, Metode Demonstrasi, Kemampuan Menulis, Jenis Teks. Abstract The training program on the application of the demonstration method in teaching writing various types of texts at the senior high school level (SMA/SMK/MA or equivalent) aims to enhance students' writing skills effectively. The demonstration method was selected for its ability to provide concrete illustrations through practical steps and real examples. This program involved both students and teachers from SMKN 1 Indralaya Selatan. The materials covered the theoretical framework of the demonstration method, its application in teaching narrative, descriptive, recount, report, procedure, exposition, spoof, anecdote, and explanation texts, as well as practical implementation of demonstrations. The training results showed significant improvement in students' ability to design and implement writing activities based on the demonstration method, as evidenced by direct field evaluations. Furthermore, the program successfully encouraged teachers to be more innovative in teaching writing skills, which is expected to have a positive impact on students' writing abilities. Keywords: Implementation, Demonstration Method, Writing Skills, Types of Text.

ENGLISH TEACHER AGENCY AND COMPETENCIES IN IMPLEMENTING KURIKULUM MERDEKA AT SENIOR HIGH SCHOOLS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA Theriana, Ana; Amiruddin, Amiruddin; Fitriati, Sri Wuli; Haryanti, Rahayu Puji ,; Rustipa, Khatarina
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

study aims to examine teacher agency and its influence on teacher competence in the implementation of Merdeka Curriculum in Indonesia. The study involved English teachers at the secondary school level as research subjects, who were divided based on their response to curriculum change: proactive, reactive and passive. The results show that teachers with proactive teacher agency adapt more quickly and are able to develop their pedagogical, social and professional competencies better. They take advantage of the freedom offered by Merdeka Curriculum to innovate in teaching and integrate technology and interactive learning methods. In contrast, teachers with reactive responses require more support in the form of training, time and resources to adjust to the changes, while teachers with passive responses tend to maintain traditional teaching methods and show resistance to change, which hinders the development of their competencies. The implications of these findings suggest the importance of providing ongoing training, adequate resources and collaboration among teachers to support the successful implementation of Merdeka Curriculum. Structural support and better communication between schools and teachers are needed to ensure that all teachers, regardless of their level of teacher agency, can contribute effectively to the implementation of tThis he new curriculum

PEMANFAATAN MEDIA KUIS WORLDWALL UNTUK MENINGKATKAN ANTUSIAS BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA MATERI MENGENAL JENIS UANG DI KELAS I SDN 025 PALEMBANG Apriyani, Tria; Almuhsona, Lyra Guswita; Tiara, Efpri; Putri, Murni Amelia; Nabila, Asyifa; Theriana, Ana
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 4 (2025): Vol. 5 No. 4 Edisi November 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i4.3506

Melalui penggunaan kuis interaktif Worldwall pada mata pelajaran Bahasa Indonesia “Mengenal Jenis-Jenis Uang” di kelas I SDN 025 Palembang, penelitian ini berupaya untuk meningkatkan semangat belajar siswa. Dua siklus Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart digunakan sebagai metodologi. Perencanaan, tindakan, observasi, dan refleksi adalah fase-fase yang membentuk setiap siklus. Teknik pengumpulan data yang digunakan adalah angket, observasi, dan penilaian tujuan pembelajaran. Hasil penelitian menunjukkan bahwa penggunaan media Worldwall dapat meningkatkan motivasi siswa. Sebelum tindakan, rata-rata skor kuesioner Antusias siswa adalah 63,08%; setelah tindakan, skor tersebut meningkat menjadi 83,08%. Selain itu, dari rata-rata 73,27 pada siklus I menjadi 79,46 pada siklus II, hasil belajar siswa juga meningkat. Hasilnya, media Worldwall berhasil meningkatkan motivasi dan keterlibatan siswa di dalam kelas serta menumbuhkan lingkungan belajar yang menyenangkan dan menarik.

UNDERSTANDING THE STRATEGIES EMPLOYED BY EFL LEARNERS TO OVERCOME SPEAKING ANXIETY IN THE CLASSROOM Theriana, Ana
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.27

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.

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