Article Per Year (5 Year)
p-Index From 2021 - 2026
12.316
P-Index
This Author published in this journals
All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Lingua Cultura Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Script Journal: Journal of Linguistic and English Teaching Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI International Journal of Language and Literature English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang Jambura Journal of English Teaching and Literature Jurnal Pendidikan dan Konseling REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies El Banar: Jurnal Pendidikan dan Pengajaran Didaktik : Jurnal Ilmiah PGSD STKIP Subang FOSTER: Journal of English Language Teaching ELLTER Journal ELP (Journal of English Language Pedagogy) Continuous Education : Journal of Science and Research Journal of English Language and Education Education Achievement: Journal of Science and Research Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Edu Research : Jurnal Penelitian Pendidikan Jurnal Educative: Journal of Educational Studies Jurnal Dedikasia : Jurnal Pengabdian Masyarakat ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Populer: Jurnal Penelitian Mahasiswa Innovative: Journal Of Social Science Research JURNAL PENDIDIKAN DAN KEGURUAN Education: Jurnal Sosial Humaniora dan Pendidikan Journal of Educational Management and Strategy Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Journal of Language Intelligence and Culture Journal of Innovative and Creativity English Education Journal International Journal of Education, Culture, and Society Jurnal Cendekia Ilmiah PESHUM Jurnal Pendidikan dan Sastra Inggris Jurnal Salome (Multidisipliner Keilmuan)
Veni Roza
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 106 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 106 Documents
Search

 7   8   9   10   11 
An Analysis of Marked and Unmarked Themes in Indonesian Legends Texts Yulianti, Delfita; Roza, Veni
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dxg1wm33

Abstract

This article examines marked and unmarked themes in Indonesian legend texts at Senior High School students using Haliday’s theory on textual equivalence. The goal of this research is to analyze marked and unmarked themes to begin sentences in the stories. The study of marked and unmarked themes is critical because it reveals how writers structure material to convey meaning effectively within a context. Identifying these themes is important for students because it helps them understand the differences of meaning, emphasis, and narrative flow in texts to improve their reading comprehension and writing skill. This study used a qualitative research method. The information was gathered from two manuscripts transcribed in English: The Legend of Malin Kundang and The Legend of Ndaung Snake. The data were examined using Hallidayan theories. An unmarked theme follows the conventional pattern, typically placing the subject at the beginning. In contrast, a marked theme places less expected elements, such as adverbial phrases or objects, at the beginning to highlight. The result of this study shows that the percentage of marked themes in the texts was 51.17%, compared to 49.83% for unmarked themes. The higher percentage of marked themes matters because the writers stress vital information, give a dramatic effect, or exhibit contrast and nuance that unmarked themes might not express as well. Understanding about thematic patterns in scientific writing can help researchers explain their findings more clearly by emphasizing essential points and making them easy to understand by the audience.
EFL Students’ Perceptions on Using Grammarly in Thesis Writing at English Education Department Students Driane, Luthfi Azhaar; Roza, Veni; Melani, Melyann; Reflinda, Reflinda
Continuous Education: Journal of Science and Research Vol. 5 No. 1 (2024)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v5i1.1785

Abstract

This research aimed to identify EFL students’ perceptions of using Grammarly in writing their theses. Several problems were found in this research. Firstly, some EFL students utilized Grammarly for their thesis writing. Secondly, some EFL students did not understand how to use Grammarly. This research was descriptive qualitative research. The informants of this research were 7 students from English Education Department Class of 2023 who used Grammarly Premium in thesis writing. To gather data, this research used semi-structured interviews as the primary instrument. This research categorized the interview questions into three key indicators: interest, needs, and experience. The data were analyzed using an interactive model analysis, and each informant was interviewed individually. The findings revealed that students perceived positively when using Grammarly in writing their thesis. The interview data demonstrated that students expressed positive views in terms of interest, needs, and experience. EFL students considered Grammarly trusted resource in thesis writing. Their positive experiences highlighted the application’ effectiveness in enhancing overall writing quality for student.
The Implementation of Numbered Heads Together (NHT) Technique in Teaching Speaking Skill at IX Grade of SMPN 7 Bukitinggi Humairoh, Suci; Roza, Veni; Reflinda, Reflinda; Melani, Melyann
Continuous Education: Journal of Science and Research Vol. 5 No. 2 (2024)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v5i2.1935

Abstract

This research was conducted based on problems found by researchers in the learning process about speaking skills using the Numbered Heads Together (NHT) technique. Numbered Heads Together (NHT) is cooperative learning that focuses on influencing communication to help students face a problem by discussing their best ideas about the problem. NHT is a technique that teachers have implemented in the classroom to teach students speaking skills. Teachers must be clever in choosing learning methods or techniques that will be used in teaching because learning techniques are fundamental forms or concrete ways of implementing learning during the learning process to achieve learning goals. This research aims to determine how teachers implement the Numbered Heads Together (NHT) technique in teaching students' speaking skills, whether it is in accordance with theory or not. The method used in this research is descriptive qualitative research, which aims to describe how teachers implement the Numbered Heads Together (NHT) technique in teaching speaking skills. Then, the instrument used in this research was an observation sheet. The teacher teaches Present Continuous 'What are you doing?' and asks students to sit in small groups using NHT to discuss assignments given by the teacher. The results of this research show that teachers do not fully implement the steps of the Numbered Heads Together (NHT) technique in teaching speaking skills because the teacher has limited the time. Keywords: Implementation, Numbered Heads Together, Speaking skill.
THE EFFECT OF ACTIVATING BACKGROUND KNOWLEDGE ON STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND GRADE OF MTSN 6 AGAM IN ACADEMIC YEAR 2021/2022 Memi Cahya Ningsih; Veni Roza; Reflinda; Meylann Melani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.40332

Abstract

The purpose of this research were to find the students’ reading comprehension in descriptive text that taught by using activating background knowledge and to find whether significant differences of student’ who activate background knowledge with the student’ who are not activate the background knowledge on reading comprehension in descriptive text. This was experimental research. The researcher used two classes on this research (experimental class and control class). It means that by comparing two groups by giving a different treatment then giving a test to check whether there was significant effect or not. The population of this research was 278 students, because the population number was big, the researcher took purposive sampling with some consideration. The instrument that used was multiple choice the questions consist of 20 items. T- test was used to analysis the data. The mean score of the data analysis for significant effect of using activating background knowledge was 50,67 in pre-test and 83,67 in post-test. The result shows that to 55,78 compared to level significant 0,05 was 1,70 and it showed that the Ha was accepted. This can be concluded that there was significant effect of using activating background knowledge on students’ reading comprehension in descriptive text.
THE EFFECT OF ACTIVATING BACKGROUND KNOWLEDGE ON STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND GRADE OF MTSN 6 AGAM IN ACADEMIC YEAR 2021/2022 Memi Cahya Ningsih; Veni Roza; Reflinda; Meylann Melani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41507

Abstract

The purpose of this research were to find the students’ reading comprehension in descriptive text that taught by using activating background knowledge and to find whether significant differences of student’ who activate background knowledge with the student’ who are not activate the background knowledge on reading comprehension in descriptive text. This was experimental research. The researcher used two classes on this research (experimental class and control class). It means that by comparing two groups by giving a different treatment then giving a test to check whether there was significant effect or not. The population of this research was 278 students, because the population number was big, the researcher took purposive sampling with some consideration. The instrument that used was multiple choice the questions consist of 20 items. T- test was used to analysis the data. The mean score of the data analysis for significant effect of using activating background knowledge was 50,67 in pre-test and 83,67 in post-test. The result shows that to 55,78 compared to level significant 0,05 was 1,70 and it showed that the Ha was accepted. This can be concluded that there was significant effect of using activating background knowledge on students’ reading comprehension in descriptive text.
Developing English Reading Material for The Tenth Grade of Computer and Network Engineering Students at SMK N 4 Payakumbuh Wahyuningsih Wahyuningsih; Veni Roza; Eliza Eliza; Genta Sakti
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1464

Abstract

There are several problems found in this research, such the material used by teacher was not related to the major, textbook for students was not provide the material related to their major, and the material only taken from the internet by teacher randomly. This research is research and development which uses the theory of Sugiyono. The stages in this development are research, developing, validation, and testing. The subjects in this study were 36 students from the tenth grade of Computer and Network Engineering. The need analysis shows, students want to learn reading material that is related to their major and useful when they work after graduation. For validation by expert, the English reading material is categorized as "Very Valid" with the percentage score obtained is 83%. The practical results that have been given to teacher and students, the English reading material is categorized as "Very Practice" with score 92%. And the last, the effectiveness of the English reading material is effective, it gets a significant value of 0.00 which is <0.05,it means that the English reading material is effective. So overall, the developing of English reading material is accordance with the needs of students majoring in computer and network engineering.
“The Correlation Between The Students’ Self Regulation and Their English Learning Achievement of The Eleventh Grade at MAS TI Candung” Nabila Nur Fajriah; Reflinda Reflinda; Melyan Melani; Veni Roza
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.1486

Abstract

This research was conducted since there were many problems that occur in students’ self regulation in studying English. The first problem is there were some of students had good self regulation in learning English, prepared well before learning, active in learning, pay attention when the teacher explained, and did the assignment that was given by the teacher. However the students’ English achievement was still low from standardization of minimum criteria. It means the some students have good self regulation, but low in English achievement. Second, some students did not have good self regulation in learning English, but their English achievements are good in. The students did not actively engaged in learnimg, they did not pay attention when the teacher explained the lesson, and they did not read the material before studying English, but their achievement in English were are good from standardization of minimum criteria. It means the students are low in self regulation, but their English achievements are good. This research aimed to know whether there is correlation between students’ self regulation and students’ English learning achievement in studying English.The design of this research was correlation research. Then, the instruments that used in this research were questionnaire for measuring students’ self-regulation and documentation in the form of the students’ mid-semester English test scores for measuring the students’ English learning achievement. The population of this research was all of the eleventh grade students of MAS-TI Candung in the academic year of 2021/2022 which consists of 5 classes. The sample was 30 students taken by simple random sampling technique. To find that self-regulation and English learning achievement have correlation or not, the researcher used Pearson Product Moment Correlation Coefficient. The finding of this research revealed that the coefficient (ρ) between students’ self-regulation and students’ English learning achievement was 0.690. It means, there is high correlation between students’ self-regulation and students’ English learning achievement. In other words, based on hypothesis testing, the t-score was 0.690 and t-table on α = 0.05 was 0.361. It means the t-score was higher than t-table. Hence, Ha was accepted and Ho was rejected which stated that there is a significant correlation between students’ self-regulation and students’ English learning achievement.
The Effect Of Using Think Pair Share Stragey On Students’ Writing Ability In Descriptive Text At Seventh Grade Students Of Junior High School Merisa Fauziah; Veni Roza; Reflinda Reflinda; Syahrul Syahrul
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 1 (2023): April : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i1.2581

Abstract

This study examined the effect of the think-pair-share strategy on seventh grade students at the junior high school in MtsS Ashhabul Yamin, Lasi Tuo's ability to write descriptive text. The background for this study was the students' difficulties with writing when learning English. First, most of the students did not understand well how to make a short paragraph. Second, many of the students had limited of vocabulary. Third, some of the students were difficult to writing the sentences that has the correct grammar. In this study, the researcher compared two classes using a quantitative method and a quasi-experimental research design. The sample of this study were junior high school students in the seventh grade at MTsS Ashhabul Yamin, Lasi Tuo, specifically 7.6 as the experimental class with 28 students and 7.9 as the control class with 27 students. The instrument of this research was writing test. The data was analyzed by using independent sample t-test and paired sample t-test in SPSS 22. The result of the research indicated that there was significant effect of students writing ability between the students who were taught by using think pair share strategy and without using think-pair-share strategy. It can be seen from the value of sig. (2-tailed) which was smaller than the alpha value (0,000<0,05). From the result of the data, it can be concluded that, using think pair share strategy gave significant effect of writing ability in descriptive text.
The Effect of Using Fix-Up Strategy Toward Students Reading Comprehension at The Tenth Grade of SMAN 1 Kecamatan Harau Nuri Ainah; Melyann Melani; Reflinda Reflinda; Veni Roza
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5147

Abstract

The goal of this study was to find out how the Fix-up method affected the reading comprehension of class X students in SMAN 1 Harau District. Students' difficulties with reading comprehension while learning English are the impetus for this study. Reading scores for students are low. The majority of students did not achieve the KKM or Minimum Standard Score, as indicated by their daily reading tests. Vocabulary is lacking among students. Many students are still unable to comprehend the sentence's meaning when presented with advertisement text using common vocabulary, and they lack motivation to read. The researchers compared two classes using quantitative methods and a quasi-experimental research design in this study. This study's participants were students in class X at SMAN 1 Harau District, with X-E.7 serving as the control group with 30 students and X-E6 as the experimental group with 27 students. A reading test serves as the research instrument. On SPSS 26, an independent sample T-test was used to analyze the data. Students who were taught using the Fix-up strategy and students who were taught without using the Fix-up strategy achieved significantly different levels of reading comprehension. strategy. The fact that the p-value is lower than the alpha value (0.000 0.05) demonstrates this. It is possible to draw the conclusion based on these data that students' reading comprehension is significantly affected by the use of the fix-up strategy.
THE EFFECT OF USING STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE TENTH GRADE OF MAS MIFTAHUL ‘ULUMI SYAR’IYYAH CANDUANG Jannah, Miftahul; Melani, Melyann; Reflinda; Roza, Veni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40985

Abstract

This research was due to discover the effect of using Student Team Achievement Divisions (STAD) towards students’ reading comprehension on narrative text. There were some problems that researcher found during the preliminary research. The students have a low reading comprehension ability, low reading interest, the students felt that reading is a boring activity and the teacher applied a monotonous method. This research was a quasi-experimental design by using pre-test and post-test control grup design. The population was the tenth grade students consisted of 41 students. The sample was X.1 consisted of 20 students as the experiment class and X.2 consisted of 21 students as the control class. The reading test was used as the research instrument. The researcher utilized SPSS version 26 to analyze the data. The result showed the significant effect of using STAD method towards students’ reading comprehension on narrative text. It has presented by using statistical of paired sample t-test where Sig. (2-tailed) was 0,000 < 0,05 it means that Ha is accepted. In addition, there was significant difference of using STAD and without using STAD. It can be seen from the statistical of independent sample t-test, where Sig. (2-tailed) was 0,025 < 0,05 it means that H0 not accept. Furthermore, it can be concluded that the use of STAD method is more effective than using lecture method to improve students’ reading comprehension.
Co-Authors ., Zulhirawati Abdul Aziz Absharini Kardena Ahsanul Husna Aini, Hanifah Aldila Fani Prasetia Alfina, Alfina Amalia Ulfa Andhika, Dimas Anisa Maizera Annisa Latifa Annisa Silvia Annisah Annisah Annisah, Annisah Arifmiboy Arifmiboy, Arifmiboy Aulia Sri Wulandari Azhara, Vivi Chairani Annisa Desrida Desrida Dewi, Merry Prima Dila Azhani Dita Fitria Amanda Driane, Luthfi Azhaar Eliza Eliza Eliza Eliza Eliza Eliza Eliza Eliza Febriana Febriana, Febriana Febyola, Febyola Fikri, Abdul Fikrina, Aulia Firdaus, Fatimah Fransiska Gustiana Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Genta Sakti Handayani, Hesti Hanum Salsabila Hatta Ira, Jamilah Hilma Pami Putri Humaira, Zahra Humairoh, Suci Irwandi Irwandi Irwandi Isra Hayati Jondra Nikmat Julian, Intan Julianti, Uci Juwana, Gemila Khabib Muafi Leli Lismay M. Yogi Riyantama Isjoni Maizera, Anisa Maryaty, Sri Melani , Melyann Melani, Melyann Melanie, Melyan Meldia, Putri Melyan Melani Melyan Melani Melyann Melani Melyann Melani Melyann Melani Melyann Melani Melyann Melani Memi Cahya Ningsih Merisa Fauziah Merisa Fauziah Merry Prima Dewi Meylanmelani Meylann Melani Miftahul Jannah Muhammad Riko Yohansyah Zulfahmi Mulyo, Precelia Gita Nabila Nur Fajriah Nabila Nur Fajriah Natalia, Melisa Normalasari Nur Hidayah Nuri Ainah Octaviani, Feby Oktavia Elya Zahra Pratama, Jeffry Lathief Precelia Gita Mulyo Prima Dewi, Merry Putri, Deva Monika Putri, Fabiola Amanda Putri, Hilma Pami Putri, Rezkia Sarah Putri, Sintia Melenia Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda Reflinda, Reflinda Reflinda, Reflinda Rezki, Mutiara Rika Fitriani Ritonga, Elma Vira Dahliani Riza Rahmawati Sari, Cindy Fatika Siswahyudianto Supriadi Supriadi Syafitri, Poppy Fauziah Syafitri, Widya Syahrul Syahrul Syahrul Titin Nurpasari Vitriani, Winda Wahyuningsih Wahyuningsih Wahyuningsih Wahyuningsih Widya Safitri Widya Syafitri Wita, Nera Yelfi Dewi S Yesa Fitri Yovi, Febri Yonanda Yulianti, Delfita Yulianti, Nia Yunita, Andini Yusvendy, Sherly Dwi Zahratul Jannah Zohra, Meilanie Zulfahmi, Muhammad Riko Yohansyah