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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa International Journal of Language and Literature Elsya : Journal of English Language Studies El Banar: Jurnal Pendidikan dan Pengajaran FOSTER: Journal of English Language Teaching ELP (Journal of English Language Pedagogy) Continuous Education : Journal of Science and Research Education Achievement: Journal of Science and Research ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Journal of Educational Management and Strategy Journal of Language Intelligence and Culture International Journal of Education, Culture, and Society
Roza, Veni
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Religion Arts Humanities Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Cross-Cultural Echoes: Exploring Cultural Nuance through Student Translation Practices Roza, Veni; Melani, Melyann; Zulfahmi, Muhammad Riko Yohansyah
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22410

Abstract

While numerous studies have explored the methodologies of professional translators, less attention has been paid to how translation students, particularly those new to the field, navigate the complexities of translating cultural texts. This study addresses a significant gap in translation pedagogy, focusing on how advanced translation students navigate the complexities of cultural text translation, an area often overlooked compared to studies on professional translators. Employing a qualitative research design, the study analyzed the translation strategies of five advanced students tasked with translating culturally rich texts from Indonesian to English. Data were collected through semi-structured interviews and analyses of their translations. The findings reveal that 45% of the students’ strategies involved foreignization, which preserved cultural elements of the source text, while 30% used adaptation to recontextualize culturally embedded ideas for English-speaking audiences. Domestication was employed in 15% of cases to make the text more accessible, and explicit cultural explanations were used in 10% of the translations to elaborate on concepts with no direct equivalents. These results underscore the students’ conscious balancing of cultural preservation with the need for clarity. The study highlights the need to incorporate cultural competence into translation education, focusing on teaching methods that help students handle cultural nuances effectively. These findings offer valuable quantitative and qualitative insights that can inform the creation of culturally sensitive translation programs and enhance intercultural communication.
Problems of the 6th Semester Students in Micro Teaching Class at English Education Department FTIK of UIN SMDD Bukittinggi Putri, Fabiola Amanda; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2067

Abstract

This research was motivated by the theory that problems of 6th semester micro teaching students in teaching skills. The purpose this research was to analyse whats the students teaching skills in micro-teaching. This research used a qualitative descriptive research design. There were 12 students in the 6th semester as the informants in this research. The instrument used in this research was interview and  observation sheet. There are 8 questions of interview covering the 5 indicatros of the problems micro teaching and There are a total of 40 statements related to teaching skills, covering the 8 basic teaching skills. The analysis of the data was carried out using an interactive model method, and each informant was observed individually. The result of the analysis has been presented in a structured narrative explanation. The result is finding the problems of the 6th semester students in teaching skills and solutions of the problems.
The Effectiveness of Literature Circles (LC) Strategy on Learners’ Reading Comprehension at the VIII Grade of UPTD SMP N 3 Kec. Guguak Julian, Intan; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2070

Abstract

This research was conducted based on problems found by researcher in the learning process about reading comprehension using the Literature Circles (LC) strategy. It found that learners had problems when understanding the text although the teacher taught by using the Literature Circles strategy. Next, learners had difficulty to make a summary although the Literature Circles strategy was used. Last, in applying the Literature Circles strategy teacher had tried to help learners to comprehend some words that learners did not know from the text, but learners still tend to have difficulty in understanding those words. The purpose of this research was to see the effectiveness  of using the Literature Circles strategy in teaching reading comprehension for VIII grade at UPTD SMP N 3 Kec.Guguak. The method used in this research was descriptive quantitative research, which aims to describe the significant effect of using Literature Circles (LC) strategy on reading comprehension learners. The population of this research were all of the learners in VIII grade of UPTD SMP N 3 Kec.Guguak.  Then, the instrument used in this research was a reading comprehension test. The finding reveals that the use of Literature Circles strategy is effective to improve reading comprehension at VIII grade of UPTD SMP N 3 Kec. Guguak. It shows that in indicators the identifying the main idea and identifying generic structure in the text get the highest percentage of score (91.6%). Meanwhile, the result percentage of average score in indicator the vocabulary in the context get the lowest percentage of score (57.3%). Even though there is low score in those one reading comprehension’s indicator, but the total percentage of average score from all indicators in reading comprehension learners is 79.5%. According to the table of interpretation of the effectiveness percentage, 79.5% indicated ‘Effective” category. It means in using Literature Circles strategy is effective to improve the learners reading comprehension.
The Effect of Guided Conversation Method Toward Students’ Speaking Ability in Eleventh-Grade of MAN 2 Bukittinggi Rezki, Mutiara; Melani, Melyann; Roza, Veni; Irwandi, Irwandi
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2081

Abstract

This study aims to investigate the effect of using the guided conversation method on the speaking ability of eleventh-grade students at MAN 2 Bukittinggi. The research was motivated by the observation that students' speaking scores were below the standard, and teaching methods tended to emphasize memorization. Additionally, students struggled with speaking in English and received limited feedback on their performance. This quasi-experimental research involved pre-tests and post-tests with an experimental and control group. The sample consisted of 58 students selected through cluster random sampling, divided equally into two classes. A speaking test was used as the research instrument, and inter-rater reliability was applied to ensure test consistency. Data analysis included normality and homogeneity tests, while hypothesis testing employed paired sample T-tests and independent sample T-tests using SPSS. The results showed a significant improvement in the speaking ability of students taught using the guided conversation method (Sig. < 0.05). Moreover, a comparison between the experimental and control groups revealed a significant difference, with the experimental group achieving higher post-test scores. Thus, it can be concluded that the guided conversation method effectively improves students' speaking ability.
The Effect of Whispering Game Toward Students’ Vocabulary Mastery at First Grade MTsN 1 Agam Octaviani, Feby; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2086

Abstract

Vocabulary is an essential aspect of acquiring four English language skills. However, many students found some difficulties, such as students had low vocabulary mastery, students had a limited number of vocabulary, and students had psychological barriers to learning vocabulary. Therefore, the goal of the study was to determine whether using whispering games had any impact on students' ability to master language. A quasi-experimental design and quantitative methods were used in this study. Then, the population of study was a student of the first grade, MTsN 1 Agam. The study applied purposive sampling and pre- and post-test test were used in the study. The experimental class and the control class would be given the pre- test and post-test, and the researchers would compare the means of the two groups using independent sample t-tests. The calculation's findings indicate that the t-count value is higher than the t-table value. The degree of freedom at a significance level of 0.05 is 57 (14.313>0.05). With these findings, null hypothesis can be rejected. It indicates that first-grade MTsN 1 Agam vocabulary mastery achieved through whispering games is better than conventional techniques.
The Correlation Between Students Engagement and Students Academic Achievement in Learning English at 11th Grade of MAN 4 Agam Latifa, Annisa; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2093

Abstract

This study was conducted to find out the correlation between students’ engagement and students’ academic achievement in learning English at 11th grade of MAN 4 Agam. This study used correlational design. The sample was the XI IPS 1 and 2 which consisted of 37 students which selected by using purposive sampling technique. Technique data collecting in this study was questionnaires and tests. The questionnaire was Student Engagement Instrument (SEI) consisted 33 questions and academic achievement test consisted 22 questions. In analyzing the data, this study used Pearson’s Product Moment in SPSS 20 version program. There were a strong positive correlation with a correlation coefficient of 0.669. This means that there is a significant relationship between these variables, showing that student engagement impacts academic achievement in various ways. So, higher student’ engagement is associated with higher learning achievement in English, whereas lower engagement corresponds to lower achievement.
The Effect of Gossiping Group Activities Toward Fluency in Speaking at the 10th Grade Of MAN 3 Agam Alfina, Alfina; Eliza, Eliza; Roza, Veni; Melani, Melyann
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2096

Abstract

This research was motivated by the findings of the researcher during observations and interviews at the 10th grade of MAN 3 Agam. Researcher found that students often used pause fillers such as "hmm" and "eee", and had low vocabulary mastery that hindered fluency in speaking. They also had difficulty expressing ideas and opinions, so the speed and tempo of speaking were affected. The study aimed to determine the effect of gossiping group activities on students' speaking fluency. The study used a type of experimental research, namely a quasi-experiment with a nonequivalent control group design. The sample in this study was selected using a random technique and the selected class was XE.2 class as the control class and XE.4 class as the experimental class. Instruments in the form of oral speaking tests that had been validated with content validity and assessed with inter-rater reliability. Data analysis included prerequisite tests for normality and homogeneity, and utilized Paired sample t-Tests and Independent sample t-Tests to test hypotheses. From the results of data analysis, it was concluded that gossiping group activities had a significant effect on improving students' speaking fluency.
Analysis of Personality Factors’ in Second Language Acquisition: (A Survey of Fifth Semester Students’ of English Education Study Program at UIN SMDD Bukittinggi) Febriana, Febriana; Reflinda, Reflinda; Roza, Veni; Melani, Melyann
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2097

Abstract

This research was carried out based on problems encountered by researcher in the fifth semester of the English language education study program at UIN SMDD Bukittinggi. First, many students do not yet recognize their personalities. Second, students still feel insecure, anxious and afraid in using their second language skills because of their personality. The aim of this research is to describe student personality which has an impact on the process of second language acquisition for students in the fifth semester and to describe how personality factors influence the second language acquisition of students in the fifth semester. This research is research with a mixed approach. The instruments of this research are questionnaires and interviews. The respondents for this research for quantitative data were 46 fifth semester students of the English language education study program. The informants for this research were 4 students who had participated and filled out the research questionnaire. Data was obtained from three classes through distributing questionnaire instruments and interviews with fifth semester students. There are two data analyzes in this research, namely descriptive statistical data analysis for quantitative data and qualitative data analysis for researcher using the theory of Miles and Huberman in Sugiyono. The findings and discussion outline the answers to the three research questions, namely students' personality types, students' level of second language acquisition, and the relationship between personality and second language acquisition.  First, it was found that the personality types of fifth semester students are conscientiousness, extroversion and its opposite, neuroticism, and agreeableness. Second, more than half of the fifth semester English education students have reached the level of continuous language development/advanced fluency with 57.6%. Third, students have the view that personality can facilitate or complicate the process of language acquisition, but it can still be influenced by other factors such as one's desire and self-control.
The Analysis of English Teacher Talk Modification in Classroom Interaction of 2nd Grade Students at MTsN 6 Kubang Putiah Maryaty, Sri; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2118

Abstract

This research was due to some problems that were found in MTsN 6 Kubang Putih. First, teacher gave less pauses during her talk in the classroom. Teacher talk should be give more pauses for students’ comprehension. Second, the teacher did not do self-repeat frequently. She only does it sometimes. Self-repeat in teacher talk also need to be done frequently. Self-repeat is when the teacher repeat her sentence or word for the students to get a better understanding. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. The researcher found that the modifications seen in teacher talk in language classrooms, including a slower rate of speech, longer and more frequent pauses, exaggerated and simplified pronunciation, more basic vocabulary, less subordination, more declaratives and statements versus questions, and more self-repetition, were all present. This supports the findings from Chaudron and Dodu's study of modification of teacher talk in language classrooms. The findings of this research highlighted the importance of teacher modifications in language teaching. It is essential for teachers to vary their speech rate, use pauses, and stress particular words in order to emphasize the messages they are trying to communicate within the classroom. Self-repeat can aid learners in understanding the instructional content better. Additionally, teachers should incorporate simple vocabulary within their discussions, and use more declarative senteces. Modifying the teacher talk is an effective strategy in helping learners better comprehend the material being presented.
The Effect of Using ESA Method on Students’ Reading Comprehension in Descriptive Text at the First Grade at Sumatera Thawalib Islamic Boarding School in Academic Year 2023/2024 Yovi, Febri Yonanda; Roza, Veni; Melanie, Melyan; Irwandi, Irwandi
Education Achievement: Journal of Science and Research Volume 6 Issue 1 March 2025
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v6i1.2272

Abstract

The purpose of this study was to determine how Sumatera Thawalib Islamic Boarding School Parabek students' reading comprehension of descriptive texts was affected by the Engage-Study-Activate (ESA) strategy. The study discovered issues like When the teacher asks the class to share their thoughts in English, the students' first intention is to remain silent. Second, a lack of vocabulary prevents pupils from understanding the material. Thirdly, reading comprehension levels among students are subpar. Finally, when teachers employ traditional techniques like teacher-centered learning strategies, children get less attention. A quantitative methodology using a quasi-experimental design was used in the research, with 29 students in the experimental class (1.5) and 31 students in the control class (1.6). A multiple-choice test was employed as the research instrument to gauge gains in reading comprehension. Data analysis was done with SPSS 26. Results showed that, when compared to conventional approaches, the ESA method considerably increased reading comprehension scores, as shown by a p-value less than 0.05. The conclusion, it was found that the ESA method was a more successful teaching strategy that significantly improved student comprehension and engagement. In conclusion, students’ reading comprehension in Sumatera Thawalib Parabek is significantly improved by the ESA approach as compared to traditional ways.
Co-Authors ., Zulhirawati Achmad Noerkhaerin Putra Alfina, Alfina Annisah, Annisah Arifmiboy, Arifmiboy Dewi, Merry Prima Driane, Luthfi Azhaar Eliza Eliza Febriana Febriana, Febriana Febyola, Febyola Fikrina, Aulia Hatta Ira, Jamilah Humairoh, Suci Irwandi Irwandi Julian, Intan Julianti, Uci Latifa, Annisa Maryaty, Sri Melani, Melyann Melanie, Melyan Natalia, Melisa Octaviani, Feby Prima Dewi, Merry Putri, Fabiola Amanda Putri, Rezkia Sarah Reflinda Reflinda, Reflinda Reflinda, Reflinda Rezki, Mutiara Syafitri, Poppy Fauziah Syafitri, Widya Wita, Nera Yovi, Febri Yonanda Yulianti, Nia Yunita, Andini Yusvendy, Sherly Dwi Zohra, Meilanie Zulfahmi, Muhammad Riko Yohansyah