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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 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 Literacy : International Scientific Journals of Social, Education, Humanities 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 J-CEKI PESHUM Jurnal Pendidikan dan Sastra Inggris
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

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Using Inductive Consciousness Raising Tasks to Teach Grammar at the College Veni Roza
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (110.423 KB)

Abstract

Teaching grammar at colleges in Indonesia has run quite long. The approach to grammar instruction that is common seen is teacher-centered or the teacher-led one. Teachers talk much to present the knowledge or to explain the material while learners receive the information. Such way of teaching grammar is tiring for teachers and boring for learners. They have to spend most of lesson time presenting and explaining grammatical knowledge, at the expense of little time for learners to use English. Using inductive consciousness-raising task is a good problem solving to relieve teachers form the burden of talking, enhance learners talk, create motivating learning environment and improve explicit knowledge retention. Because the tasks require learners to be actively engaged in the meaning-making process by interacting with their partners most of the time to work out the grammatical rule and the teacher just interferes when help is needed. This paper will talk about the use of inductive consciousness-raising tasks in teaching grammar on two topics with expectation to promote learners’ grammatical knowledge.
THE IMPLEMENTATION OF THE SYLLABUS WHICH CONTAINS LOCAL WISDOM AT X GRADE SMKN 1 PAYAKUMBUH Normalasari; Veni Roza; Genta Sakti
ELLTER Journal Vol. 1 No. 2 (2020): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v1i2.5448

Abstract

Abstract: The research was due to the problem. The teacher had implemented the syllabus which contained local wisdom Minangkabau, but when the researcher saw the English textbook, the researcher found that there was no local wisdom included. This study used descriptive qualitative method as the paradigm in this research. The finding of this research reveals that the teacher included local wisdom in various ways. The first was when in a part of the introduction, the teacher included local wisdom through giving the motivation to the students, giving advice to students. The second was in a core activity the teacher included local wisdom through giving explanation before, through giving exercises. And the last in a part conclusion, the teacher included local wisdom through concluding the lesson and asking the students about the local wisdom related to a lesson. The result, the teacher implemented local wisdom values Minangkabau for increase character personality students.
MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS Zahratul Jannah; Veni Roza; Merry Prima Dewi
ELP (Journal of English Language Pedagogy) Vol 6 No 1 (2021): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v6i1.358

Abstract

The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.
PRACTICALITY OF USING BROWN’S RUBRIC AS A TOOL IN ASSESSING STUDENT’S WRITING SKILL Nur Hidayah; Veni Roza; Leli Lismay
Journal of English Language and Education Vol 6, No 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i1.92

Abstract

This research was due to some problems found in the field. It has been done at SMA KEC X KOTO because most of the teachers of Senior High School still used traditional technique in evaluating students’ writing. The teacher assessed only the accuracy in the use of tense and word spelling, teacher crossed out of words that are considered wrong without giving an explanation and teacher gave assessments to students’ writing without clear criteria, so that the assessment was done subjective. This research used descriptive quantitative research. The researcher used a questionnaires and documentation collect the data. The population of this research was SMA KEC X KOTO. The samples that English teacher at SMA N 1 X KOTO, SMA AL HIRA, SMA NURUL IKHLAS consist 10 teachers by using total sampling. The data were got through questionnaires consists 29 list question items that teachers must answer based on their opinion. To analyze the data, researcher used Likert Scale and then, to find out percentage of each item of questionnaire, the researcher used the formula by Sudijono p:f /n x 100% , after that researcher interpreted of the practicality percentage table. The finding reveals that Brown’s rubric using students writing at SMA X KOTO is very practical. Mostly teacher respond to every statements such as the organization which consists of 8 indicators only answer strongly agree and agree. The interpretation table shows that the percentage of teacher’s mean score was 89%. Thus, the use Brown’s rubric as a tool in assessing students writing was very practical ( 86% - 100%). It is recomended for teachers to use Brown’s Rubric. Key word: Writing, Analytic rubric, Very Practical
The Correlation between Students’ Grammar Mastery and Students’ Reading Comprehension Aldila Fani Prasetia; Eliza Eliza; Veni Roza; Reflinda Reflinda
Journal of English Language and Education Vol 7, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i1.244

Abstract

New vocabulary or unknown word becomes problem for students. When students read a text, they got difficult because the unknown word.  And students had difficulty in grammar mastery too. To get the meaning of the text, it needs grammar. In grammar has a adverbial of time which is it can use as clue when reading a text. Additionally, this research is aimed to know whether there is a significant correlation between the students’ grammar mastery and students’ reading comprehension at Ninthegrade of MTsS PP MIS Cubadak.The quantitative research method and the technique was correlation research. The population was 117 students and sample of this research was 39 students from 92 class which use purposive sampling technique. The data was collected by grammar mastery and reading comprehension test. For reading comprehension test which was adapted from national exam prediction for junior high school printed by graha pustaka.The finding of this research shows that there is significant correlation between theStudents’ grammar mastery and students’ reading comprehension. It is proved by the r-measured 0.856 which is higher than r-table 0.316 (0.856 0.316). There was positive correlation and has high correlation between 0.81 – 0.99 which mean it has very high correlation. This means that frequent grammar mastery can improve reading comprehension.Based on the finding above, the question of the researchs’ problem were answered. There was a significant correlation between students’ grammar mastery and students’ reading comprehension since r-measured bigger than r-table. There was positive correlation between students’ grammar mastery and students’ reading comprehension. It can be seen from the table 4.7 which there was no minus mark in the table. Correlation between students’ grammar mastery and students’ reading comprehension has very strong correlation. The more students learn about grammar, it can increase their knowledge about reading comprehension.
THE IMPLEMENTATION OF TBLT PROCEDURE AT THE FIRST GRADE OF TOURISM DEPARTMENT Fransiska Gustiana; Veni Roza; Merry Prima Dewi
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 11, No 2 (2020): ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Desember 20
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v11i2.2782

Abstract

The purpose of the research is to find out the Implementation of Task Based Language Teaching Procedure at the First Grade of Tourism Department in SMKN 2 Bukittinggi. This research was descriptive qualitative. The data were obtained through observation and interview. The observation was conducted in four meetings and informants of this research were the teacher who taught at the First Grade of Tourism Departments and some student. The data were analyzed by using flow model of Miles and Huberman in Sugiono. The finding reveals that Task Based Language Teaching Procedure in generally had implements by the teacher with process pre task, task, planning, report, analysis, and practice but the teacher did not apply yet all of Process. The teacher did not implement one of activities from task process that was walk around to monitor and to encourage students to communicate in the target language because in the class the teacher prefer walked around to monitor whether the students did the task or not. For the other process had implements by the teacher but not always implemented in every meeting depend on the topic of the learning.
Students’ Perception On Content Based Instruction At SMAN 5 Bukittinggi Titin Nurpasari; Veni Roza
Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.969 KB) | DOI: 10.31004/jptam.v6i2.4725

Abstract

Penelitian ini dilatarbelakangi oleh beberapa permasalahan yang ditemukan pada siswa kelas XI SMAN 5 Bukittinggi. Pertama, siswa merasa kesulitan untuk memahami materi, yang berdampak pada kurangnya minat siswa terhadap materi tersebut. Kedua, guru menerapkan pengajaran berbasis konten, tetapi beberapa siswa mendapatkan nilai rendah dalam tes matapelajaran kesenian. Ketiga, siswa memiliki motivasi yang rendah. Peneliti menggunakan desain penelitian kuantitatif. Tujuan penelitian ini adalah untuk mengetahui persepsi siswa terhadap pembelajaran berbasis isi di SMAN 5 Bukittinggi.Sampel penelitian ini adalah dua kelas dipengaruhi oleh instruksi berbasis konten. Peneliti mengamati secara langsung objek di kelas XI MIPA-2 dan XI MIPA-3 di SMAN 5 Bukittinggi untuk mengetahui informasi tentang guru dalam menerapkan pembelajaran berbasis konten di kelas.. untuk mengumpulkan data, peneliti menggunakan kuesioner tertutup. Berdasarkan temuan, pertanyaan penelitian dijawab. Ditemukan bahwa persepsi siswa terhadap CBI berada pada kriteria baik. Ini berarti bahwa siswa memiliki persepsi yang baik bahwa CBI menganjurkan pendekatan keterampilan terpadu untuk pengajaran bahasa. Dalam CBI, siswa berperan lebih aktif di kelas. CBI menciptakan dan berpartisipasi aktif dalam konstruksi pengetahuan siswa. Konten terkait erat dengan kebutuhan siswa dan pengaturan instruksional. Akhirnya, Teks dan tugas yang digunakan dalam CBI yang otentik.
Expert Appraisal on Islamic Textual Enhancement Grammar Book Designed for Grammar Teaching At IAIN Bukittinggi Veni Roza; Genta Sakti
Jurnal Educative: Journal of Educational Studies Vol 3, No 2 (2018): Desember 2018
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (4220.966 KB) | DOI: 10.30983/educative.v3i2.552

Abstract

The article aims at evaluating of grammar book designed by the author from some experts.  Experts’ appraisals were needed to judge whether Textual Enhancement model designed for teaching grammar at IAIN Bukittinggi was valid or not. In this model, the researcher designed grammar lesson of complex sentences under the model of textual enhancement. She made salient grammar features taught by giving boldfaces and colors in every appearance of complex sentences within the texts in order to draw students’ attention to notice it. The study is mixed methods of quantitative and qualitative. Questionnaire and interview were used to collect data of expert judgments on the model developed (grammar book). There are five experts involved in this research who evaluate the book with impressionistic method which includes language, content and organization. The finding reveals that textual enhancement grammar book is valid and reliable. It can be used after being revised in the aspect of language with some grammar and spelling errors, in the aspect of content to suit with native culture, and organization, to consider the attractive sense.  Artikel ini bertujuan untuk mengevaluasi buku Grammar yang dirancang oleh Penulis sendiri dari  beberapa orang pakar.  Penilaian pakar sangat dibutuhkan untuk melihat validitas dan reliabilitas buku model yang dikembangkan sebelum diterapkan dalam pengajaran Grammar di Program Studi Pendidikan Bahasa Inggris IAIN Bukuttinggi. Dalam model ini, penulis merancang pelajaran Grammar dengan topik Complex Sentences dengan penguatan teks di bawah tema-tema Islam dengan memberikan cetak tebal dan pewarnaan pada fitur Grammar yang diajarkan untuk menarik perhatian mahasiswa memikirkannya. Jenis penelitian ini adalah penelitian campuran kuantitatif dan kualitatif.  Angket dan wawancara digunakan untuk mengumpulkan data terkait penilaian pakar terhadap buku yang dirancang. Ada lima pakar yang terlibat yang menilai aspek bahasa, isi, organisasi buku. Temuan menunjukkan buku grammar yang dirancang memenuhi kriteria valid dan  reliable. Buku dapat digunakan setelah direvisi pada beberapa aspek kesalahan grammar dan ejaan, aspek isi untuk mencocokkan dengan budaya asli (arab) dan aspek oragnisasi buku untuk memperhatikan daya tarik buku.   
Pendampingan Peningkatan Kemampuan Menulis Penelitian Tindakan Kelas Guru Bahasa Inggris di Kabupaten Solok Veni Roza; Absharini Kardena
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol 1, No 1 (2021): Juni 2021
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v1i1.4630

Abstract

Increasing teacher competence should be carried out continuously. It is aimed to increase the professionalism of teachers in the field of teaching. One of ways that can be done to improve teacher pedagogical competence is by conducting Classroom Action Research (CAR). This research aims to improve the approach in teaching so that the results of student achievement can be improved. However, the implementation of CAR is often being an obstacle for teachers because of their lack of knowledge related to the implementation of CAR, which starts from the preparation of proposals, conducting research, to reporting research. It becomes a real urgency for teachers to get assistance in preparing CAR proposals as an initial step in implementing CAR in schools. An assistance for writing CAR proposals is a necessity for teachers so that the teachers have a strong basis for implementing CAR properly and correctly. Therefore, this assistance is carried out to improve the ability of teachers to write CAR proposals so that the final goal of implementing a good CAR can be realized
Analisis Faktor Keterlaksanaan Supervisi Akademik Oleh Kepala Sekolah Di SMA Negeri Kota Bukittinggi Pada Masa Pandemi Covid–19 Desrida Desrida; Supriadi Supriadi; Yelfi Dewi S; Veni Roza
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.7559

Abstract

Kurang maksimalnya proses supervisi akademik akibat perubahan seharusnya dilaksanakan secara langsung (offline) kemudian dilakukan secara online selama masa pandemi Covid-19, yang menyebabkan fungsi dan tujuan supervisi akademik tidak terlaksana dengan baik. Hal ini tergambarkan melalui observasi awal di SMA Negeri Kota Bukittinggi tanggal 15 sampai 18 September 2021. Metode penelitian ini adalah metode deskriptif melalui pendekatan kuantitatif dalam bentuk analisis faktor tentang faktor penunjang keterlaksanaan supervisi akademik oleh Kepala Sekolah di SMA Negeri Kota Bukittinggi pada masa pandemik Covid-19. Teknik yang digunakan dalam pengambilan sampel dan populasi jumlah sampel dalam populasi yaitu Kepala Sekolah dan Guru dengan jumlah reponden 25 Orang tiap sekolah, dengan jumlah total 125 Orang. Alat pengumpul data yang digunakan yaitu observasi, wawancara, dokumentasi dan angket/kuisioner.Hasil penelitian ini (a) Hasil uji valididas terdapat 24 yang valid dan 7 variabel = tidak valid dan reabilitas dengan nilai Cronbach’s Alpha sebesar 0,848 pada faktor keterlaksanaan supervisi akademik oleh kepala sekolah dan guru di SMA Negeri Kota Bukittinggi. (b) Hasil analisis faktor keterlaksanaan supervisi akademik oleh kepala sekolah di SMA Negeri Kota Bukittinggi terdapat 4 faktor yang terbentuk, dimana hanya 2 faktor yang menunjang keterlaksanaan supervisi akademik melalui pertemuan individu (lama kerja, status pekerjaan, golongan, sertifikasi, memberikan pujian, honorium) dan obersavsi kelas dan loka karya kelompok(optimis, asertif, tekun, jangkaun internet) (c) Hasil analisis faktor keterlaksanaan supervisi akademik oleh kepala sekolah terhadap guru di SMA Negeri Kota Bukittinggi pada masa pandemi terdapat perbedaan faktor yang terbentuk, dimana SMAN 1 (2 faktor); 2 (tidak ada factor); 3(1 faktor); 4 (1 faktor) dan 5 (2 faktor) .
Co-Authors ., Zulhirawati Absharini Kardena Achmad Noerkhaerin Putra 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 Hatta Ira, Jamilah Hilma Pami Putri Humaira, Zahra Humairoh, Suci 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 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 Indriani 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 reflindareflinda Rezki, Mutiara Rika Fitriani Ritonga, Elma Vira Dahliani Sari, Cindy Fatika 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