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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

Author-ID : 1437124

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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The Effect Of Shared Reading Strategy on Students Reading Comprehension In Narrative Text at The Second Grade of SMPN 2 X Koto Tanah Datar In The Academic Year 2021/2022 Isra Hayati; Genta Sakti; Veni Roza; Widya Safitri
Education : Jurnal Sosial Humaniora dan Pendidikan Vol 2 No 3 (2022): November : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

This study aims to determine the effect of the shared reading strategy on students' reading comprehension in class II narrative texts at SMPN 2 X Koto Tanah Datar for the 2021/2022 academic year. This research is caused by several problems related to teaching reading. First, students have difficulty identifying the main idea. Second, students lack the desire to read a text. The last is a problem related to teaching reading by the teacher. The strategy used in teaching reading is still conventional. To overcome this problem, researchers have implemented a shared reading strategy. This study uses experimental research. Researchers used a quasi-experimental design using a non-equivalent control group design. The population in this study were class II students at SMPN 2 X Koto. Sample in VIII. From the results of the calculation of the post-test values of the two classes, the average post-test value (2) of the experimental class was 71.77. This is higher than the average post-test control class (1), 61.29. This means that the alternative hypothesis (Ha) is accepted and it can be interpreted that the reading test results of students who are taught using the shared reading strategy are better than the results of the reading tests of students who are not taught using the shared reading strategy. So, it can be concluded that all hypotheses are accepted. It is proven that the use of shared reading strategies helps students' reading comprehension of narrative texts well.

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence Genta Sakti; Eliza Eliza; Veni Roza; Absharini Kardena
Lingua Cultura Vol. 17 No. 1 (2023): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v17i1.8498

The research aimed at finding out students’ perception of using storytelling as one of the techniques used in English class in order to develop students’ sociocultural competence. The research was conducted under mixed-method research. The sample of the research was English students at IAIN Bukittinggi who had taken storytelling classes and English students at UIN Imam Bonjol Padang who had joined an English activity (storytelling) held by the English students association of English study program. Data collection was done by distributing questionnarires and conducting interview. The instruments of the research were a questionnaire and an interview guide. The data were analyzed using quantitative analysis for the data from the questionnaire and qualitative analysis for the data from the interview. The research finding shows that the students agree that they have improved their ability in sociocultural competence, at least in five aspects. They state that they are good in these five elements; (1) students’ attitude toward sociocultural competence, (2) students’ knowledge of sociocultural competence, (3) students’ ability to interpret and relate cultural issues, (4) students’ ability in discovery and interaction, and (5) students’ ability of critical cultural awareness. Thus, it can be stated that storytelling is a good technique that can be used to develop students’ sociocultural competence based on students’ perceptions.

The Effect Of Using Duolingo Application Toward Students’ Vocabulary Mastery At The Second Grade Of SMPN 1 Koto Besar Yesa Fitri; Melyann Melani; Veni Roza; Reflinda Reflinda
Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i2.1374

Penelitian ini dilakukan untuk menjawab beberapa masalah yang dialami siswa. Awalnya, siswa mengalami kesulitan dalam menguasai kosa kata. Kedua, para siswa tidak menggunakan kosa kata yang baru mereka peroleh. Ketiga, siswa kurang antusias untuk memperluas kosa kata mereka. Terakhir, selama proses pembelajaran, siswa menggunakan kamus. Sebagai hasil dari keadaan ini, peneliti mencoba menerapkan Aplikasi Duolingo sebagai cara untuk meningkatkan penguasaan kosa kata siswa. Oleh karena itu, peneliti bertujuan untuk melihat bagaimana pengaruh Aplikasi Duolingo terhadap penguasaan kosa kata siswa kelas dua SMPN 1 Koto Besar sepanjang tahun ajaran 2021/2022. Sebuah penelitian kuantitatif dilaksanakan dalam penelitian ini. Metode yang digunakan untuk mengeksplorasi dalam penelitian ini adalah desain eksperimen semu. Populasi penelitian ini terdiri dari 97 siswa kelas dua di sekolah tersebut. Ada 65 siswa secara total, dengan 32 di kelas eksperimen dan 33 di kelas kontrol. Tes kosa kata digunakan sebagai alat penelitian. Peneliti menggunakan SPSS versi 2.0 for Windows untuk menganalisis data. Selain itu, peneliti melakukan independent sample t-test untuk mengetahui dampak penggunaan Duolingo App terhadap penguasaan kosa kata siswa. Hasil penelitian menunjukkan bahwa ada pengaruh penggunaan Aplikasi Duolingo terhadap penguasaan kosa kata siswa kelas dua SMPN 1 Koto Besar tahun ajaran 2021/2022. Hal tersebut disajikan dengan menggunakan uji statistik independent sample t-test dimana kriteria Ha diterima bila nilai signifikan < alpha (0,05), sebaliknya Ho ditolak. Berdasarkan hasil penelitian nilai signifikansi 0,000 < 0,05. Artinya Ha diterima. Selain itu, temuan penelitian ini menunjukkan bahwa ada pengaruh yang signifikan penggunaan Aplikasi Duolingo terhadap penguasaan kosa kata siswa kelas dua SMPN 1 Koto Besar (Ha: : t-hitung > t-tabel). Selain itu, terdapat perbedaan yang signifikan antara siswa yang diajar dengan menggunakan Aplikasi Duolingo dan siswa yang diajar tanpa menggunakan Aplikasi Duolingo (Ho: t hitung < t tabel). Selain itu, penguasaan kosa kata siswa yang diajarkan dengan menggunakan Aplikasi Duolingo lebih baik daripada menggunakan strategi konvensional.

THE APPLICATION OF ICE BREAKING ACTIVITIES IN ENGLISH TEACHING FOR JUNIOR HIGH SCHOOL STUDENTS IN MTSN 11 AGAM Oktavia Elya Zahra; Veni Roza; Ahsanul Husna
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 10 (2023): Desember
Publisher : CV. ADIBA AISHA AMIRA

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

The journal entitled "Ice Breaking activities in teaching English for Junior High School students" aims to describe the process of ice breaking activities and the suitability of these activities with the principles of ice breaking activities. This research was conducted at MTsN 11 Agam using a qualitative approach. The participants in this study were one of the English teachers at the junior high school. The results of the study describe the process of ice breaking activities and the suitability of these activities with the principles of ice breaking activities. ice breaking activities used are "Tongue-twister, English Game". ice breaking activities begin by dividing students into groups, revealing the name of the ice breaking that will be applied, explaining the steps that must be carried out in ice breaking activities, and starting ice breaking activities by determining one of the students from several groups to repeat the words that have been conveyed by the teacher. Researchers also found that, ice breaking activities are generally started using mentioning the name of the ice breaking, giving instructions on how the ice breaking is done, conducting simulations, and starting ice breaking activities within five to 20 minutes. Furthermore, the results of the study shared that the ice breaking process carried out was in accordance with the principles of ice breaking.

Using Role Play Technique to Improve Students Speaking Skill at the Eighth Grade of SMPN 7 Bukittinggi Precelia Gita Mulyo; Veni Roza; Melyann Melani; Reflinda Reflinda
Education Achievement: Journal of Science and Research Volume 5 Issue 2 July 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i2.1864

The purpose of this research was to to know whether using the role play technique can improve the students’ speaking skill. The researcher had done in SMPN 7 Bukittinggi at VIII.7 class. The problems in this research was caused by several factors. The first problem, most of the students were still awkard in speaking, the only spoke when the teacher asked them. The second problem, the lack of opportunities for students to speak when learning English in the class. The third problem, the students were less excited or less encouraged enough to participated in the speaking learned process. To obtain the research data the writer conducted the observation and test. It was found that there was a significant effect of using role play technique toward students speaking skill. It is proven that role play techniques can improve students' speaking skills. Where student scores increased further from cycle 1 to cycle 2. From the prelimenery research it can be seen that the average student score is 60,00. After carrying out actions in cycle 1 the average value increased, namely 72.25 and in cycle 2 it increased again to 91,00. It can be concluded that all the students enjoy with the role play technique. Moreover, they admitted that their speaking skill improve.

Implementation of Grasp (Guide Reading And Summary Procedure) Strategy in Descriptive Text on Students Reading Comprehension Anisa Maizera; Veni Roza; Reflinda Reflinda; Melyann Melani
Education Achievement: Journal of Science and Research Volume 5 Issue 2 July 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i2.2063

This research was conducted due to several problems that found by the researcher. This research was aimed to find out the implementation of GRASP (Gude Reading and Summary Procedure) in descriptive text on students reading comprehension at eleventh grade in SMAN 1 Baso. Based on preliminary research, there some problem in teaching reading comprehension that was students were difficult finding main idea, students were bored and lazy to read the text in English, students were difficult understanding the meanings. One of strategy in teaching reading comprehension that can be used is GRASP strategy. Indeed, the researcher wanted to find out how the teacher implemented this strategy in teaching reading. The design of the research was descriptive qualitative research. The data was collected by doing observation using observation checklist, and interview with English teacher at SMAN 1 Baso. The data analyze by using qualitative data analysis by Miles and Huberman. The researcher collected the data, reduced the data, presented the data, and made a conclusion. The researcher found out the teacher implemented the GRASP strategy perfectly and clearly. It is based on the first three classes all of the procedures of GRASP strategy are done perfectly and clearly. Otherwise, in the last class there are three procedures that cannot be done. GRASP strategy can’t be used in all kind of the texts but descriptive text suitable for this strategy. This strategy worth it to use in teaching reading comprehension and based on observation in four classes, the teacher success to implemented the GRASP strategy in the classroom.

Teachers’ Technique in Teaching Speaking in SMAN 1 Kinali Academic Year 2021/2022 Yunita, Andini; Kardena, Absharini; Roza, Veni; Irwandi, Irwandi
ALSYS Vol 3 No 5 (2023): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v3i5.1507

The purpose of this study was to find out the teachers’ technique in teaching speaking and how did the teacher apply during the classroom at SMAN 1 Kinali Academic Year 2021/2022. Researcher found problems related to teacher and students. The first problem was that teacher used the same variety technique to teach speaking in class. Second problem was the students become surfeited in the classroom. The third problem was controlling the class with several students’ character. From the phenomenon above, the researcher wanted to analyze what types of teachers’ technique in teaching speaking and how to apply the technique in teaching speaking.This research was qualitative descriptive study. Researcher conducted this research at SMAN 1 Kinali. The informant of this research was the English teacher SMAN 1 Kinali. Data collection techniques used in this study were interviews and observations checklist. Based on the findings of this study, it was found that there were four types of techniques of teaching speaking, namely: Pair and group technique, Drilling technique, Jigsaw technique, Simulation technique. In learning process during speaking material, the teacher used the same technique and students became surfeite in learning so it was necessary to know what were the techniques that used by the teacher in the learning process. The teacher has implemented principles of techniques in teaching speaking and how to apply teaching speaking at SMAN 1 Kinali. The techniques that used by the teacher was effective and motivating students. The researcher also found out why the teacher used variety techniques in teaching speaking to make students fluent, become active and build their self-confidence, and to master speaking skill as well. By using techniques in teaching speaking, it motivated students to speak and to help students improving their speaking ability.

An Analysis of Students’ Speaking Anxiety at 7th Grade of Almumtaz Boarding School Syafitri, Poppy Fauziah; Roza, Veni; Reflinda, Reflinda; Syafitri, Widya
ANWARUL Vol 3 No 2 (2023): APRIL
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v3i2.979

This research was conducted due to several problems in speaking activity in the classroom, problems refer to the students’ feelings of anxiety to speak in the learning process. Based on the preliminary research, the researcher found that the students were anxious to speak in the classroom for some reasons like low of speaking aspects mastery and low of self-cofidence. In foreign language learning, students’ speaking ability can be affected by psychological factors. Thus, this research aimed to find out the factors that cause students’ speaking anxiety. This research was done in Al-Mumtaz Boarding School. The design of this research was descriptive qualitative research. In order to collect the data, the researcher used non-participative observation and semi-structured interview as the instruments. The population of this research was all the seventh grade students of Al-Mumtaz Boarding School which consists of four classes, one boy’s class and three girls’ classes. The researcher used purposive sampling to get the sample for the observation because all the populations had same characteristics. The observation’s sample consist of two classes, one boy’s class and one girl’s class. Then, the researcher used snowball sampling to get the sample for the interview. There were fourteen students who were interviewed in this research. The result showed that there were several factors that cause students’ speaking anxiety at seventh grade of Al-Mumtaz Boarding school, either on boy’s class or girl’s class. Those factors are fear of negative responses from the others, low of self-confidence, fear of making mistakes and low of speaking aspects mastery (pronounciation, comprehension and vocabulary). In conclusion, there were four factors that cause students’ speaking anxiety at seventh grade of Al-Mumtaz Boarding School.

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

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

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.

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

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