Articles
<![CDATA[Blended Learning in English Academic Reading to Respond Revolution 4.0 ]]>
<![CDATA[Harpiansi, Harpiansi]]>;
<![CDATA[Suryani, Nyayu Yayu]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v3i2.1559
<![CDATA[The 4th industrial revolution effects many areas in today?s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill. This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test. Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In other word, there is significant effect of blended learning on students reading skill achievement.]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD LECTURER OF ENGLISH IN TEACHING PERFORMANCE (A CASE STUDY AT INSTITUTE OF HEALTH SCIENCE SITI KHADIJAH PALEMBANG) ]]>
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ ELTE Journal (English Languange Teaching and Education) Vol 3, No 2 (2015): ELTE Journal September Edition ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/elte.v0i0.1549
<![CDATA[ABSTRACTThe main problem of this research “What are the teaching performance of the teacher/lecturer of English based on students’ perception related to the questionnaire given?”. Therefore, the main purpose of this study is to find out the students’ perception about the teacher of English in teaching performance at Institute of Health Science Siti Khadijah Palembang related to the questionnaire given. The population of this research was the first semester students of Institute of health Science Siti Khadijah Palembang . They were 40 students taken as sample. A descriptive method was used in this research. the data were obtained by means of questionnaire. Based on the result of the data analysis, the students’ perception toward their teacher’s performance in teaching covered seven aspect were as follows: (a) Preparation of Teaching, (b)Subject matter, (c)Submission of Teaching Materials, (d) Lecturer Competence, (e) Class Management and Academic Atmosphere, (f) Evaluation of Lesson and (g) Subject Matter Relevance.it concluded that most of the students’ perception about the teacher of English in teaching performance at Institute of Health Science Siti Khadijah Palembang give good perception.Key words : Students’ Perception, The Teacher/lecturer of English, Teaching Performance]]>
<![CDATA[THE USE OF TECHNOLOGY INTEGRATION SAMR MODEL IN TEACHING ENGLISH ]]>
<![CDATA[Suryan Yayu Nyayu]]>;
<![CDATA[Setiawan Heru]]>;
<![CDATA[Sulaiman Masagus]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 7, No 1 (2019): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v7i1.720
<![CDATA[Nowadays, information and communications technology (ICT) has been widely used either in schools or colleges. An understanding on the use of technology in language learning particularly in the class fascinated for both educators and learners. One of the language learning technologies is that SAMR, a model which is designed to help educators in embedding technology skills into the learning process in the classroom. In SAMR, 4 functions used to develop the applications, as in Substitution, Augmentation, Modification and Redefenition. This model helps educators provide an overview on the implementation of English language learning (i.e. reading, writing and listening). The simple SAMR model is certainly reminiscent of a model that was first in the realm of cognitive education. This model is parallel with the model of the taxonomy of bloom, a model that is very often used in cognitive learning. By applying SAMR Model, students can design learning technology effectively.]]>
<![CDATA[The Application of Information Gap Activity to Improve Speaking Skill of Nursing Students ]]>
<![CDATA[Abdul Aziz Rifaat]]>;
<![CDATA[Nyayu Yayu Yayu Suryani]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 8, No 1 (2020): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v8i1.1322
<![CDATA[Nowadays, Speaking as one of four skills taught in English become popular and very important to be learned. Since 4.0 revolution era has been launched, the students from junior high school to university level are interested to study English especially speaking skill. The study aimed to investigate the significant difference in speaking achievement before and after the students were taught using Information Gap Activity. The pre-experimental design through one group pretest-posttest design was used in this study. The 4th semester students of S1 Nursing Science program at STIK Siti Khadijah Palembang in academic year 2019/2020 was the population of this study. The sample of this study was all of the population of this study. Since the total number of the population was 22 students, they all selected as the sample in this study. The test was administered twice as pretest and posttest. The result of the test was analyzed by using t-test through SPSS (Statistical Package for Social Science).]]>
<![CDATA[THE PROBLEM FACED BY STUDENTS OF ISLAMIC EDUCATION IN READING ISLAMIC COMPREHENSION TEXT ]]>
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6246
<![CDATA[Students are often concerned with accuracy in pronouncing words when reading and not entirely focused on the content of what is being read. This study aims to find out the problems faced in reading comprehension (Islamic reading text) by employing descriptive quantitative approaches. The method used in this study was the descriptive quantitative which translates data into numbers.The sample was 59 students of the Islamic Education study program Raden Fatah Islamic State University Palembang. Furthermore, the data were gathered by using test and questionnaire as the instrument via Google form. The result showed that most students failed reading comprehension assessments due to a lack of vocabulary, poor grammatical proficiency, difficulty in understanding long phrases and material, lack of media learning or family assistance, and lack of information about reading comprehension. In conclusion, the data obtained from the test showed that the Islamic students still have difficulties in reading comprehension tests.]]>
<![CDATA[Grammatical Errors in Using Tenses Made by ESP Students ]]>
<![CDATA[Arni Fitri]]>;
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ Anaphora : Journal of Language, Literary, and Cultural Studies Vol 5 No 1 (2022): JULY ]]>
Publisher : <![CDATA[Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya ]]>
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DOI: 10.30996/anaphora.v5i1.6262
<![CDATA[Sometimes the students of ESP or Non-English majoring error in using tenses. The low level of students' understanding of tense is one of the factors that greatly influences errors in making sentences. The objective of this research was to describe the students’ errors and its causes in using tenses. In this research, the writers used a qualitative method in a form of descriptive analysis (percentage) that included observation, collecting the students’ test, analyzing, and interpreting the data. For collecting the data, the researcher used test as the instrument. This research was conducted to 35 ESP students of Pharmaceutical Study Program of Institute of Health Science of Siti Khadijah Palembang. The result of the research showed that the percentage of the error made by 35 students as the samples in using tenses was 75%, consisted of the error of selection was 30%, the error of omission was 24% and error of ordering 21%. It means that the students of Pharmaceutical Study Program of Institute of Health Science of Siti Khadijah Palembang made error in using tense, because more than 70% of the students made error. The probable sources of the students’ error were interlanguage error and context in learning error, where 52% errors were caused by interlanguage.]]>
<![CDATA[Pelatihan Pembuatan Soal Ujian Menggunakan Google Form bagi Guru Sekolah Dasar Islam Terpadu (SDIT) Tarbawi Palembang ditengah Wabah Covid 19 ]]>
<![CDATA[Nyayu Yayu Suryani]]>;
<![CDATA[Harpiansi Harpiansi]]>
<![CDATA[ Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat Vol 10, No 1 (2021): Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Bengkulu ]]>
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DOI: 10.29300/mjppm.v10i1.4221
<![CDATA[Abstract. The era of the industrial revolution 4.0 which is currently running is a challenge for the world of education because it is very thick with the use of internet technology, therefore, teachers are required to use technology in the learning process. Google Form is one of the applications provided by Google that can be used to collect information from users, in this case the students. Teachers can use the Google form as a medium for making online exam questions especially during the Covid 19 pandemic. This community service activity is carried out on April 23, 2020 through the zoom meeting application. This activity aims at providing online exam question input / making training to SDIT Tarbawi Palaembang teachers. The method of implementing this community service activity is carried out by providing exposure to the concept of online learning and about the google form application that is delivered online using the Zoom Meeting application. The results of this activity are the teachers are able to create / input exam questions using Google forms which are then applied to students. Keywords: Online exam questions, Google Forms. Abstrak. Era revolusi industri 4.0 yang yang sedang bergulir saat ini merupakan tantangan bagi dunia pendidikan karena sangat kental dengan penggunaan teknologi internet, karena itu, para guru dituntut dapat menggunakan tekonologi dalam proses pembelajaran. Google Form merupakan salah satu aplikasi yang disediakan oleh Google yang dapat digunakan untuk mengumpulkan infrmasi dari pengguna. dalam hal ini adalah para siswa. Guru dapat menggunakan google form sebagai media untuk membuat soal ujian secara daring terlebih dimasa pandemic Covid 19. Kegiatan pengabdian masyarakat ini dilaksanakan pada tanggal 23 April 2020 melalui aplikasi zoom meeting. Kegiatan ini bertujuan untuk memberikan pelatihan pembuatan/penginputan soal ujian secara daring kepada para guru SDIT Tarbawi Palaembang. Metode pelaksanaan kegiatan Pengabdian dilakukan dengan cara memberikan paparan tentang konsep pembelajaran daring dan tentang aplikasi google form yang disampaikan secara online menggunakan aplikasi Zoom Meeting. Hasil kegiatan ini yakni para guru mampu membuat/menginput soal ujian menggunakan gogle form yang kemudian diterapkan kepada para siswa. Kata Kunci: Soal ujian daring, Google Form]]>
<![CDATA[Transition, Action, Details; Helping the Students to Write Easily ]]>
<![CDATA[Abdul Aziz Rifaat]]>;
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v10i2.3120
<![CDATA[Writing means implementing all parts of its stages. Once the writer misses one of its stages, the product of the writing should not be as expected. The TAD is one of the writing strategies to help the writer easier to write especially in the recount text. The objective of this study was to find out the significant difference in writing achievement before and after the students was taught by using The TAD strategy. The pre-experimental design was used in this study. The population and the sample of this study was all 3rd semester bachelor’s degree of nursing students at the institute of health science Siti Khadijah Palembang in the academic year 2020/2021. The total number of the sample was 30 students. The total sampling technique was used to select the sample in this study. The writing test was used as an instrument to collect the data in this study. The test was given before the treatment as a pretest and after the treatment as a posttest. The result of the study showed that there was a significant difference before and after the students were taught by using the TAD strategy.]]>
<![CDATA[GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Nyayu Yayu Suryani]]>;
<![CDATA[Muhammad Husni Syahbani]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 3 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i3.8544
<![CDATA[The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform. ]]>
<![CDATA[GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Nyayu Yayu Suryani]]>;
<![CDATA[Muhammad Husni Syahbani]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 3 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i3.8544
<![CDATA[The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform. ]]>
