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<![CDATA[VOCABULARY MASTERY AND READING COMPREHENSION OF IT EDUCATION DEPARTMENT STUDENTS ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh Hanafi]]>
<![CDATA[ JURNAL EDUSCIENCE (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES) ]]>
Publisher : <![CDATA[Universitas Labuhanbatu ]]>
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DOI: 10.36987/jes.v9i2.3070
<![CDATA[This study is aimed at investigating the vocabulary mastery and the comprehension of passage of IT Education Department students. Vocabulary mastery is one of language component that is essential to be learned. Without any mastery on vocabulary, it will be very difficult to learn foreign language. Further, vocabulary is also important to comprehend a reading text or reading passage. The data in this research collected using two tests, vocabulary test and reading comprehension test. The result of vocabulary showed that the mean score of the class was 64.76 which was in the intermediate level. Further, the result of reading comprehension test showed that the mean score of the class was 74.28. The hypothesis testing was analyzed using Spearman correlational analysis. It showed that the significant value (0.299) was higher than the level of significance 0.05. Meanwhile, the coefficient of the correlation was 0.133. Thus, it can be concluded that there is no significant correlation between vocabulary mastery and the comprehension on reading passage of IT Education Department students. In the other words, vocabulary mastery does not contribute to IT Education Departments’ reading comprehension.]]>
<![CDATA[DRTA STRATEGY ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Moh Hanafi]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ JURNAL EDUSCIENCE (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES) ]]>
Publisher : <![CDATA[Universitas Labuhanbatu ]]>
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DOI: 10.36987/jes.v9i2.3071
<![CDATA[This research is aimed at investigating the effectiveness of Directed Reading Thinking strategy on students’ comprehension of academic reading. In order to be successful in reading comprehension, learners should actively process what they have read and it can be gained by certain practice and strategy. One of the strategy to be used is Directed Reading Thinking Activity which guide the students in making prediction before they read and confirming and refuting the prediction after reading the text. Using DRTA strategy, the students will be trained to be active and thoughtful readers. This research used pre experimental research design with one group pretest posttest design. The result of the hypothesis testing using paired sample t-test showed the significant value 0.002 is lower than level of significance 0.05. It means H0 is rejected and it can be stated that there is a significant difference on the students’ reading comprehension after being taught using DRTA strategy. Thus, it can be concluded that DRTA strategy was effective to teach reading comprehension. ]]>
<![CDATA[Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh. Hanafi]]>
<![CDATA[ Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 1 No. 3: September 2022 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/joongki.v1i3.832
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini dilakukan di SD Negeri 1 Sidem Desa Sidem Kecamatan Gondang Kabupaten Tulungagung. Guru-guru di SD tersebut menjadi sasaran pengabdian kepada masyarakat ini yang bertujuan untuk menyamakan persepsi terkait pengimplementasian Kurikulum Merdeka serta pelatihan tentang pentingnya literasi digital dalam kurikulum Merdeka. Hasilnya menunjukkan bahwa guru-guru SD Negeri 1 Sidem masih memerlukan pendampingan untuk memantapkan kesiapan guru-guru dalam implementasi Kurikulum Merdeka. Kurikulum Merdeka juga menuntut guru untuk beradaptasi dengan teknologi. Selanjutnya, pelatihan literasi digital menujukkan bahwa untuk menjadi guru yang unggul utamanya dalam menghadapai kebaharuan Kurikulum Merdeka, guru-guru harus memiliki empat pilar literasi digital yaitu digital skills, digital culture, digital ethic dan digital safety.]]>
<![CDATA[Students’ Knowledge on Past Tense snd Their Ability to Write Narrative Text ]]>
<![CDATA[Moh Hanafi]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i1.3861
<![CDATA[This researched was aimed at investigating the correlation between students’ mastery on grammar especially past tense and their ability to write narrative text. This researched used correlational research design with two instruments to take the data, that is, writing test and grammar test of past tense. The result of the data analysis showed that it was found that the coefficient of the correlation was .594. Therefore, the correlation can be interpreted as a positive medium correlation. It means the students who has higher knowledge on past tense, they can write better in writing narrative text. In the other hand, the hypothesis that the higher knowledge on past tense that the students have the better they can write narrative text was verified. It means the null hypothesis (Ho) rejected and alternative hypothesis (Ha)accepted. It can be concluded that there was a positive medium correlation between the students’ knowledge on past tense ]]>
<![CDATA[Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh. Hanafi]]>
<![CDATA[ Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 1 No. 3: September 2022 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/joongki.v1i3.832
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini dilakukan di SD Negeri 1 Sidem Desa Sidem Kecamatan Gondang Kabupaten Tulungagung. Guru-guru di SD tersebut menjadi sasaran pengabdian kepada masyarakat ini yang bertujuan untuk menyamakan persepsi terkait pengimplementasian Kurikulum Merdeka serta pelatihan tentang pentingnya literasi digital dalam kurikulum Merdeka. Hasilnya menunjukkan bahwa guru-guru SD Negeri 1 Sidem masih memerlukan pendampingan untuk memantapkan kesiapan guru-guru dalam implementasi Kurikulum Merdeka. Kurikulum Merdeka juga menuntut guru untuk beradaptasi dengan teknologi. Selanjutnya, pelatihan literasi digital menujukkan bahwa untuk menjadi guru yang unggul utamanya dalam menghadapai kebaharuan Kurikulum Merdeka, guru-guru harus memiliki empat pilar literasi digital yaitu digital skills, digital culture, digital ethic dan digital safety.]]>
<![CDATA[Learning Style and Students’ Achievement in English for Profession Course of IT Education Department ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh Hanafi]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 9, No 1 (2023): JULY ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v9i1.11354
<![CDATA[This research was aimed at investigating students’ learning style, investigating students’ achievement on English for Profession Course and seeing whether there is significant difference on students’ achievement across different learning style. This research used a convergent mixed method design. The data were taken using questionnaire of learning style and achievement test. The findings of this study showed that from 37 students, 17 students were auditory learners, 15 students were visual learners and 5 students were kinesthetics learners. Further, the mean score of achievement test for auditory and visual learners showed that they can be categorized into good achievement while the mean score of kinesthetics learners showed that they can be categorized into very good achievement. Here, the visual learners have the lowest mean score of 80.67 and the kinesthetics learners have the highest mean score of 86.00. Meanwhile, the auditory learners were in between with 82.35 of mean score. Finally, one-way Anova analysis is used to test the hypothesis and it showed that the Fcount < Ftable (0.335 < 3.28). Thus, H0 is accepted and it can be concluded that there is no significant difference on students’ achievement in English for Profession course across the three learning styles of auditory, visual and kinesthetics.]]>
<![CDATA[Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh. Hanafi]]>
<![CDATA[ Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 1 No. 3: September 2022 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/joongki.v1i3.832
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini dilakukan di SD Negeri 1 Sidem Desa Sidem Kecamatan Gondang Kabupaten Tulungagung. Guru-guru di SD tersebut menjadi sasaran pengabdian kepada masyarakat ini yang bertujuan untuk menyamakan persepsi terkait pengimplementasian Kurikulum Merdeka serta pelatihan tentang pentingnya literasi digital dalam kurikulum Merdeka. Hasilnya menunjukkan bahwa guru-guru SD Negeri 1 Sidem masih memerlukan pendampingan untuk memantapkan kesiapan guru-guru dalam implementasi Kurikulum Merdeka. Kurikulum Merdeka juga menuntut guru untuk beradaptasi dengan teknologi. Selanjutnya, pelatihan literasi digital menujukkan bahwa untuk menjadi guru yang unggul utamanya dalam menghadapai kebaharuan Kurikulum Merdeka, guru-guru harus memiliki empat pilar literasi digital yaitu digital skills, digital culture, digital ethic dan digital safety.]]>
<![CDATA[Pelatihan Bahasa Inggris Dasar pada Siswa SMP Islam Plus Hidayatut Thullab untuk Meningkatkan Kemampuan Berbicara Inggris ]]>
<![CDATA[Septiana, Ayu Rizki]]>;
<![CDATA[Hanafi, Moh.]]>
<![CDATA[ Jurnal Pengabdian Sosial Vol. 1 No. 10 (2024): Agustus ]]>
Publisher : <![CDATA[PT. Amirul Bangun Bangsa ]]>
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DOI: 10.59837/a61wve15
<![CDATA[Pengabdian masyarakat ini merupakan kegiatan yang dilakukan untuk meningkatkan kemampuan berbicara siswa dalam Bahasa Inggris, meningkatkan motivasi dan kepercayaan diri siswa dalam berbicara Bahasa Inggris. Kegiatan yang dilakukan berupa pelatihan yang dilaksanakan dalam 4 kali pertemuan dengan sasaran siswa SMP Islam Plus yang tergabung dalam extrakulikuler English Class. Ada 40 siswa yang tergabung dalam English class tersebut dan mengikuti kegiatan English Basic Speaking Class. Dalam 4 pertemuan, siswa belajar beberapa topik untuk berbicara Bahasa Inggris diantaranya self-introduction, greetings, expression of thanks, expression of apologizing dengan berbagai metode. Setelah 4 kali pelatihan, kemampuan siswa mulai meningkat dan mereka lebih termotivasi serta lebih percaya diri dalam berbicara dalam Bahasa Inggris. Karena keterbatasan waktu, diharapkan English Basic Speaking Class memiliki keberlanjutan kegiatan untuk memaksimalkan kemampuan siswa dalam berbicara Bahasa Inggris.]]>
<![CDATA[Grammatical Competence Across Different Learning Styles ]]>
<![CDATA[Septiana, Ayu Rizki]]>;
<![CDATA[Hanafi, Moh]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v4i6.17043
<![CDATA[Effective grammar instruction should integrate a variety of activities that cater to different learning styles. This research is intended to investigate students’ learning style, to investigate students’ grammatical competence and to find out whether any significant differences on students’ grammatical competence across different learning style. The design of this present research was convergent mix method which intended to analyze the data from quantitative and qualitative separately but complement each other. There were 15 students who became the sample of this research. In addition, in order to take the data, there were two instruments used, namely, grammar test and learning style questionnaire. The result of the questionnaire showed that the major preference of the learning style was visual learning style. Meanwhile, the grammar test showed the mean score of 86 or A- in average. Further, the result of hypothesis testing using One-way Anova on IbM SPSS 26 found that there is no significant difference on students’ grammatical competence among auditory, visual and kinesthetics learning styles.]]>
