Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal ELT Forum: Journal of English Language Teaching Suluh: Jurnal Bimbingan dan Konseling
Maulida, Faiza
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
THE USE OF THINK-PAIR-SHARE IN TEACHING READING COMPREHENSION Maulida, Faiza
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i1.20456

Abstract

This study was conducted to explore the English teachers’ attitude toward the implementation of Think-Pair-Share in teaching reading comprehension. The aim was to describe the implementation of Think-Pair-Share in teaching reading comprehension by English teachers, reveal the difficulties faced by English teachers in teaching reading comprehension using Think-Pair-Share technique, and explain how the English teachers solve their problem in teaching reading comprehension using Think-Pair-Share technique. In this study, I used qualitative method. The participants of this research were all of the English teachers in SMK N 1 Randudongkal in the academic year of 2016/2017. In this research, I used questionnaire, interview, classroom observation and document analysis as data collection methods. The result revealed that the implementation of Think-Pair-Share in teaching reading comprehension was quiet different for each teacher such as including all language skills, using game as variation, or implementing Think-Pair-Share with no variation. This study showed that there were two main problems faced by the English teachers: the lack of preparation and students’ limited vocabulary. In conclusion, Think-Pair-Share was an interesting and helpful technique that helped English teachers in the teaching and learning process. Besides, it helped students to be actively engaged in the classroom activity.
Implementation of Rational Emotive Behavior Therapy (REBT) Techniques to Improve Students' Adaptation Skills Maulida, Faiza; Khaira, Wanty
Suluh: Jurnal Bimbingan dan Konseling Vol. 10 No. 2 (2025): Suluh : Jurnal Bimbingan dan Konseling
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/suluh.v10i2.9774

Abstract

Background: The ability to adapt for students in facing various demands of academic, social, and emotional development in the school environment. Inability to adapt can have a negative impact on students' learning achievement and psychological well-being. Thus, appropriate psychological intervention is needed to help students develop this ability. The Rational Emotive Behavior Therapy (REBT) approach is a view based on humans, which explains that individuals have a tendency to think irrationally one of which is obtained through social learning. Rational Emotive Behavior Therapy (REBT) aims to eliminate emotional disorders that can damage the individual such as anxiety, hatred, fear, troubled feelings, anger, and so on. Aim: This study aims to test the effectiveness of group counseling services based on Rational Emotive Behavior Therapy (REBT) in improving students' self-adjustment abilities at MTsN 2 Aceh Besar. Using a quantitative approach with a pre-experimental one group pre-test and post-test design, the study sample consisted of 7 students selected through a purposive sampling technique based on the results of the self-adjustment questionnaire. Result and Discussions: The research instrument was a self-adjustment questionnaire that had been tested for validity and reliability. The results of data analysis showed that the average score of students' self-adjustment increased from 194.71 in the pre-test to 236.71 in the post-test. The paired sample t-test showed a significance value of 0.001 (<0.05), indicating a significant difference between the scores before and after the intervention. These findings prove that REBT-based group counseling services are effective in improving students' self-adjustment abilities, including emotional, intellectual, social, and responsibility aspects.
Co-Authors Khaira, Wanty