Articles
<![CDATA[Tingkat Kognitif Pada Soal Membaca Di Lembar Kerja Siswa Tingkat Sekolah Menengah Pertama ]]>
<![CDATA[Zahara, Ferlian]]>;
<![CDATA[Sevrika, Hevriani]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ EduCurio: Education Curiosity Vol 1 No 2 (2023): Maret-Juni 2023 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
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<![CDATA[Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis tingkat kognitif soal membaca pada lembar kerja siswa “English for Creative Students”. Peneliti menganalisis tingkat keterbacaan soal pada LKS berdasarkan Taksonomi Bloom edisi revisi. Pada revisi Taksonomi Bloom terdapat 6 level soal yaitu: Mengingat, Memahami, Menerapkan, Menganalisis, Mengevaluasi dan Menciptakan. Peneliti menggunakan lembar kerja “English for Creative Students” sebagai sumber data. Peneliti menggunakan tabel document checklist dalam mengumpulkan data dan menganalisis data untuk menemukan temuan penelitian. Peneliti menganalisis soal-soal yang berfokus pada soal-soal bacaan pada bab teks monolog. Setelah dilakukan pembelajaran, terdapat 4 bab yang berisi soal dan terdapat 100 soal bacaan. Hasil penelitian menunjukkan bahwa level soal yang terdapat pada lembar kerja “English for Creative Students” yaitu 3 level. Hasil penelitian menunjukkan bahwa total dari setiap level adalah 89 soal pada level mengingat, 10 soal pada level pemahaman dan 1 soal pada level evaluasi. Di antara semua tingkatan, mengingat adalah soal yang paling dominan dengan total 89 soal.]]>
<![CDATA[Group Discussion Strategy in Developing Students’ Critical Thinking Skills in Teaching English as the Implementation of the Merdeka Curriculum ]]>
<![CDATA[Bintarania, Ajra]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Ikhsan, M. Khairi]]>
<![CDATA[ EduCurio: Education Curiosity Vol 3 No 1 (2024): Agustus-November 2024 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
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DOI: 10.71456/ecu.v3i1.1006
<![CDATA[This research aims to examine the strategies used by teachers to enhance students' critical thinking skills in the context of English language teaching aligned with the Merdeka Curriculum. The study employs qualitative methods, utilizing observation and field notes to collect data on how these strategies are implemented in the classroom. The focus of this research is on identifying specific techniques used by teachers during group discussions to improve student's critical thinking abilities in English language teaching under the Merdeka Curriculum. The findings of this research indicate that group discussions are effectively organized, and students show a significant improvement in critical thinking. The study concludes that integrating group discussion strategies into English language teaching is an effective way to foster students' critical thinking, in line with the Merdeka Curriculum's goal of nurturing independent and reflective learners. This study also provides recommendations for educators on how to optimize group discussions and time management to ensure active student engagement and the development of critical thinking skills.]]>
<![CDATA[Creative writing: Rhyme scheme used by students in writing poetry ]]>
<![CDATA[Tika, Mustika Pelangi]]>;
<![CDATA[Yelfiza, Yelfiza]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v11i1.6388
<![CDATA[This study investigates the use of rhyme schemes in students’ poetry writing, focusing on a case study of Phase F, Grade XI students at SMAN 1 Padang. Using a qualitative analysis of student poetry assignments, the research identifies several types of rhyme schemes employed by students, including couplets, alternate rhymes, enclosed rhymes, terza rima, limericks, and free verse. The findings reveal that many students favored couplet and alternate rhyme patterns due to their clear structure and ease of use, while others used free verse to express ideas more intuitively and flexibly. The study highlights that students’ understanding of rhyme schemes goes beyond formal constraints, serving as a foundation for creativity in poetry writing. It emphasizes the importance of teaching rhyme schemes not merely as rigid structures but as expressive tools in literature and language education. Keywords: Creative Writing; Poetry; Rhyme Scheme]]>
<![CDATA[DESIGNING ENGLISH E-MODULE THROUGH SMART APPS CREATOR FOR JUNIOR HIGH SCHOOL ]]>
<![CDATA[Riza, Armilia]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Sevrika, Hevriani]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 12, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
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DOI: 10.34001/edulingua.v12i1.8219
<![CDATA[The purpose of this research is to produce an Android-based e-module using Smart Apps Creator that is valid on greeting and leave taking material at SMP N in Padang City, West Sumatra. As a result, e-modules can be used as one of the English learning resources, especially greeting and leave taking materials. This type of research is research and development (R&D) with the development model proposed by Plomp (2013). The stages used in this development model are only stage 1 to stage 2, namely the initial investigation stage, prototyping phase which doubles the validity test. The research instrument used was a validity questionnaire. Based on the validator's assessment, the validity of the android-based e-module using Smart Apps Creator was 92.5% with a very valid category. Based on the research results, it can be concluded that the android-based e-module using Smart Apps Creator on greeting and leave taking material at SMP N in Padang City, West Sumatra is declared valid and can be used by teachers and students. ]]>
<![CDATA[Student’s view toward utilizing Quizizz application to increase English learning motivation ]]>
<![CDATA[Dhisa, Hadisty Rahma]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.6318
<![CDATA[This study aims to analyze students' views on the use of the Quizizz application to improve students' English learning motivation at SMA 15 Padang. With the development of technology, innovative learning methods are important to improve students' learning motivation. This study uses a descriptive qualitative approach method, where data is collected through questionnaires distributed to 31 students and 5 students to be interviewed. Then the data from the Questionnaire is analyzed through Descriptive Statistics, and the results of the interviews are analyzed using Thematic Analysis. The results showed that 78% of students felt positive about using Quizizz; students felt that it not only made the learning process more enjoyable, but also increased interaction between students and teachers. So that students become motivated in learning English, so that the English skills possessed by students increase. Keywords: Quizizz; student’s view; motivation;]]>
<![CDATA[Students’ motivation on Kampus Mengajar program at English department ]]>
<![CDATA[Putri, Ayu]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v10i2.6321
<![CDATA[This research aims to determine the motivation of English education students to become teachers after participating in the Kampus Mengajar program. This research is a narrative inquiry research. In this research, researchers conducted interviews with 3 active students at Universitas PGRI Sumatera Barat majoring in English education who had attended Kampus Mengajar. To determine the sampling, the researchers used purposive sampling. The outcome of this research shows that of the 3 students who have participated in the Kampus Mengajar, there is 1 student who has no desire to become a teacher, and does not have a passion as a teacher, but after participating in the Kampus Mengajar program, this student is actually motivated to become a teacher. While the other 2 students already have a passion as teachers and indeed aspire to be teachers, after participating in Kampus Mengajar, they are even more motivated to become teachers. It can be interpreted that motivation is not only present from the internal self, but motivation can also arise due to external encouragement. Keywords: Students’ motivation: Kampus Mengajar program;]]>
<![CDATA[PELATIHAN MENDONGENG BAGI SISWA/I MTS NEGERI DAN SWASTA KOTA PADANG ]]>
<![CDATA[Riza, Armilia]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Sevrika, Hevriani]]>
<![CDATA[ JUPADAI : Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2024): Volume 3 Nomor 2 2024 ]]>
Publisher : <![CDATA[Asosiasi Dosen Akutansi Indonesia, KEPRI ]]>
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DOI: 10.64795/jupadai.v3i2.146
<![CDATA[The objective of this community service initiative is to conduct storytelling training to enhance the English-speaking skills of students from both public and private Islamic Junior High Schools (MTS) in Padang City, in collaboration with the English Subject Teacher Forum (MGMP Bahasa Inggris) for public and private MTS in Padang City. This initiative is based on the common challenges faced by many English teachers in encouraging students to speak English confidently, especially when speaking in front of an audience. Therefore, the community service team from the English Education Program at Universitas PGRI Sumatera Barat aims to provide English storytelling training for MTS students in Padang City, in collaboration with MGMP Bahasa Inggris for public and private MTS, with the training centered at MTS Negeri 6 Padang City. This community service activity not only focuses on teaching students how to tell stories in English but also provides strategies and techniques for effective English storytelling]]>
<![CDATA[The Implementation of Think Pair Share Strategy in Teaching Speaking at SMPN 3 Matur ]]>
<![CDATA[Tri Azhari, Alrevina]]>;
<![CDATA[Yulmiati, Yulmiati]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ International Journal of Language Pedagogy Vol. 2 No. 2 (2022) ]]>
Publisher : <![CDATA[Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/ijolp.v2i2.15
<![CDATA[This study aims to find out how English teachers apply the Think Pair Share Strategy and what difficulties are found when implementing the Think Pair Share Strategy in teaching speaking at SMP N 3 Matur. This study uses a qualitative method. The data collection technique used is purposive sampling. The participant in this study was a teacher who taught in class VII at SMP N 3 Matur. The research instruments used were observation, video recorder, and field notes. Researchers used indicators from Phan and Lan (2021). From the research data, it was found that the implementation of the Think Pair Share strategy was optimal, because the teacher had implemented all the procedures in teaching speaking. Although in implementing this strategy there are some difficulties faced by the teacher including there are students who do not convey or add when their friends share ideas in front of the class, there are students who are just silent, but when approached by the teacher to add he wants to add. In implementing this strategy, not all students can share their ideas in front of the class due to time constraints.]]>
<![CDATA[The Implementation of Autonomy Learning in English Teaching Module of the Merdeka Curriculum ]]>
<![CDATA[Zulfa, Rubbyanti]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Suharni, Suharni]]>
<![CDATA[ International Journal of Language Pedagogy Vol. 4 No. 2 (2024) ]]>
Publisher : <![CDATA[Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia ]]>
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DOI: 10.24036/ijolp.v4i2.71
<![CDATA[This research aims to find out how the application of Autonomy learning in English teaching modules. Participants of this study were seventh grade students at SMP Negeri 20 Padang which amounted to 276 students divided into 9 classes. In determining participants, researchers used purposive sampling technique because researchers only examined classes that applied learning independence so that participants were obtained in 1 class, namely class VII.4 which amounted to 29 people. Data collection techniques using video recording and observation checklist, then observed and analyzed based on the application of student learning independence in each class in the process of English learning activities, and the results showed that every student of the 29 students who had been studied had learning independence. Thus, it can be concluded that students can implement learning independence in the process of learning English.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND LANGUAGE LEARNING STRATEGIES IN JUNIOR HIGH SCHOOL ]]>
<![CDATA[Herviche, Sherlina]]>;
<![CDATA[Ikhsan, M. Khairi]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ JEE (Journal of English Education) Vol. 9 No. 2 (2023): JEE (Journal of English Education) ]]>
Publisher : <![CDATA[English Study Program University of Pasir Pengaraian ]]>
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DOI: 10.30606/jee.v9i2.2085
<![CDATA[This study aims to determine whether there is a relationship between learning styles and language learning strategies of eighth-grade students at SMP N 1 Lembang Jaya. This study is a quantitative study using the correlational method. The researcher used 30 samples selected by random technique as many as 143 students from the entire population. The instruments used in this study used two types of questionnaires, namely (PLSPQ) and (SILL). Researchers conducted descriptive statistical tests and Pearson correlation tests. The results showed that auditory learning style was the most popular among pupils with an average of 3.1400 and the most frequently used English learning strategy was metacognitive strategy with an average score of 2.8327. The correlation between students learning styles and learning strategies show the results that kinesthetic learning styles are correlated with compensatory strategies with a r_count of (0.429) and social strategies r_count of (0.376) which is higher than the r_table (0.361). A significant correlation was also found that group learning style had a significant relationship with cognitive strategies with r_count (0.416) higher than r_table (0.361). In addition, individual learning styles were significantly correlated with social learning strategies with r_count of (0.410) higher than r_table (0.361).]]>
