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All Journal JURNAL TAHURI INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Abdimas Indonesian Journal Indonesian Research Journal on Education MATAI: International Journal of Language Education Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba
Binnendyk, Sophia
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Reading, Encoding, Annotating, Pondering (REAP) As a Teaching Reading Strategy to Improve Students Reading Comprehension at The Tenth Grade of SMK Negeri 1 Dobo Oraile, Orpa Penina; Lekawael, Rosina F. J.; Binnendyk, Sophia
Indonesian Research Journal on Education Vol. 1 No. 3 (2021): irje 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i4.1301

Abstract

This study aims to enhance students' reading comprehension through the Reading, Encoding, Annotating, Pondering (REAP) strategy using a classroom action research (CAR) methodology. Conducted with grade X-TPM students from SMK N 1 Dobo during the 2020/2021 academic year, the research involved 11 students over three cycles, each comprising planning, action, observation, and reflection. Data collection included pre-tests, post-tests, observation checklists, and student questionnaires. The study addressed two research questions: 1) How does the REAP method improve reading comprehension for tenth-grade students at SMK Negeri 1 Dobo? 2) What are the pros and cons of using REAP for teaching reading? Improvements in test scores measured success. The findings showed a marked enhancement in reading comprehension, with progressive score improvements across the cycles. Initially, only 2 students had good scores, but by the third cycle, all students scored between 70 and 95, meeting the success criteria and demonstrating significant improvement with the REAP strategy.
Developing Local Content Materials For Supporting English Reading Literacy Of ThirdGrade Junior High School Learners Laimena, Marce; Maruanaya, Hendrik J.; Binnendyk, Sophia
Indonesian Research Journal on Education Vol. 2 No. 2 (2022): irje 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v2i2.1303

Abstract

Penelitian ini menggunakan model penelitian dan pengembangan Borg, Gall, dan Gall untuk mengembangkan bahan bacaan muatan lokal guna mendukung literasi membaca siswa kelas tiga di SMP Negeri 1 Amalatu. Penelitian ini menggunakan analisis metode campuran untuk menganalisis data secara kuantitatif dan kualitatif. Tiga kuesioner digunakan untuk mengumpulkan data: analisis kebutuhan siswa, kuesioner validasi ahli, dan kuesioner kelompok kecil, yang dibagikan kepada 20 peserta untuk mengevaluasi efektivitas bahan yang dikembangkan. Penelitian ini bertujuan untuk 1) mendeskripsikan hasil uji coba teoritis bahan bacaan bermuatan lokal Maluku untuk mendukung keterampilan literasi membaca, 2) menjelaskan hasil uji coba lapangan utama bahan bacaan bermuatan lokal Maluku untuk mendukung keterampilan literasi, dan 3) menghasilkan bahan muatan yang berguna untuk mendukung keterampilan literasi membaca siswa EFL. Temuan menunjukkan bahwa bahan yang dikembangkan meningkatkan keterampilan literasi membaca, dengan nilai median 89 yang termasuk dalam kategori "baik". Implikasi penelitian ini diharapkan bermanfaat bagi guru dan peneliti lain yang ingin mengembangkan bahan bacaan yang efektif untuk pembelajar EFL.
The Correlation Between Teachers' Feedback And Students' Writing Achievement In Academic Writing Class Patty, Jusak; Binnendyk , Sophia; Kelirey , Abu Kasim
Jurnal Edukasi Vol 13 No 1 (2025): EDUKASI
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Indragiri (UNISI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/judek.v13i1.2922

Abstract

This study investigated the correlation between teacher feedback and students' writing achievement in academic writing classes at Pattimura University, Indonesia. Using a quantitative correlational design, data were collected from 30 students through a 22-item Likert-scale questionnaire measuring perceptions of feedback and document analysis of final writing grades. Statistical analysis revealed a weak and statistically insignificant relationship between teacher feedback and students' writing achievement (r = 0.075; p = 0.695), indicating that positive perceptions of feedback do not automatically translate to improved writing performance. Students demonstrated positive perceptions of feedback (M = 4.18, High category) but showed lower scores in motivation and self-regulation (M = 3.93). Writing achievement exhibited clustering at developmental thresholds—particularly at minimum passing (55 points) and minimum excellence (85 points) levels. The findings suggest that feedback effectiveness is mediated by factors such as self-regulation abilities, motivation, and existing writing proficiency. This study contributes to feedback theory by demonstrating that feedback functions within a complex system of writing development rather than as an isolated intervention, highlighting the need for a paradigm shift toward creating learning environments where students develop skills to engage with feedback effectively.
Co-Authors Benjamin Jeremias Fenanlampir, David L. Ferdinandus, Marcy Saartje Hanafi Bilmona Helena M. Rijoly Helena Magdalena Rijoly Hendrikus, Lely Hukom, Salmon Hukom, Salmon James Jamil , Asmi Jaolath, Maria Jusak Patty Kelirey , Abu Kasim Laimena, Marce Laumaly, Alika Lekawael, Rosina Fransisca Joan Lewier, Christian Albert Maitimu, Chara Marlen Rijoly Maruanaya, Hendrik J. Maruanaya, Hendrik Jacob Meikudy, Marsel Meyer, Fredi Oraile, Orpa Penina Perasoa, Angga Nita Rijoly, Helena M. A. Riry, Jholie Grace Imanuella Rosina F. J. Lekawael Stella Rose Que Syaninta Kusuma Aini Syaninta Kusuma Aini Titarsole, Yeri Tiwery, Dian Sartin