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Meningkatkan Pemahaman Membaca Siswa Dengan Menggunakan Teknik Diagram Flowchart Dahlina, Ulinuha
JEDLISH : Journal Of Education and English Language Teaching Vol 1 No 1 (2021): JEDLISH Vol. 1 No 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

This research is aimed at improving the eighth grade students’ reading comprehension ability using diagrammatic flowchart at SMPN 3 Kramatwatu in the academic year of 2018/2019. This action research was conducted in two cycles. The researcher worked collaboratively with the English teacher and the eighth grade students of SMPN 3 Kramatwatu. The data of this study were qualitative and quantitative. The qualitative data were obtained through observation in the teaching and learning process during the implementation of the actions, interviews with the students and the English teacher about the implemented actions, and discussion with the English teacher as the collaborator. The qualitative data were in the forms of field notes and interview transcripts. Meanwhile, the quantitative data were collected through the pre-test and post-test. Therefore, the data were in the form of students’ reading scores in the pre-test and post-test. The results show that there are some improvements on the students’ reading comprehension ability. They make a good improvement in some aspects of reading skills such as guessing, and predicting. The improvement is also shown by the students’ positive behaviors toward the implementation of the diagrammatic flowchart related to their participation in the class and their interest in joining the activities. They are more active than before in every activity. They are active to participate in making prediction and guessing meaning. They are interested in reading the English texts and completing the tasks. The findings are supported by the result of the paired-samples t-test. On average, there is an improvement on students’ reading comprehension which is shown by the level of significant of the paired samples t-test 0,000, which means that there is a significant improvement of the students’ reading comprehension ability after the researcher implementing the diagrammatic flowchart.

Meningkatkan Pemahaman Membaca Siswa dengan Menggunakan Teknik Buzz Group Dahlina, Ulinuha
JEDLISH : Journal Of Education and English Language Teaching Vol 1 No 1 (2021): JEDLISH Vol. 1 No 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

There are four main skills in English: those are reading, listening, speaking, and writing skills. Reading is the one of skill that the students must have. Based on the researcher’s experience in teaching English at SMP N 3 Pandeglang at eighth grade, the researcher found the students’ reading comprehension was low. One of the suitable technique in teaching reading to the condition of the teaching learning process at the eighth grade of SMP N 3 Pandeglang using Buzz groups technique. This research was conducted to know the process in teaching reading comprehension through Buzz groups technique at the eighth grade students of SMP N 3 Pandeglang and To know the result of teaching reading comprehension through Buzz groups technique at the eighth grade students of SMP N 3 Pandeglang. Related to the purposes of the study the research design used in this study was action research. The subject of the study was the students of class VIII C of SMP Negeri 3 Pandeglang in the academic year 2018/2019. There were 38 students as the subject. The action research was conducted from August to September 2018. In this research, the researcher taught reading by using buzz groups technique. Buzz groups technique is a technique of group discussion which consists of four to six students that are formed to respond the course-related question in order to get ideas that are generated with the feedback and discussed by whole group within a specific period of time. The procedure of this research consists of generating idea, solving a problem or reaching common viewpoint on the topic, and then followed by whole class discussions in large groups to the topic. The writer conducted two cycles of action. In collecting the data, the writer uses qualitative and quantitative technique. The qualitative data are obtained from observation, questionnaire, document analysis, and photograph. The qualitative data are supported by quantitative data that are mean score of students’ pre-test and post-test on reading. In this action research is as the teacher in teaching learning process. Meanwhile, the observer is the English teacher. The results of this research are teaching reading by using buzz groups technique can effectively improve students’ reading comprehension. From the observation, the writer found that during the action, the students have shown their improvement such as they were able to comprehend the text well, the situation of the teaching and learning process became more enjoyable and interesting, and all of the students were involved in the teaching and learning process. They can share their knowledge and help each other in understanding the lesson material. The students not only learn from the teacher explanation, but they can learn from their friend who also learns the same thing. This technique provides opportunities for the students to understand the lesson material more by asking each other group member without being ashamed and afraid, since the students are usually afraid to ask the difficulties to the teacher. From the reading comprehension test, the students’ pre-test mean score was 66.44, increasing to 72.76 in the first post-test and increasing to 83.28 in the final post-test. Therefore, it can be concluded that teaching reading by using buzz groups technique can improve the students’ reading comprehension.

Using Round Robin Technique to Improve Reading Comprehension Dahlina, Ulinuha; A'i Wahyuni
JEDLISH : Journal Of Education and English Language Teaching Vol 1 No 2 (2021): JEDLISH Vol.1 No. 2
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

The objective of this action research is to improve reading comprehension of Grade XC students of SMA 1 Waringinkurung in the academic year of 2020/2021 through the use of round robin technique. This research was conducted in two cycles with two meetings in each cycle. The steps of this research were planning, conducting action and observation, and having reflection. The participants of the research were the English teacher as the collaborator and the students of class XC. The data of this research were in the form of qualitative and quantitative. The qualitative data were obtained by doing observation as well as interviewing the students and the English teacher. The results of the qualitative data were in the form of field notes and interview transcripts.. Furthermore, to get the trustworthiness of the data, three triangulation principles were implemented: time triangulation, space triangulation, and investigator triangulation. Meanwhile, the quantitative data were obtained from the students’ reading scores of pre-test and post-test. The quantitative data were analyzed by using t-test statistics in SPSS program. The actions implemented in this research were implementing the round robin technique in the reading class, employing the stages of the reading comprehension practice: pre- reading, whilst-reading and post-reading in teaching learning process, and providing input texts which were related to their competencies. The results of the research showed that round robin technique was effective to improve the students’ reading comprehension and students’ participation in reading class. The students’ understanding toward descriptive texts improved. The mean value of the pre-test is 71.61 while the mean value of the post-test is 81.22. The gain score is 9.61. Based on t-test analysis, t value= -9.789; sig. = 0.000, it means that the score difference is significant. In addition, the participations among the students and between the students and the teacher improved. They also became more motivated in learning reading which made them actively engaged in the teaching learning process.

The Use of Interaction-Based Activities to Improve Reading Comprehension Dahlina, Ulinuha; Lailah, Sitrotul
JEDLISH : Journal Of Education and English Language Teaching Vol 2 No 1 (2022): JEDLISH Vol. 2 No. 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v2i1.52

This research study was aimed at improving students’ reading comprehension by using interaction-based activities of grade VIII B students at SMPN 1 Kramatwatu in the academic year of 2020/2021. The actions were conducted based on the curriculum and in line with the course grid and lesson plan developed before conducting the interaction0based activities. This research was action research. It consisted of two cycles, which was conducted for three meetings in the first cycle and second cycle. The subjects of this research study were 36 students of grade VIII B at SMPN 1 Kramatwatu. The data were qualitative and quantitative. The qualitative data were collected through observation, interviews with the students, the English teacher and the research collaborator, and documentation the teaching and learning process. The data were in the forms of field notes, interview transcripts, vignettes, and photographs. While the quantitative data were obtained from tests (pre-test and post-test). The validity of the data was obtained by applying democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. Time triangulation, theoretical triangulation, and investigator triangulation were also applied to check the trustworthiness of the data. The interaction-based activities were used in each stage to improve the interaction between the students and the teacher. The actions conducting during this research study involved implementing the interaction-based activities, training the students to use reading techniques and strategies, teaching grammatical points, using power point presentations, pictures, and handout, and motivating the students through stories and giving rewards. The research study outcomes show that the students’ reading comprehension improved through the interaction-based activities. There were also improvements in their involvement, confidence and motivation. In terms of reading the texts, the students used some reading techniques and strategies, such as scanning, skimming, and guessing. In terms of students’ behavior, the students also improved their confidence to participate actively in the classroom. The students did not worry of making mistakes in using the English language. The students were active in the discussion activity and giving feedback to each other and helping each other in the classroom activities. The students were enthusiastically in learning reading. Moreover, the students could answer the comprehension tasks well. Furthermore, the students’ reading comprehension were measured quantitatively by comparing mean score of Cycle I and Cycle II. The result revealed that the students’ reading comprehension improved.

Improving Students’ Reading Comprehension by Using Graded Reading Material Dahlina, Ulinuha; Fadilah, Nurul
JEDLISH : Journal Of Education and English Language Teaching Vol 2 No 1 (2022): JEDLISH Vol. 2 No. 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v2i1.54

This research was conducted in order to improve students’ reading comprehension at the twelfth-grade students of SMAN 1 Kramatwatu which consisted of 33 students’ consisting of 16 males and 21 females by using Graded Reading Materials. This research used a Classroom Action Research (CAR) which was conducted to solve the students’ problem in English reading. The researcher employed two cycles, each cycle consisted of planning, acting, observing and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were obtained by analyzing the test. Then, quantitative data were obtained by analyzing the observation checklist. The finding of the research indicated that the implementation of Graded Reading Materials was successful since the criteria of success were achieved. The first cycle was 24.24% of students could exceed the target score based on the Standard Minimum Score, but 75.75% of students did not achieve the target score. The second cycle showed that 100% of students had already achieved the target score based on the Standard Minimum Score. The results of observation checklist showed that through Graded Reading Materials, the students were more creative and confident in the classroom especially in reading activity. Based on the finding mentioned previously, the researcher suggests that English teacher could implement Graded Reading Materials in teaching reading in order to improve students’ ability in learning English reading. Further, the researcher assumes that the more students read English texts, the better their reading skill will be.

The Analysis of Nursing Students Needs in ESP Course Setiyani, Solis; Dahlina, Ulinuha; Wahyuni, A'i; Nupus, Neng Ana Aprilya; Ramadhan, Ilham
JEDLISH : Journal Of Education and English Language Teaching Vol 3 No 2 (2023): JEDLISH Vol. 3 No. 2
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v3i2.121

Nowadays, the opportunity for nurses to work abroad is wider and even wider more by the commitments of 61 members of World Trade Organization (WTO) under the General Agreement on Trade in Services (GATS). This challenges non-English native universities with nursing study program to equip their graduates with English communication skill through English for Specific Purpose Course. This study aimed to find nursing students needs in learning English. It used a mixed-method research design with 45 nursing students selected purposively as the respondents. The data were collected through a questionnaire, class observations, and interviews. In the interviews, the researchers invited 10 of 45 students to answer several open questions. Then, the data were analyzed descriptively. The results produced three themes, namely: (1) reading and speaking skill: reality and expectation, (2) nursing student perspectives on English and the learning, and (3) ELT effectiveness with ESP approach. In practice field, the students found that they needed to understand the English reading texts and expected to have a better speaking skill. They also showed a high interest in English and felt the importance for their future career. They argued that their ongoing English learning was effective for them since the learning materials were suited and supporting media were available. Thus, the students stated readiness to implement their English communication skill in nursing occupational practices.

The Effectiveness of CoComelon Audio-Visual Media on English Vocabulary Learning for Fourth Grade Student at SDN Pulo 1 Ciruas Robin; Sintawati, Fairus; Dahlina, Ulinuha; Astuti, Peni
JEDLISH : Journal Of Education and English Language Teaching Vol 3 No 2 (2023): JEDLISH Vol. 3 No. 2
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v3i2.140

The target of this research is to find out the effect of Teaching Vocabulary by Using CoComelon audio visual media. In this study, the researcher uses experimental research with quantitative approach. The researcher wants to know the effectiveness of CoComelon audio visual media On English Vocabulary Learning for Fourth Grade of SDN Pulo 1 Ciruas. The effectiveness will be knowing the significant differences between the students who are taught without using Audio visual media and those are taught using Audio visual media. In this research, the writer uses a quantitative data analysis technique. The quantitative data of this research is analyzed by using statistical method. Data analysis techniques in quantitative research use statistics. The statistics used in this study are data analysis with descriptive statistics and data analysis with inferential statistics. After statistical calculations a conclusion was obtained that there is a significant effect of CoComelon audio visual learning media on students’ vocabulary learning at fourth grade students of SDN Pulo 1 Ciruas. The result of paired sample between score of pretest and posttest sig. 0.00 < 0.05 (H1 accepted). Thus, it can be said that CoComelon audio visual learning media gave significant effect on students’ vocabulary learning

The Effect of Digital Flashcard on Students' Vocabulary Mastery at Seventh Grade of SMP Negeri 1 Kramatwatu Rahmawati, Ratu Ayu; Dahlina, Ulinuha
JEDLISH : Journal Of Education and English Language Teaching Vol 4 No 1 (2024): JEDLISH Vol. 4 No. 1
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Faletehan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61664/jedlish.v4i1.165

This study explores the challenges and strategies involved in English vocabulary acquisition among seventh-grade students at SMP Negeri 1 Kramatwatu, Indonesia. Historically, English has been emphasized within the Indonesian education system, yet many students continue to struggle with vocabulary mastery, particularly due to traditional teaching methods and low motivation. The research identifies key issues such as reliance on rote memorization, lack of engaging instructional techniques, and insufficient use of media tools to aid learning. To address these challenges, the study introduces the use of digital flashcards as an innovative pedagogical tool aimed at enhancing vocabulary retention and student engagement. Digital flashcards, which combine visual imagery with spaced repetition techniques, offer an interactive and stimulating learning experience. The research highlights the potential of digital flashcards to significantly improve students' vocabulary acquisition, thereby supporting their overall English language proficiency. By integrating multimedia resources into the classroom, educators can foster a more engaging and effective learning environment that caters to the diverse needs of students. This approach not only aids in vocabulary retention but also boosts students' motivation and interest in learning English, ultimately contributing to better academic outcomes.

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