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All Journal Publikasi Pendidikan Journal of Education and Learning (EduLearn) Al Ishlah Jurnal Pendidikan JEES: Journal of English Educational Study JOURNAL OF ENGLISH FOR ACADEMIC EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Journal of English Language Teaching and Linguistics JEE (Journal of English Education) Journal of English Language and Education Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Indonesian Journal Of Educational Research and Review ABDINE Jurnal Pengabdian Masyarakat Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Fauzul Etfita
Universitas Islam Riau
Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : JOURNAL OF ENGLISH FOR ACADEMIC

 1 
Improving Students’ Reading Comprehension of Descriptive Text through Cognitive Strategy Fauzul Etfita
J-SHMIC : Journal of English for Academic Vol. 3 No. 2 (2016): J-SHMIC(Journal of English for Academic)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (123.274 KB) | DOI: 10.25299/jshmic.2016.vol3(2).523

Abstract

This research aimed to explain the extent to which cognitive strategy can improve the students’ reading comprehension and what factors that influence the changes of the students’ reading ability by implementing cognitive strategy. This research was a classroom action research which consists of two cycles and four meetings of each cycle. Three meetings for teaching reading comprehension of descriptive text by using cognitive strategy and another meeting for reading comprehension of descriptive text test. The research was conducted from April, 30 2013 up to May, 30 2013. The instrument used to collect the data were reading comprehension of descriptive text test, observation sheets, field notes, and interview which were helped by a collaborator. The finding revealed that the implementation of cognitive strategy could better improve students’ reading comprehension of descriptive text at grade VII-2 of SMPN 1 Indra Praja Tembilahan. The improvement was confirmed by the increasing average students’ score, the average score of students in cycle I was 70,72 and in cycle II was 78,10. The factors that influence the students’ reading comprehension during the application of cognitive strategy were the materials, the students’ reading motivation, and the teacher’s role to students. Finally, the classroom action research by using cognitive strategy could improve the students’ reading comprehension of descriptive text at grade VII-2 SMPN 1 Indra Praja Tembilahan.
Students’ Perspective on the Use of Edmodo as an Assessment Tool Fauzul Etfita
J-SHMIC : Journal of English for Academic Vol. 6 No. 1 (2019): J-SHMIC (Journal of English for Academic)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1060.009 KB) | DOI: 10.25299/jshmic.2019.vol6(1).2516

Abstract

The lecturers are in search of exploring innovative assessment techniques in order to promote students skill. For assessing students’ language skills, the study introduces Edmodo. Being a web-based online technology, beside can provide all subject, Edmodo also allows students and teacher to post materials, share videos and links, grades, notices, and assignment. It enables teachers to work with their learners in real time, and can be used either in the class or at home. The special code assigned for a particular group which makes it secure and safe in use. The study focuses on how the use of edmodo as an assessment tool. 68 students from two classes that attending News and Report Writing Course in English Language Education Islamic University of Riau in Pekanbaru participated in various assessment activities through Edmodo during 2016/2017 academic year. Reflection of the students regarding the use of Edmodo as an assessment tool were obtained by semi-structured interviews. There were four questions which posed to the students conducted by the researcher. The result indicated that most of the students motivated and Edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional asessment techniques like pen-and-paper test.
Students’ Perceptions of Learning Platform: The Advantages and Disadvantages of Quipper School Izen Diva; Fauzul Etfita; Sri Wahyuni
J-SHMIC : Journal of English for Academic Vol. 9 No. 1 (2022): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2022.vol9(1).9038

Abstract

Quipper School is an online learning platform which consists of two portals, namely Learn for students and Link for teachers This research aimed to investigates the students‟ perception on the advantages and disadvantages of Quipper School platform in learning English. This research was conducted at SMAN 3 Mandau, and the sample was 52 students of the eleventh grade. This research used quantitative research, and the instrument is questionnaire. The questionnaire consists of 20 questions, divided into 10 questions of the advantages and 10 questions of the disadvantages. The results of this study were processed quantitatively using the Likert scale formula. The finding revealed the index advantages of 1st statement to the 10th statement were about between 60%-75%. The result indicates that students completely agree with the 10 questions of the advantages of Quipper School‟s. Equally important, the researcher also found that the students were dominant disagree with the 9 questions and were agree of 1 question of disadvantages of Quipper School‟s with the index 52%-61%. In conclusion, the students of SMAN 3 Mandau dominant disagree with the disadvantages of Quipper School and they assumed that Quipper School is an online learning platform that suitable for teachers and students in the learning process, especially in learning English.
Co-Authors Ahmad, Arimuliani Asnawi Asnawi Asnawi, Asnawi Berlian Agung Anugrah Fermita Yuliasma Fitriyany Khairunnisa Indrayani Winingsih Izen Diva Johari Afrizal Lusi Septari Marliansyah Marliansyah Maya Dwi Sukma Fatania Nadya Alkhaira Safriani Novitri Satriani, Estika Silvia Rahmadani Siska Handayani Siti Hamidah Sri Wahyuni Yassa Aura Rubayyi