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All Journal Al Ishlah Jurnal Pendidikan JURNAL PENDIDIKAN MIPA Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Abdidas Journal of English Language and Education Journal of Innovative and Creativity
Vitri Angraini Hardi
Universitas Pahlawan Tuanku Tambusai
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Journal of English Language and Education

 1 
The Subject-Verb Agreement Errors on Students’ Writing Vitri Angraini Hardi; Lusi Marleni; Nurhidayah Sari
Journal of English Language and Education Vol 7, No 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v7i1.183

Abstract

Subject-verb agreement is an essential component to be mastered by English Language Learners to produce a good writing. Examining the students’ errors on writing is part of the evaluation in English language learning and teaching. To produce a good writing, the English language learners have to be able to know the rules of the language use. However, the English learners still struggle in mastering the subject-verb agreement in the writing. Due to the reason, it would be significant to diagnose the errors made by the students as well as to explore the factors contribute the errors. To obtain the data, the researcher employed a document analysis and a semi-structure interview. The findings showed most of the errors belonged to misinformation category (33%) and were subsequently followed by omission category (29%) and addition category (29%) and misformation (9%). In addition, from the interview the researcher also found three major factors contribute the students’ errors, namely ignorance the editing process, the unawareness of the grammar rules, and intralingual errors.
Cognitive Behavioral Therapy on Speaking Skill Eef Syaifullah; Vitri Angraini Hardi
Journal of English Language and Education Vol 6, No 1 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i1.114

Abstract

This experimental research was conducted at the speaking class English Study Program Pahlawan University. This research is aimed to find out the effect of Cognitive Behavioral Therapy toward the students’ speaking skill. The sample of this research is speaking class as the experiment group. Experimental class consists of 23 students. Total sampling is used in this research. The instruments in collecting the data are speaking test and documentation. The data were analyzed by using SPSS 24 program. Based on the result finding, the average score in experimental class was 67,5. Based on the data Analysis of Varianceit can be seen that the class factor shows that t is 5,366 with significant (2-tailed) of 0.000 which is smaller than 0.05. It can be concluded that there is the effect of Cognitive Behavioral Therapy toward the students’ speaking skill at the speaking class English Study Program Pahlawan University.
CONSEQUENCES ON THE EXISTENCE OF ORAL COMMUNICATION APPREHENSION AMONG THE ENGLISH DEPARTMENT STUDENTS IN PRESENTATION CLASS AT RIAU ISLAMIC UNIVERSITY Vitri Angraini Hardi
Journal of English Language and Education Vol 3, No 1 (2018)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v3i1.34

Abstract

Dealing with the importance of having oral communication ability in English in the worldwide today, the thought on the importance of being able to speak in English is a must to survive in the fieldwork. The ability to speak in English in term of foreign language brings the advantage by those who are able to speak. In the fieldwork today, people who have ability to speak in foreign language, English particularly has some opportunities to compete in the fieldwork. However, it is not easy to acquire English and to use it in oral communication. Some factor plays on it, cognitive such as the competence on using the language, the ability to acquire the English skill, and also psychological. Mostly, the factors cause people’s inability to communicate orally is not people’s competence on the language, but psychological. It rises as the consequences on the present of communication setting. Since communication involves some elements such as audience, medium and others, it raises the students’ mental experiences definitely, in term of communication, namely apprehension. The students who enroll presentation class at Riau Islamic University experiences mental block during the presentation class. Consequently, experiencing oral communication apprehension causes the students’ difficulties in communication.
SPEAKING ACTIVITIES APPLIED BY THE TEACHER IN TEACHING SPEAKING OF THE ELEVENTH GRADE SMA N 2 BANGKINANG Vitri Angraini Hardi
Journal of English Language and Education Vol 4, No 1 (2019)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v4i1.39

Abstract

Speaking is one of the skills which are taught in English. It is intended to express our ideas or our thought. In teaching and learning activities, teaching speaking is possible to do by applying some speaking activities such as interview, discussion, role play, etc. The speaking activities are used based on the purpose of the learning outcome. The teacher have to be able to decide the appropriate speaking activities used in teaching speaking. However, some teachers are not accustomed with the variation of speaking activities. The tendency of using the discussion activity is still in use by the teacher. In this research the researcher found some speaking activities which were applied by the second year students at SMA N 2 Bangkinang namely interview, discussion, dialogue, question answer, and reporting. This research is descriptive research. There are three instruments used in this research, observation sheet, interview, and documentation. Technique used in analyze the data is based on three indicators of speaking activities. They are type of activity, organizational form, and instruction. The Findings found that from five kinds of speaking activities four of them were classified as communicative activities and the rest were classified as quasi pre communicative. Based on the organizational form, it was classified as group work, pair work, and whole class teaching. Meanwhile, based on the instruction given, mostly the teacher used target language (English), but at the second meeting is mostly used combination (mother tongue and target language). Furthermore, based on the length of instruction, mostly the teacher used Long instruction. And the last one, based on support for instruction at the first meeting, the teacher used paralinguistic, written clues, and restatement. Meanwhile at the second meeting, the teacher used paralinguistic, visual, written clues, and restatement.
AN ANALYSIS ON TEACHER’S FEEDBACK IN TEACHING WRITING AT MADRASAH ALIYAH DARUL FATAH TERATAK PADANG Riyan Hidayat; Vitri Angraini Hardi; Putri Asilestari
Journal of English Language and Education Vol 6, No 2 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i2.136

Abstract

This research aims to describe the feedback used by the teacher in teaching writing at the tenth-grade students at MA Darul Fatah Islamic Boarding School, Teratak Padang. It was conducted by using descriptive qualitative design. The technique of data collection employed in this research were documentation and interview. This research employed the students’ writing draft as primary data and the result of the English teacher’s interview as secondary data. The findings showed that the teacher used 4 types of feedback; direct feedback, indirect feedback, mixed feedback, and written feedback correction on students’ writing. Mixed feedback is a type of feedback that mostly used on students’ writing. Meanwhile, the feedback given by the teacher in teaching writing at MA Darul Fatah was the written feedback correction on students’ writing. The written feedback is the notes such as a praise, motivation, guidance or information about common mistakes of students during writing. Keywords : Teacher’s Feedback, Teaching Writing, Students’ Writing
The Effect of Song Towards Students’ Mastery on Simple Past Tense Mira Yeni; Citra Ayu; Vitri Angraini Hardi
Journal of English Language and Education Vol 6, No 2 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i2.139

Abstract

The research was conducted because of students face difficult to remember Simple Past Tense formula. The experimental research was conducted at the tenth grade at SMAN 01 Bangkinang kota. This research aims to know the effect of song towards Students’ Matery on Simple Past. The research methodology uses a Quasi-experimental design. The sample of this research was class X MIPA 4 as the experimental class and X IPS 2 as the control class. The experimental class consisted of 33 students and the control class consisted of 36 students. This research uses cluster random sampling which selects classes randomly from MIPA and IPS Class. The instrument used in this research was a test. Data analysis used SPSS 25 test of Hypotesis. Based on the results of the study, the average score of students in the experimental class was 71.97 and 55.69 in the control class. Data analysis showed a significance of 0.000 > 0.05, it means that Ha is accepted. The key is that there is an effect of Song towards Students’ Mastery on Simple Past Tense.
Students’ Autonomous Learning in Online Class Elfila Luhdyanti; Vitri Angraini Hardi
Journal of English Language and Education Vol 5, No 2 (2020)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v5i2.83

Abstract

This research aims to describe the students' autonomous learning in online class and find out the problems in online class at University of Pahlawan Tuanku Tambusai. This is a descriptive research. The participants are the second, fourth, and sixth semester students of English Language Education Study Program. The researchers used questionnaire as the instrument. There were two results gained from the study. First, based on the discussion on the implementation of autonomous learning, autonomous learning was implemented by integrating metacognitive strategies that use learning process, planning for learning, monitoring the learning task, and evaluating. Second, based on the discussion, the students' perception of autonomous learning in online class, most of the students had positive perception of autonomous learning. The students become more active learn in online class. The students could design the learning material independently. However, there are some difficulties in implementing online learning activities, students have limitations in understanding the material they learned. With respect to research findings, it has to be designed based on the learning process as usual. It is just that in this case students were not familiar with the independent learning process in online classrooms
Co-Authors Amir Luthfi Citra Ayu Eef Syaifullah Elfila Luhdyanti Hannisa Haris Henjilito, Raffly Ilhami Cahaya Putri Indah Nabila Jery Dariansyah Kusuma, Yanti Yandri Lusi Marleni, Lusi Melvi Lesmana Alim Mira Yeni Mohammad Fauziddin Noviardila, Iska Nurhidayah Sari Putri Asilestari, Putri Raja Emi Riyan Hidayat Rizal, Muhammad Syahrul Rizki Amalia Siti Sahara Sumianto Sumianto Syahrial Syahrial Ummi Rasyidah Waritsa Auliyah Wida Rianti Yeni Afriyeni