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Explicit Grammar Instructions Enhance Studentsâ€™ Reading Ability on Cognitive Aspect Aprizani, Yudha; Islamiah, Neneng; Furyanto, Faoyan Agus
PAROLE: Journal of Linguistics and Education Volume 8 Number 1 April 2018
Publisher : Master Program in Linguistics, Diponegoro University

This research aimed to find out the result of comparison between experimental and control group whether explicit instruction has influence in enhancing studentâ€™s cognition in language grammar on reading skills at MTS Al Muddakir Banjarmasin. The number of participants taken by researcher are 20 students either experimental and control group. The collecting of data used by researcher is to apply an essay test and reading texts. Researchers build up the test of instrument validity and reliability before the instruments are tested in experimental group. Then, researcher did independent sample t-test untuk find out the mean score of cognitive ability of students in language grammar on reading skills. The result of finding gained by research stated that sig (2-tailed) 0.000 is less than 0.05. it meant that there is difference of influencing cognitive ability of students in language grammar on reading skills but in independent sample t-test, the result is 0.164 > 0,05. It can be concluded that it meant that there is no difference of mean score of cognitive ability of students on experimental group but for the influence of explicit instruction that resulted in paired sample t-test, there is difference of influencing the result of cognitive ability of students in reading skills.

Integrating Reading and Writing Instruction for Cultivating Students' Critical Thinking Yudha Aprizani; Neneng Islamiah
EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

This study aimed to cultivate students’ knowledge and skills imperative for the development of critical thinking. This research employed qualitative method to explore students’ critical thinking through an integrated instruction of reading and writing tomeasure the extent to which the students understood and afford to learn English in reading and writing skills. In this research, researchers collected the data based on three factors, namely treatment, person, and outcome factor. Treatment factor is a technique of collecting data by observing students through the process of reading and writing instruction in classroom. Person factor, on the other hand, is a technique of collecting data by observing students observed directly by the other researchers in the process of English learning in classroom.Last, outcome factor is a technique of collecting data by using an open-ended question in a questionnaire based on students’ achievement in learning English. The data were analyzed and interpreted to answer the research questions. Based on the result of the study, we found out that the integration of reading and writing enabled the instruction to construct students’ prior knowledge and critical thinking by organizing the appropriate task-based activities. The study also developed the teaching strategies to be more effective in language teaching.

THE STUDENTS’ ANXIETY TOWARD ENGLISH LEARNING Siti Rodiah; Neneng Islamiah
Intensive Journal Vol 2, No 2 (2019) : Oktober
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v2i2.2463

Nowadays in Indonesia, English has been taught at school from the various levels. English is the first foreign language that becomes one of compulsory subject in Final Examination (UN). MacIntyre & Gardner (1993:284). The result of the highest and the lowest percentage of students’ preference in FLCAS questionnaire. The researcher found that 66, 7% respondents give the highest response “Strongly Agree” to statement number 5 (I start to panic when I have to speak without preparation in language class). While 11, 1% respondents give the lowest response “Strongly Agree” to the statement number 7 (I feel confident when. I speak in foreign language class). The result of this research show that most of the students are at “Anxious” level students. There are 21 (78%) students who experience “Anxious” level, 5 (19%) students are in “Mildly Anxious” level, and only 1 (4%) student from 27 students, is in “Relaxed” level.

Students’ Perception on Intercultural Reading Material for English Learning Faoyan Agus Furyanto; Iwansyah Putra; Neneng Islamiah
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 6 (2021): December Pages 3500-5500
Publisher : Universitas Pahlawan Tuanku Tambusai

The adequacy of the intercultural-based English material depends on many factors, such as the students’ cultural background, the complexity of the problem situation provided in the material, the sensitivity of the material topic, and the students' experience to the topic discussion. Therefore, it was needed to get students’ response to the material given during the English learning. The objective of this study was to investigate students’ perceptions on intercultural reading material which were developed by the lecturers for English learning. The students’ perception was related to their motivation, difficulties, and the material efficacy. The study conducted a survey approach and involved 93 students. The participants were randomly selected from two study program in Surabaya Aviation Polytechnic. The data were collected through questionnaire. Further, the collected data was analyzed by performing the descriptive analysis (percentage and frequency) using SPSS version 22. The findings show that students have positive attitudes towards the material implemented in English learning

SPEAKING SKILL AND PICTURE SERIES ON EFL CLASSROOM Neneng Islamiah; Nurhasanah Nurhasanah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019
Publisher : Universitas Lambung Mangkurat

This study was aimed to find out whether by using this techniques can motivate students in speaking. Result shows that the students’ ability in speaking English has a better ability after the students having the treatment. It is also proves that the application of procedures in using pictures series can also improve the students ability in speaking in five terms according to Oller,John W, they are accent, vocabulary, grammar, fluency, and comprehend. The purpose of the study aims to investigate whether the ability of the students after they have had treatment have better in the ability than before. This study was administered to the eleventh grade students of MIPA on SMAN7 Banjarmasin. The results of the research show that the teaching techniques can improve students speaking ability in both the first cycle and the second cycle, but the researcher only took 18 students for this study because their ability in speaking English is medium to low in ability in contrast to other students. This finding also proves that students’ ability. It also proves that the application of procedures in using serial pictures can improve the ability of English speaking students in five terms as mention before. From the data analysis the value of significant column p- 2tailed at the table show .000 which is lower than 0.05. That is the researcher conclude that; accent, vocabulary, grammar, fluency and also comprehension, the formulated null hypothesis was rejected. Regarding the result of the research showed that it did work.

Perception Of Students In Using Youtube On Learning English Neneng Islamiah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 4, No 2 (2021): JETALL Volume 4 Number 2 2021
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v4i2.8814

The aim of this research was to know perception of watching English movie on Youtube at the second semester the second semester of English department Islamic University of Kalimantan of the 2018/2019 academic year. The subject of this research is the students of class regular A. The instrument used in the data collection was a questionnaire that consist of two part, the first part to find out the students who ever watched English movie on Youtube and the second part to know students’ perception use of watching English movie on Youtube. The data were analyzed using statistical and shown in tables of frequency.The finding showed that by watching English movie on Youtube English movie has an influenced for those students in improving their English achievement, then help them to learn new vocabulary and could be one of the effective media in learning English Achievement. Keywords : learning english, English movie, Youtube

IMPROVING STUDENTS’ WRITING ACHIEVEMENT THROUGH LEARNING STYLES Iwansyah Putra; Faoyan Agus Purwanto; Neneng Islamiah
Jurnal Penelitian 323-331
Publisher : Politeknik Penerbangan Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46491/jp.v7i4.1188

Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of variables simultaneously. This research aimed to investigate whether there was a significant difference of students’ writing achievement before and after being taught through students’ learning style. Since the students of Islamic Senior High School in Sekayu still found it very difficult to do. The sample of the research was eleventh grade student. The research was conducted by applying quasi-experimental factorial research. Non-randomized sampling technique was applied in this research. Modality Test Questioners from Neil Fleming was applied to determine students’ learning styles. The sample was 62 students of science students. In terms of pretest – posttest non- equivalent group design. The Mean of posttest’s score was higher than pre-test. It means that there is an increase of students’ writing’s achievement after being taught through their styles in learning. Writing is an extremely complex cognitive activity in which the writer is required to demonstrate control of variables simultaneously. This research aimed to investigate whether there was a significant difference of students’ writing achievement before and after being taught through students’ learning style. Since the students of Islamic Senior High School in Sekayu still found it very difficult to do. The sample of the research was eleventh grade student. The research was conducted by applying quasi-experimental factorial research. Non-randomized sampling technique was applied in this research. Modality Test Questioners from Neil Fleming was applied to determine students’ learning styles. The sample was 62 students of science students. In terms of pretest – posttest non- equivalent group design. The Mean of posttest’s score was higher than pre-test. It means that there is an increase of students’ writing’s achievement after being taught through their styles in learning.

EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.

Extension of Learning Approach on the New Paradigm Curriculum for Elementary Level Teachers Yudha Aprizani; Angga Taufan Dayu; Neneng Islamiah; Nurhasanah
OMNICODE Journal (Omnicompetence Community Developement Journal) Vol 2 No 1 (2022)
Publisher : UrbanGreen Central Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55756/omnicode.v2i1.107

This article aimed to give the teachers an encouragement to be a vivid person to develop a learning approach namely project-based learning on the New Paradigma Curriculum for teacher of Elementary School. To develop an encouragement to the teacher. The practitioner tried to give an insight about educational system related to skills for students, the role of teacher, learning approach and characteristic of project based learning (PBL). To grasp the teachers’ comprehension to learning approach especially in PBL, the practitioner presented the diagram result of insight regarding on educational system. The result showed the teacher mostly have understood to the educational system. Indeed, partly, the other teachers were enough understanding to the educational system

EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.6658

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.

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