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THE INFLUENCE OF SQ3R TOWARDS STUDENTSâ€™ READING COMPREHENSION IMAS OOM UMIASIH; SLAMET WAHYUDI YULIANTO; LUSIANA SUCIATI DEWI
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 5 No. 01 (2019): BIORMATIKA
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

The purpose of the research was to investigate whether or not the influence of SQ3R (Survey, Question, Read, Recite, Review) towards studentsâ€™ reading comprehension. The research was conducted in SMPN 2 Maja. This research used quantitative method and used non-equivalent control group design categorized as quasi experimental design. Two classes were selected from eighth grade as experiment and control class. The results of the data analysis were as follows. Mean score of pretest in experiment class was 58.96 and standard deviation was 13.980. While, mean score in control class was 58.93 and standard deviation was 12.450. Further, mean score of posttest in experiment class was 61.42 and standard deviation was 11.275. While, mean score of posttest in control class was 60.81 and standard deviation was 10.937.The result of T-test shows that value sig. (2-tailed) was 0.993 in pretest. It was higher than 0.05. Then, there was not difference of means between experiment and control class in pretest. The value sig. (2-tailed) was 0.848 in posttest. It was higher than 0.05. Then, there is not difference of means between experiment and control class in posttest. Based on the result of model summary in simple linear regression, R square was 0.022 with significance 0.490. It means that the influence of independent variable (questionnaire) towards dependent variable (posttest) was 2.2%. While, 93.6% influenced by other variable and significance 0.490 was higher than 0.05, then model of regressing was not good enough as predictors. Based on the coefficient, constant of 74.454. If there was nothing questionnaire, then value of posttest is 81.141. Regression coefficients X of (-0.312), it means each addition 1 value of questionnaire then decline of posttest value of 0.312. It shows that there was not the significant influence of SQ3R technique towards studentsâ€™ reading comprehension.

Ekspresi Kata “Anying” dalam Berbagai Interpretasi Emosional Dialek Sunda Lusiana Suciati Dewi
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 8 No. 1 (2022): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v8i1.1098

Penelitian ini berlatar belakang tentang bahasa dan kebudayaan Sunda, yang memaknai sebuah ekspresi dalam berbagai interpretasi emosional pada dialek Sunda. Tujuan penelitian ini, untuk memperoleh gambaran sebanyak apa masyarakat Sunda menggunakan ungkapan kata “anying” pada berbagai tuturan ekspresi emosional dan kepada siapa saja ungkapan ini ditunjukkan, sehingga bisa di lihat nilai dan norma kebudayaan serta etika yang di pakai oleh masyarakat Sunda. Metode yang digunakan adalah metode deskriptif kualitatif. Teori yang melandasi penelitian ini yaitu dialek Sunda, kebudayaan Sunda, Dialek dalam kebudayaan Sunda, makna kata “anying”, dan fenomena kata “anying” dalam kebudayaan Sunda. Data penelitian berupa deskripsi hasil dari survey penelitian, perbedaan ungkapan dalam ekspresi emosional yang digunakan responden. Hasil penelitian diperoleh adanya perbedaan ungkapan dari berbagai jenis responden.

The Influence of Online Board Game (Rhetoric) towards Students' Speaking Skill: A Quasi-Experimental Study in the Eleventh Grade of SMAN 1 Ciasem Gina Nurpalah; Muhammad Anjar Nugraha; Lusiana Suciati Dewi
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 8 No. 1 (2022): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v8i1.1218

Research conducted in SMAN 1 Ciasem. This research used a quantitative and qualitative method. The data was served numerically and tested by non-parametric statistic Mann-Whitney. The design of the study was quasi-experimental. An oral test was used as the research instrument to get the data, consisting of pre-test and post-test questionnaires and observation to know the students’ attitude in Speaking Skills. Based on the explanation above the purpose of this research is to find out the influence of Online board Game (Rhetoric) towards Students’ Speaking skill. The result of the research in experiment class and control class in post-test data the significance Asymp. Sig (2-tailed) in the pre-test is 0.127, and the score is more than the significant (?) = 0.05. and the Asymp. Sig (2-tailed) in post-test is 0.319 it shows that the value is more than the significant hypothesis criteria 0.05 the result is H0 is accepted. It shows that the Correlation (R) value is 0.193a and R Square is 0.37, and the significant value from the Anovaa 402b >0.05 the result H0 Accepted. It concluded that the correlation between online board games on speaking skills affects the amount of 3,7% and other variables influence 96,3%. It means that there is no significant influence of Online Board Game (Rhetoric) towards students’ speaking skills in the other words tells that the variable X (questionnaire) then declines variable Y (post-test). However, although there is no achievement in a significant value, the results showed that the use of Online Board Game (Rhetoric) positively affected student engagement and motivation. The way the teacher manages two classes has similarities in behavior, attitude, and values. But there are deficiencies in delivering material and direct communication with students because of online learning and can affect students’ actively responding when learning begins.

RUMAH BELAJAR: SARANA PENINGKATAN MOTIVASI BELAJAR SISWA Lusiana Suciati Dewi; Sari Lestari
Jurnal Cakrawala Ilmiah Vol. 2 No. 2: Oktober 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jcijurnalcakrawalailmiah.v2i2.3764

To re-develop face-to-face learning motivation for students who have been studying online for a long time, the study house program is intended as a means of increasing student learning motivation. The method used in this study uses descriptive qualitative method through 4 stages, namely problem analysis, planning, implementation and evaluation. The method applied is learning by using music/songs and quizzes when study house program takes place. Participants in this study amounted to 15 people who are students from grades 3-6 SDN Nyalindung. The results showed that the study house was able to increase students' learning motivation. The study house carries out a simple and light discussion teaching and learning process. The learning house is expected to be a fun learning facility outside of school hours

Fungsi Bahasa Dilihat Dari Perspektif Fenomenologi Lusiana Suciati Dewi
Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 1 No. 3 (2023): Agustus : Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/atmosfer.v1i3.231

This study aims to describe the perspective of language function from a phenomenological perspective, this research method is a qualitative descriptive or critical review of several linguist theories. The results of this study compare that the function of language phenomenologically always changes in every era seen from how humans think and develop according to changing times. Language as a communication tool is certainly one of the wonders of the world because of how each region or country has its own language which is very useful for exchanging information.

Students’ Language Production in Duolingo-Based Learning: A Qualitative Study in Mobile-Assisted Language Learning Context Rendi Nurhidayat; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11005

Second language learning is a complex process involving cognitive, linguistic, and social dimensions, particularly within the framework of Second Language Teaching (SLT), which emphasizes a balance between linguistic accuracy and communicative language use. In recent years, mobile-assisted language learning (MALL) has significantly influenced learning practices by enabling flexible access to materials beyond the classroom and increasing learners’ exposure to the target language. One widely used application in this context is Duolingo, which provides structured, pattern-based exercises to improve vocabulary and grammatical accuracy. However, previous studies have primarily focused on learning outcomes, with limited attention to how learners produce language after engaging with such exercises. This study aims to analyze students’ language production abilities following their interaction with Duolingo. It employed a descriptive qualitative approach with a process-oriented classroom observation design involving two junior high school students learning English as a foreign language. Data were collected through observation checklists, field notes, and students’ language output during and after learning sessions, focusing on grammar, vocabulary, fluency, pronunciation, and coherence. The findings indicate that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns. Although fluency and pronunciation were relatively adequate in familiar contexts, both participants showed limitations in producing varied and coherent sentences independently, highlighting the need to integrate communicative activities.

Cognitive Processing of Meaning in Language in Brain during English Comprehension Ira Tiara Rahayu; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11037

Language is a complex cognitive system that functions not only as a means of communication but also as a mental process occurring in the human brain. This study examines the cognitive processing of meaning within a linguistic framework in the brain during English comprehension among English as a Foreign Language (EFL) learners. The study focuses on how learners actively process and construct meaning when exposed to English input. From a neurocognitive perspective, this process involves the interaction of multiple brain regions responsible for language processing, memory retrieval, semantic interpretation, and contextual integration, indicating that comprehension is supported by distributed neural networks rather than a single localized area. The study uses a qualitative approach with a think-aloud protocol to capture learners' cognitive processes in real-time while completing a video-based comprehension task. The findings indicate that comprehension involves dynamic cognitive activities such as translating, inferring meaning, predicting content, and utilizing contextual and visual cues. These processes demonstrate that language comprehension is not passive but requires active mental engagement and the integration of prior knowledge with new input. In addition, the brain continuously coordinates these processes through simultaneous neural activation, enabling learners to construct meaning efficiently. The study highlights that multiple cognitive mechanisms operate simultaneously in the brain during language comprehension. Furthermore, the study emphasizes the importance of focusing on learners' internal processing rather than solely on the final comprehension outcome. The results provide deeper insights into how language is processed in the brain and suggest that teaching strategies should align with brain-based learning principles, supporting active cognitive engagement to enhance the effectiveness of language learning.

Exploring Learning Strategies and Emotional Responses among Child and Adult EFL Learners: A Qualitative StudyThis study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisit Saadah Al Afiah; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11047

This study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisition (SLA). Although age-related differences in language learning have been widely discussed, limited research has explored how learners from different age groups experience English learning in real classroom contexts. This study employed a qualitative approach involving semi-structured interviews with two elementary school students and two university students. Thematic analysis revealed two major findings. First, child learners predominantly relied on teacher-guided instruction and interactive classroom activities such as songs and videos, while adult learners demonstrated greater autonomy through the use of digital resources, films, and online materials. Second, both groups experienced positive emotions toward English learning; however, their motivational sources differed, with children driven by enjoyable activities and adults by academic and future-oriented goals. Despite this, both groups reported anxiety and fear of making mistakes, particularly in speaking. The findings highlight that English learning is shaped by the interaction of cognitive, affective, and contextual factors. This study emphasizes the importance of adapting English instruction to learners’ developmental and emotional needs.

Challenges Faced by Children and Adults in Learning English as a Second Language Berliana Salsabila; Lusiana Suciati Dewi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.11049

Learning English has become increasingly important in the global era, particularly in educational and professional contexts. However, learners of different ages often experience distinct challenges in acquiring English. This study aims to identify and compare the challenges faced by children and adult learners in learning English. This study employed a qualitative approach using semi-structured interviews with four participants consisting of two children and two adult learners. The data were analyzed using thematic analysis to identify key themes related to linguistic, psychological, behavioral, and environmental challenges. The findings reveal that children mainly experience difficulties in vocabulary and speaking, along with feelings of shyness and nervousness. In contrast, adult learners face more complex challenges, particularly in grammar and pronunciation, as well as higher levels of anxiety and lack of confidence. Additionally, children tend to rely on classroom learning, while adult learners demonstrate more autonomous learning through various media. Environmental factors also influence both groups, with children having limited exposure and adults having more opportunities but still facing psychological barriers. In conclusion, age differences significantly affect the challenges in learning English, suggesting the need for age-appropriate teaching strategies to improve language learning outcomes.

Dynamics of Interpersonal Communication among Children with ADHD Deta Febrianty; Lusiana Suciati Dewi
Jurnal Pendidikan, Bahasa dan Budaya Vol. 3 No. 3 (2024): September : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v3i3.3830

The study aims to analyze the speech patterns of children who have hyperactivity disorders in the classroom context. The observational approach is used in this study to learn how the children respond to the instructions given. Children with adhd tend to have difficulty understanding complex instructions, so researchers need to highlight appropriate communication patterns and avoid giving them overly complex instructions. Interactions start with conversations between language researchers and communicative behaviors, so that children with adhd can more readily understand the content of a conversation and respond favorably. The study uses descriptive qualitative research methods. The data-gathering technique used was the triangulation or fusion of observation, interviews, and documentation. The results of this study show difficulties in maintaining attention, as well as difficulties in understanding and following instructions given in conversation in children with ADHD. These observation activities provide new insights into the children's behavior and characteristics with adhd, as well as proper treatment measures to meet their needs in social interaction.

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