Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal LET: Linguistics, Literature and English Teaching Journal Journal on Education Innovative: Journal Of Social Science Research
Natalina Asi
University of Palangka Raya
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
THE ANALYSIS OF DIFFICULTIES IN WRITING NARRATIVE TEXT Septha Muliani; Maida Norahmi; Natalina Asi
LET: Linguistics, Literature and English Teaching Journal Vol 9, No 2 (2019)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v9i2.3312

Abstract

The objective of this research was to analyze the difficulties in writing narrative text faced by the ninth grade students of SMP Negeri 11 Palangka Raya in the academic year 2018/2019 in using the generic structure and language features of the text. The research involved 20 students as the research participants. The method used in this research was descriptive research in which the research described and explained the actual data by conducting a writing test and analyzing the results. The results showed that 40% of the participants faced some difficulties in constructing the generic structure of the texts i.e. they failed in completing the generic structures of the texts and, mostly, missed one of the parts. Furthermore, there were 50% of the participants faced some difficulties in using the language features of narrative text, such as using past tenses, nouns, pronouns, verbal processes, and direct speech.
Vocabulary Instruction In Improving Students' Reading Comprehension In SD Negeri 8 Menteng Palangka Raya Ramyola Arisha Wianie; Misrita Misrita; Natalina Asi
Journal on Education Vol 5 No 3 (2023): Journal on Education: Volume 5 Nomor 3 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

One of the most important lessons in elementary school is understanding what they read. While reading comprehension is essential to academic success, not all students demonstrate adequate proficiency. The researcher interviewed and observed classes in SD Negeri 8 Menteng Palangka Raya, notably sixth grade, and found this issue. The researcher utilized one of the instructions to promote reading comprehension from that issue. Vocabulary instruction could increase English text comprehension, according to the study. This semester, students studied Describing People and Objects and picked descriptive text. The researcher solved the challenge with a quasi-experimental non-equivalent control group design. This study had two groups: 6A (control) and 6C (experimental). The experimental group randomly sampled vocabulary training, while the control group received non-vocabulary education. There were also two variables in this study: vocabulary teaching served as the independent variable, and the mean scores of both groups' tests served as the dependent variable. Pre- and post-test results determined the class's vocabulary instruction effectiveness. Finally, the data showed that vocabulary instruction improves reading comprehension more than non-vocabulary instruction. Scores were less than 0.05, rejecting H0 and accepting Ha. Data less than 0.05 indicates that independent variables only partially impact the dependent variable. Vocabulary education improves students' reading comprehension in SD Negeri 8 Menteng Palangka Raya
Vocabulary Instruction In Improving Students' Reading Comprehension In SD Negeri 8 Menteng Palangka Raya Ramyola Arisha Wianie; Misrita Misrita; Natalina Asi
Journal on Education Vol 5 No 3 (2023): Journal on Education: Volume 5 Nomor 3 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i3.1650

Abstract

One of the most important lessons in elementary school is understanding what they read. While reading comprehension is essential to academic success, not all students demonstrate adequate proficiency. The researcher interviewed and observed classes in SD Negeri 8 Menteng Palangka Raya, notably sixth grade, and found this issue. The researcher utilized one of the instructions to promote reading comprehension from that issue. Vocabulary instruction could increase English text comprehension, according to the study. This semester, students studied Describing People and Objects and picked descriptive text. The researcher solved the challenge with a quasi-experimental non-equivalent control group design. This study had two groups: 6A (control) and 6C (experimental). The experimental group randomly sampled vocabulary training, while the control group received non-vocabulary education. There were also two variables in this study: vocabulary teaching served as the independent variable, and the mean scores of both groups' tests served as the dependent variable. Pre- and post-test results determined the class's vocabulary instruction effectiveness. Finally, the data showed that vocabulary instruction improves reading comprehension more than non-vocabulary instruction. Scores were less than 0.05, rejecting H0 and accepting Ha. Data less than 0.05 indicates that independent variables only partially impact the dependent variable. Vocabulary education improves students' reading comprehension in SD Negeri 8 Menteng Palangka Raya.
Code Switching Analysis In Efl Classroom Interaction Of Collage Student At IAIN Palangka Raya: A Sociolinguistic Study Lusi Tri Utami; Maria Arina Luardini; Natalina Asi
Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i2.1443

Abstract

This research aims to analyze the types and functions of code-switching that are used by teachers and students in EFL classroom interaction at IAIN Palangka Raya. The instrument of this research are observation, interview and documentation. The observation is conducted 3 times while interview was done to English lecturer and some students of class management to know the use of code switching in EFL classroom. The result shows that the teacher mostly used code-switching especially in explaining material to students. There are three types of code-switching based on Poplack theory which was used by the lecturer; tag switching, intrasentential switching and intersentential switching. Meanwhile, there are three functions of lecturer code-switching accomplished based on Sert. They were topic switch, affective function, and repetitive function. Besides, there are two functions of students code-switching accomplished. These functions are equivalence and reiteration.
Co-Authors Lusi Tri Utami Maida Norahmi Maria Arina Luardini Misrita Misrita Ramyola Arisha Wianie Septha Muliani