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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

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

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

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

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.

The Implementation of the Merdeka Curriculum and the Challenges Faced by English Teachers at SMP Sahabat Alam Palangka Raya Munasikin; Natalina Asi; Misrita
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2051

This study explored the implementation of the Merdeka Curriculum in English teaching at SMP Sahabat Alam Palangka Raya, focusing on how concept character was integrated, the challenges faced by teachers, and the strategies used to overcome them. The curriculum emphasized student-centered learning, differentiated instruction, and contextual integration. Teachers used methods such as project-based learning, essential material focus, and flexible classroom practices to meet students’ diverse needs. However, the implementation process presented several challenges. These included varied student proficiency levels, limited access to teaching materials, difficulty integrating local content, lack of professional development, time constraints, and low student motivation. To investigate this process, a qualitative case study design was employed, involving classroom observations, in-depth interviews with English teachers, and analysis of teaching documents and student work samples. Findings revealed that teachers adopted various pedagogical approaches aligned with the curriculum, including project-based learning, flexible classroom practices, and an emphasis on essential material tailored to students’ diverse needs. However, several implementation challenges emerged, such as varying student proficiency levels, limited access to appropriate teaching materials, difficulty in integrating local cultural content, insufficient professional development opportunities, time constraints, and low student motivation.

The Challenges of Implementing Eclectic Method in Teaching Speaking faced by English Instructors at Global Learning Center Stella Nathania; Maria Arina Luardini; Natalina Asi
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2084

This study was focused on the challenges in implementing eclectic method faced by English instructors at one of the non-formal educations in Palangka Raya, namely Global Learning Center (GLC). The English instructors used eclectic methods to maximize the teaching and learning process in order to achieve the learning goals. The implementation of eclectic method is still new and there is no research about it yet in Palangka Raya. This study intended to investigate the challenges of implementing it in non-formal education. To obtain the objective, the researcher used descriptive qualitative design. The descriptive used to provide rich descriptive details of the challenges in implementing eclectic method. The data were collected through interview and documentation. The result data analysis was found four challenges when implementing the eclectic method, they were (1) managing the time, (2) students’ gap and diversity, (3) designing appropriate lesson plan using eclectic method, and (4) motivating the students to speak. Hopefully, this research can give an insight for teachers and other English course to know the challenges before implementing the eclectic method. They need to be well-prepared in combining several methods in each learning process with considering the allocation time, variation of student backgrounds, and the strategy to motivate the students. For the other researcher, this research is still widely open for those who want to investigate and examine deeply about eclectic method. Keywords: challenges, eclectic method, speaking

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