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All Journal Jurnal Didascein Bahasa Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Channing: Journal of English Language Education and Literature Jurnal PAJAR (Pendidikan dan Pengajaran)
Jenny Elvinna Manurung
Universitas Tridinanti Palembang
Education Languange, Linguistic, Communication & Media Other

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Empowering Speaking Achievement by Using Inside-Outside Fishbowl Ridha Ilma; Jenny Elvinna Manurung
Channing : Journal of English Language Education and Literature Vol 4 No 1 (2019): Channing: Journal of English Language Education Literature- April 2019
Publisher : Pendidikan Bahasa Inggris STKIP Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/channing.v4i1.729

Abstract

This study aimed to describe the implication of speaking achievement by applying inside-outside fishbowl (IOF) to the students of Tridinanti University Palembang. The total number of samples was seventeen of sixth-semester students of the English study program of Tridinanti University Palembang, they were selected by using purposive sampling. This study used classroom action research. It consisted of two cycles; cycle I and cycle II. Speaking tests and observations were used to collect the data. It was found that there was a significant improvement in students' speaking achievement, the mean score of speaking achievement in cycle I was 64.47, and there was only 29.41% of the students who achieved predetermined minimum standard mastery. Based on the finding on cycle I, the writers needed to improve the students’ speaking achievement by conducting cycle II. After did cycle II, the mean score of speaking achievement was 79.76, and there was 94.11% of the students who achieved predetermined minimum standard mastery. This strategy builds the students’ participation in doing discussion and helps them reflect on what a good discussion looks like. Using Inside-Outside Fishbowl (IOF) in EFL classrooms has helped both lecturers and learners in many different ways. It has a positive impact on both of them. Regarding students, IOF application in the classroom has helped them to think and organize their thoughts. As a result, they have started to manage their learning and to gain a sense of responsibility. Moreover, they have shown readiness to speak in the target language with more confidence and fluency. Students have begun to have opportunities so they can show how good they are in speaking and sharing ideas.
Using Cartoon Story Maker 1.1 in Developing Writing English Skills in EYL Classrooms Jenny Elvinna Manurung
Jurnal Didascein Bahasa Vol 1 Nomor. 1, Nopember 2015
Publisher : Jurnal Didascein Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (806.458 KB)

Abstract

ABSTRACT: This paper highlights the integrating technology, cartoon story maker 1.1 in EYL classrooms in developing their writing English skills. It leads students to be creative, to work independently, to express themselves and to feel part of the learning process by actively participating in it.  This study used the quasi experimental research. The population of the study is VI grade students of SD Methodist 2 Palembang in the academic year 2014/2015. The purposive sampling is used on this study. In analyzing the data of the students’ achievement, the writer compared the results of the pre-test and post-test of each group to see whether they made progress and to find out the significance of the differences between their pre-test scores and their post-test scores. The result of the independent sample t-test: the value of t-obtained was 11.364. At the significance level 0.05 in two tailed testing with df =38, the critical value of t-table= 1.686. Since the value of t-obtained (11.364) was higher than the critical value of t-table (1.686). It means that there was significant difference in writing transactional and interpersonal conversation achievement between the experimental group and the control group. Key words: cartoon story maker V. 1.1, EYL classrooms.
STUDENTS’ LISTENING COMPREHENSION OF COMMERCIAL ADVERTISING VIDEOS AT SMK TAMANSISWA 1 PALEMBANG Doni Samaya; Falina Noor Amalia; Nurulanningsih Nurulanningsih; Jenny Elvinna Manurung
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 7, No 1 (2023)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i1.9099

Abstract

Studying advertising text is one of the skills that should be mastered by SMK students. It is stated in the 2013 (K13) curriculum for class XII in the odd semester based on core competencies 3 and 4. Hence, this paper describes the students' skills in listening comprehension on video advertisements and determines the level of students' skill categories based on the assessment standards that apply in the research field. The research method uses a quantitative descriptive method. The sample involved 28 students of class XII OTKP 1, which consisted of 20 female and 8 male students. The data collection technique was carried out by using a short description test after listening to and transcribing the advertising videos into written form. The data analysis technique was based on the comprehensive listening assessment rubric, which was adapted and modified by Nurgiyantoro in 2011. The results data of a short essay based on the students’ listening comprehension results are described and concluded. Based on the results of the research and discussion, it implies that 1) the research sample is considered to be ingenious in listening to commercial advertisement videos and 2) the average value of the research sample is 74.2 or is categorized to achieve the objectives based on the Minimum Completeness Criteria (KKM) at SMK Tamansiswa 1 Palembang. Thus, it can be concluded that SMK Tamansiswa 1 Palembang student is skilled in listening to commercial advertisement videos, in which twenty-five students achieve scores with the category achieved goals.
Applying Question and Answer Relationship (QAR) Strategy to Enhance Critical Reading Skill of Authentic Text Jenny Elvinna Manurung; Nidal A.M Jabari
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 7, No 11: NOVEMBER 2022
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v7i11.16116

Abstract

Abstract: This study examined the implementation of the Question and Answer Relationship (QAR) Strategy during the teaching-learning process to enhance the critical reading skill of authentic texts. The study employed classroom action research of fourth-semester students at Tridinanti University. It was implemented for three cycles involving four phases; planning, implementation, observation, and reflection. The data were gathered using three different types of instruments, including interviews, observation, and tests of critical reading. The findings showed that students' critical reading achievement of authentic text increased for each cycle. The question categories of the QAR strategy could help the students in managing difficulties in doing the reading learning activities.
Co-Authors Falina Noor Amalia Nidal A.M Jabari Nurulanningsih Nurulanningsih Ridha Ilma Samaya, Doni