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Exploring Curiosity Factors on Students’ Motivation for Reading English at First Grade of SMP IT Al-Khatimah Deva Fitri Marfuatin; Iwan Ridwan
Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Membaca merupakan kegiatan penting dalam belajar bahasa Inggris. Membaca merupakan salah satu cara untuk belajar bahasa yang lebih baik, karena memberikan kontribusi yang besar bagi siswa untuk memperluas pemahaman mereka. Namun, dalam melakukan sesuatu tidak lepas dari pengaruh motivasi. Motivasi merupakan dorongan bagi seseorang untuk melakukan sesuatu untuk mencapai tujuannya. Salah satu faktor dasar dalam motivasi adalah rasa ingin tahu. Dalam penelitian ini, peneliti ingin menguji sejauh mana rasa ingin tahu siswa dalam motivasi membaca pada kelas satu di SMP Alkhatimah. Sehingga, melalui penelitian ini diharapkan dapat membantu dalam memilih strategi yang baik dalam pembelajaran membaca mengenai faktor-faktor yang mempengaruhinya. Penelitian ini merupakan penelitian kuantitatif, dimana data yang dikumpulkan berupa “MREQ (Motivation Reading English Questionnaire)”. Dalam penelitian ini, angka yang digunakan hanya sebagian terkait dengan faktor rasa ingin tahu yang terdiri dari 7 indikator. Hasil penelitian menunjukkan bahwa:. Rasa ingin tahu merupakan faktor penting dalam motivasi membaca siswa. Rasa ingin tahu siswa kelas I SMP IT Al-Khatimah mendapatkan hasil yang baik, yang menunjukkan bahwa rasa ingin tahu mereka tinggi dalam pembelajaran membaca.

IMPLEMENTATION OF REWARDS IN JUNIOR HIGH SCHOOL STUDENTS IN VOCABULARY LEARNING Siti Khomsah; Mobit Mobit; Iwan Ridwan
Academy of Education Journal Vol 14 No 1 (2023): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

The main focus of this research is the application of rewards in vocabulary learning. The purpose of this study was to determine the application of the reward method by the teacher in learning vocabulary. The researcher used a qualitative approach with a descriptive case study design. Data collection techniques used are observation, interviews, and documentation. To analyze the data, the researcher followed the steps described by Miles & Hubberman. These steps are: data reduction, data presentation, and drawing conclusions/verification. Through this investigation, the researcher found that when applying the reward method in vocabulary learning, the teacher did 6 stages. That is preparing the material, explaining the material, giving questions or games, giving rewards to students who take lessons well and answer questions correctly, providing opportunities to answer questions for students who are not focused, and adjusting the number of questions to the amount of the reward given.

EFL STUDENTS’ ENGAGEMENT IN READING COMPREHENSION USING COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TECHNIQUE Devianne Dwi Utari Mahdahera; Iwan Ridwan
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 22 No 1 (2023): BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 22 Nomor 1 Januari 2023
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.221.01

The reading comprehension skills of EFL students have been a concern of scholars by researchers, but some researchers found that EFL students face some problems in understanding English texts due to lack of techniques while teaching. Therefore, this study investigates how students engage in reading comprehension using the Cooperative Integrated Reading Composition Technique. This study uses a case study as a qualitative research design, involving EFL tenth graders from an Islamic Senior High School in Karawang as participants. Researchers collect data through observation and interviews. The findings show that EFL students’ engagement in reading comprehension using the CIRC technique resulted in three engagements, namely behavioral engagement, emotional engagement, and cognitive engagement. Behavioral engagement which means students can contribute to class discussion and follow all instructions from the teacher, emotional engagement which means students can express their feelings during reading comprehension activities, and cognitive engagement which means students can try to complete tasks in different ways to achieve the same result. This research suggests that educators should expand or develop their teaching techniques to produce better learning activities.

Exploring EFL Student’s Reading Comprehension of Narrative Text Through Listen-Read-Discuss (LRD) Strategy: A Case Study At Second Grade of SMK PGRI Lemahabang Ibnurosita Augustia Ningtyas; Yogi Setia Samsi; Iwan Ridwan
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 7 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

The purpose of this study is to determine the use of Listen Read Discuss (LRD)strategies to improve students' reading comprehension of narrative texts in class eleven of Vacational High School. There are several problems in this research. First, the shortage of students vocabulary. Second, students are less motivated to read. Third, students are hard to get Main ideas in reading comprehension. The population of this research is 23 students. That Data collection techniques in this study using observation and interviews. The research sample is class XI TKJas an interview class consisting of 5-10 students, and the remaining number of students is used for observation. Collecting data by providing interview questions which are given differently. The results obtained in this study are that students are taught step by step so that it can be concluded that the Listen Read Discuss (LRD) strategy is effective in improving students' reading skillsunderstanding of narrative text in class XI Vacational High School TKJ

Classroom Interaction Analysis of Jigsaw Reading Technique in an English Class Cahya Ramadanti Utami; Iwan Ridwan; Hilmansyah Saefullah
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3558

This interaction analyis study aims to find out how the interaction between teacher and students and interaction among students in the jigsaw reading technique. The research was conducted qualitatively using interaction analysis involving an English teacher and 32 junior high school students. Data collection was carried out by observing with video recordings. This study was analyzed based on the category of Foreign Language Interaction (FLINT) System developed by Moscowitz (1971). The results show that the interaction patterns occured between teacher and students in the reading jigsaw technique, are giving direction, praising or encouraging, using ideas of students, asking questions, and giving information. Meanwhile, the interaction between fellow students is applied in inter-group discussions and presentations in front of the class. Thus, this research is expected to be a reference for teachers to consider the types of teacher talk that will be applied in jigsaw reading activities to increase the activity and interest of their students during class interactions

Exploring Challenges Faced By Efl Vocational Students In Speaking And How They Cope With It: A Descriptive Case Study Audry Adiananta; Iwan Ridwan; Evi Karlina Ambarwati
Innovative: Journal Of Social Science Research Vol. 3 No. 4 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i4.3491

Kemampuan berbicara merupakan salah satu kemampuan yang sulit dikuasai oleh siswa, terutama bagi siswa EFL (English for Foreign Language) dengan berbagai tantangan yang harus dihadapi. Tujuan dari penelitian ini adalah untuk mengetahui apa saja kendala yang dihadapi siswa ketika mempelajari kemampuan berbicara dan bagaimana cara mereka menghadapi tantangan yang dihadapi. Desain penelitian case study akan diterapkan dalam penelitian ini dengan melibatkan lima orang siswa kelas 10 SMK di daerah Karawang sebagai partisipan dalam penelitian ini. Open-ended questionnaire dan wawancara akan digunakan sebagai instrumen. Berdasarkan data yang diperoleh, tantangan terbesar yang dihadapi oleh siswa berasal dari kurangnya rasa percaya diri dimana 4 siswa menyatakan bahwa mereka mengalaminya. Sementara itu, strategi yang paling banyak digunakan untuk menghadapi masalah berbicara adalah dengan menggunakan teknologi sebagai alat bantu belajar.

Exploring The Secondary English Teachers’ Strategies In Teaching Reading Comprehension: An Interview Study Silvia Sri Rahayu; Iwan Ridwan; Praditya Putri Utami
Innovative: Journal Of Social Science Research Vol. 3 No. 4 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i4.3711

Penelitian ini bertujuan untuk mengetahui strategi yang digunakan oleh guru bahasa Inggris dalam mengajar pemahaman bacaan. Penelitian ini dirancang sebagai penelitian kualitatif deskriptif. Partisipan penelitian ini adalah tiga orang guru Bahasa Inggris yang mengajar di salah satu SMP di Karawang. Instrumen penelitian adalah wawancara. Instrumen digunakan untuk mengetahui strategi yang digunakan dan bagaimana guru bahasa Inggris mengimplementasikannya di kelas. Hasil data dianalisis dengan analisis tematik dari Braun & Clarke (2006). Hasil penelitian menunjukkan bahwa guru pertama menggunakan strategi scaffolding dalam mengajar pemahaman bacaan. Sedangkan guru kedua menggunakan strategi QARs (Question-Answer Relationship). Dan guru ketiga menggunakan strategi scaffolding dan QARs (Question-Answer Relationship) dalam mengajar pemahaman membaca di kelas. Strategi yang diterapkan efektif dalam mengajar pemahaman membaca di sekolah tersebut.

Exploring The Secondary English Teachers’ Strategies In Teaching Reading Comprehension: An Interview Study Silvia Sri Rahayu; Iwan Ridwan; Praditya Putri Utami
Innovative: Journal Of Social Science Research Vol. 3 No. 4 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i4.3966

Penelitian ini bertujuan untuk mengetahui strategi yang digunakan oleh guru bahasa Inggris dalam mengajar pemahaman bacaan. Penelitian ini dirancang sebagai penelitian kualitatif deskriptif. Partisipan penelitian ini adalah tiga orang guru Bahasa Inggris yang mengajar di salah satu SMP di Karawang. Instrumen penelitian adalah wawancara. Instrumen digunakan untuk mengetahui strategi yang digunakan dan bagaimana guru bahasa Inggris mengimplementasikannya di kelas. Hasil data dianalisis dengan analisis tematik dari Braun & Clarke (2006). Hasil penelitian menunjukkan bahwa guru pertama menggunakan strategi scaffolding dalam mengajar pemahaman bacaan. Sedangkan guru kedua menggunakan strategi QARs (Question-Answer Relationship). Dan guru ketiga menggunakan strategi scaffolding dan QARs (Question-Answer Relationship) dalam mengajar pemahaman membaca di kelas. Strategi yang diterapkan efektif dalam mengajar pemahaman membaca di sekolah tersebut.

EXPLORING THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING IN TEACHING SPEAKING TO SECONDARY EFL LEARNERS: A QUALITATIVE CASE STUDY Tiaranisa Nurhadi; Sidik Indra Nugraha; Iwan Ridwan
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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

This study explores the implementation of Task-Based Language Teaching (TBLT) in teaching speaking to secondary English as a Foreign Language (EFL) learners. Recognizing the importance of speaking proficiency in effective communication, this research aims to investigate the methods and strategies employed by a teacher in a secondary EFL classroom in Bekasi, focusing on the benefits experienced by students in learning speaking skills through TBLT. Through qualitative methods, including class observations and interviews, the findings revealed that TBLT enhances classroom effectiveness, boosts student participation, and improves speaking proficiency by engaging learners in real-world communicative tasks. This study contributes to the existing knowledge on language teaching methodologies, offering practical recommendations for improving speaking proficiency through TBLT strategies in secondary EFL learning environments. The results also provide valuable insights for future researchers, educators, and students, highlighting the potential of TBLT in fostering a learner-centered and interactive classroom atmosphere.

Penerapan Task-Based Language Teaching (TBLT) Dalam Pembelajaran Grammar (Tata Bahasa) Bagi Guru-Guru Di Wilayah Desa Kedung Jeruk Iwan Ridwan; Sumarta Sumarta; Abdul Kodir Al Baekani; Dani Firmansyah
KREATIF: Jurnal Pengabdian Masyarakat Nusantara Vol. 3 No. 4 (2023): Desember : Jurnal Pengabdian Masyarakat Nusantara
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/kreatif.v3i4.2384

Grammar is one of components to support the abilities of listening, speaking, reading and even writing. Either learning or teaching the grammar is a rather difficult activity. Some methods were developed by experts, such as Grammar Translation method, students were drilled to comprehend the pattern or formula of a sentence, yet they were stuck when they used it in a verbal communication. Then, coming CLT or Communicative Language Teaching which was said much more better, yet in the reality, the students, of course, much better use their english verbally, nevertheles, they were still confused what pattern they used. Therefore, Task Based Language Teaching or TBLT is one of alternative solutions for both. The students are not merely provided the pattern of sentence but also they can use it verbally in any situational conversation. Besides, in attracting students’ interest in learning grammar, it is integrated to technology called padlet.com as an online application supporting students’ enthuasiasm in learning grammar. After joining this workshop, the teachers can practice the TBLT approach in teaching grammar to their students which is integrated to technology. Thus, it can be concluded that the use of TBLT helps teachers integrate technology, pedagogy, and content knowledge in learning grammar.

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