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All Journal Indonesian Journal of Integrated English Language Teaching IJEE (Indonesian Journal of English Education)
rizky gushendra
Universitas Islam Negeri Sultan Syarif Kasim Riau
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A Descriptive Qualitative on Teachers’ Strategies in Teaching Listening Comprehension rina lukita; rizky gushendra
Indonesian Journal of Integrated English Language Teaching Vol 6, No 2 (2020): IJIELT. Vol. 6 No. 2, 2020
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (630.764 KB) | DOI: 10.24014/ijielt.v6i2.12302

Abstract

The purpose of this research is to explore the implementation of teachers’ strategies in teaching listening comprehension. There are three English teachers of SMPN 1 Rimba Melintang, who have been selected by purposeful sampling as the participants. However, A descriptive qualitative research was designed to presume the three aspects of teachers’ strategies i.e. teachers’ interpretation of teaching strategies, whilst-teaching, and assessing students listening comprehension. In collecting data, the researchers conducted semi-structured interview in order to gain the deeper information from the participants. The results and analysis of the interviews found that the teachers’ interpretation of strategies were interdependent and interrelated with other skills, which means to decide a strategy is very influential for the learning outcome.  However, the decision of using different strategies might have different results.  The second aspect, the audio-visual media enable the students to hear sounds and notice directly to the intended object, which followed by a group discussion and quizzes for question-answer sessions, that the students response immediately and spontaneously. Finally, the teacher assesses the results of student work by any particular drills, such as, summarizing the materials, noticing main ideas of the talks, doing presentation, and questions and answers.
An Analysis of the Difficulty of National Examination Test Items Dea Anisa Yusbet; Rizky Gushendra
Indonesian Journal of Integrated English Language Teaching Vol 4, No 2 (2018): IJIELT Vol. No. 2, 2018
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (230.294 KB) | DOI: 10.24014/ijielt.v4i2.6662

Abstract

This study aimed to determine: (1) the items categorized into difficult in English National Examination 2016/2017 (2) learning objectives (indicators) that are categorized into difficult of English National Examination 2016/2017. The subjects of the research is the students of the third grade at State Senior High School 5 Pekanbaru. The samples were randomly selected of 43 students. The data obtained through analyzing the answers of English National Examination 2016/2017. The results showed that (1) the items, categorized into difficult are item 2, item 3, item 5, item 8, item 9, item 11, item 13, item 15, item 20, item 25, item 26, item 31, item 41, item 45, item 46, and item 49. The difficult of learning objective (learning-indicators) were indicator 1, indicator 2, indicator 3, indicator 4, indicator 5, indicator 7, indicator 9, indicator 10, indicator 11, indicator 13, and indicator 14.
The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension Abdullah Hasan; Rizky Gushendra; Ferri Yonantha
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.4744

Abstract

ABSTRACTThe research aims to investigate the influence of prior knowledge on students’ listening and reading comprehension at the tenth year of MAN 1 Pekanbaru. This study is a correlational research that involved 75 respondents as a sample from 150 students of the the tenth year of Science classes as the total population. The respondents were selected by using a simple random sampling technique. 20 items of multiple choice of listening test and 20 items of multiple choice of reading test and 15 items of the prior knowledge questionnaire were used to collect the data. Afterwards, the data were further analyzed by using Pearson product moment correlation for the first and the second hypotheses and MANOVA (Multivariate Analysis of Variance) for the third hypothesis by using SPSS 25. The research findings revealed that the mean score of students’ prior knowledge is 73.41 and is categorized as “Good”, their listening comprehension is 68.13 and is categorized as “Good”, and their reading comprehension is 70.67 and it is also categorized as “Good”. It can be seen that the value of Sig. (2-tailed) is 0.000<0.05. Lastly, for the third hypothesis, the value of significance is 0.000<0.05. It means Ha is accepted. Then, it is generated that there is a significant influence of prior knowledge on both students’ listening comprehension and reading comprehension.ABSTRAKPenelitian  ini  bertujuan untuk  mengetahui pengaruh pengetahuan yang ada pada siswa terhadap pemahaman listening dan speaking siswa kelas X MAN 1 Pekanbaru. Kajian ini merupakan penelitian korelasi yang terdiri dari 75 responden sebagai sampel dari populasi 150 orang siswa kelas X jurusan IPA dengan menggunakan tehnik sampel acak. tes Listening  dan Reading menggunakan pilihan ganda yang masing-masingnya terdiri dari 20 soal. Kuesioner digunakan untuk mengumpulkan data. Kuesioner ini terdiri dari 15 pernyataan. Selanjutnya data dianalisa dengan menggunakan korelasi Pearson Product Moment untuk hipotesis yang pertama dan kedua, sedangkan untuk menganalisa hipotesis yang ketiga menggunakan MANOVA (Multivariate Analysis of Variance) SPSS versi 25. Hasil penelitian mengungkapkan nilai rata-rata pengetahuan yang sudah ada adalah 73.41 dan dikategorikan “Baik”. Nilai rata-rata listening comprehension  68.13 dan dikategorikan “Baik” serta nilai rata-rata reading comprehension 70.67 dan juga dikategorikan “Baik”  Dapat diketahui bahwa nilai signifikan (2;tailed) adalah 0.000<0.05. Akhirnya, untuk hipotesa yang ketiga nilai signifikannya 0.000<0.05. Hasil ini menunjukkan bahwa Ha diterima. Kemudian, disimpulkan bahwa terdapat pengaruh yang signifikan prior knowledge siswa terhadap listening dan reading comprehension. How to Cite: Hasan, A. Gushendra, R. Yonantha, F. (2017). The Influence of Prior Knowledge on Students’ Listening and Reading Comprehension. IJEE (Indonesian Journal of English Education), 4(1), 1-15 doi:10.15408/ijee.v4i1.4744.DOI: http://dx.doi.org/10.15408/ijee.v4i1.4744
Co-Authors Abdullah Hasan Dea Anisa Yusbet Ferri Yonantha rina lukita