Articles
<![CDATA[AN ANALYSIS OF TENSES USAGE IN ANIMATED MOVIE “UPâ€: The relevance with 2013 curriculum for teaching EFL at junior high school in Indonesia ]]>
<![CDATA[Nuzulul Isna]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v5i2.2332
<![CDATA[Movies have been seen as an encouraging media in learning English, tuning out the formal fear of English. They have helped increase students’ confidence and initiative to ask and answer the questions, and improve their listening skill and attention span in English drastically (O'Donnell, 1990). This article is intended to seek the applicability of the English sentences used in the movie Up and their uses for EFL learning in Indonesia. The 2013 curriculum was used as the standard guideline to determine the sentences’ appropriateness. A qualitative research by imposing content analysis method was employed to conduct the data analysis in this article. The findings classified the specific numbers of sentences generated in this research into ten (10) categories of English tenses. Another finding also indicated the applicability of those sentences for teaching EFL/ESL in junior high schools. Remarkably, these findings were substantial for appending the teachers’ resources in teaching English tenses.]]>
<![CDATA[THE TYPES OF REQUEST EXPRESSIONS USED IN NOVEL 'HARRY POTTER AND THE CHAMBER OF SECRETS': Their Appropriateness to ESL/EFL Teaching for Junior High School Students in Indonesia ]]>
<![CDATA[Nuzulul Isna]]>;
<![CDATA[Inong Permata Sari]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v4i2.1314
<![CDATA[Novels can be authentic sources for learning ESL/EFL, especially in non-English speaking countries. They may present reliable learning references in the absence of native speakers. This article aims to identify the types of request expressions originated in novel 'Harry Potter and the Chamber of Secrets' as well as their appropriateness for teaching ESL/EFL in aligment to current applied curriculum (2006 curriculum) in junior high school level in Indonesia. This research employed a qualitative research which was based on content analysis methodology. The data analysis revealed the types of request expressions (Tsui, 1989) generated out of 110 items uttered by the characters in the novel. 65.5% of the finding matched the nine request expressions learning materials embedded in the 2006 curriculum. Indeed, this finding may significantly contribute to the addition of authentic English learning source, especially in teaching speaking skill.]]>
<![CDATA[IMPLEMENTATION OF THE ICE-BREAKING METHOD TO INCREASE FOURTH-GRADE STUDENT UNDERSTANDING OF THE MATERIAL “TELLING TIME” IN AL – A’RAF BILINGUAL ELEMENTARY SCHOOL ]]>
<![CDATA[Maida Prihatini]]>;
<![CDATA[Nuzulul Isna]]>
<![CDATA[ Nusantara Hasana Journal Vol. 3 No. 2 (2023): Nusantara Hasana Journal, July 2023 ]]>
Publisher : <![CDATA[Yayasan Nusantara Hasana Berdikari ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59003/nhj.v3i2.911
<![CDATA[Ice Breaking is a learning method that can change the atmosphere from being less focused, boring, and boring to being fun and interesting. So that students concentrate on the teaching and learning process. This study aims to determine the application of the Ice breaking method can improve students' understanding of English subjects in telling material in fourth grade at Bilingual Al – A’raf elementary school. The design of this study uses a true experimental design technique using purposive random sampling. One class is the control class and the other is the experimental class. By giving a pretest and posttest. The sample in the study was 26 Bilingual Al – Al – A’raf Elementary School students. implementation research in the even semester of the 2022/2023 academic year. The results of the study show that the application of the Ice breaking method can increase the understanding of Tagged students with the results of the analysis of sig.0.02 <0.05. This means that H0 is rejected and H1 is accepted. There was an increase between the pretest and post-test scores in the experimental class, namely, the results of pretest score of 84.69 while the post-test obtained an average score of 91.07. Thus the research hypothesis is accepted. It can be concluded that the application of ice-breaking has a significant and significant effect on students' understanding of learning.]]>
<![CDATA[ASSESSING STUDENT’S ANXIETY ON SPEAKING AT JUNIOR HIGH SCHOOLS IN SOUTHWEST ACEH ]]>
<![CDATA[Rizki Adinda Mira]]>;
<![CDATA[Nuzulul Isna]]>
<![CDATA[ Nusantara Hasana Journal Vol. 3 No. 3 (2023): Nusantara Hasana Journal, August 2023 ]]>
Publisher : <![CDATA[Yayasan Nusantara Hasana Berdikari ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59003/nhj.v3i3.955
<![CDATA[The purpose of this research is to investigate the level of students’ anxiety students in speaking performance in class. This study used a quantitative cross-sectional design. 157 participants from SMPN 2 Susoh and SMPN 1 Jeumpa in Southwest Aceh participated in the study. 100 data point was analyzed descriptively through SPPS software. Oetting’s (1983) scale of students’ anxiety level in speaking Performance. The result and discussions were presented further in the study. in class.]]>
<![CDATA[PENGAJARAN ORDINAL DAN CARDINAL NUMBERS DENGAN PENGGUNAAN BINGO GAME KEPADA SISWA SEKOLAH DASAR ]]>
<![CDATA[Isna, Nuzulul]]>;
<![CDATA[Febriyanita, Revia]]>
<![CDATA[ GERVASI: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 2 (2024): GERVASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31571/gervasi.v8i2.7601
<![CDATA[Kegiatan PKM ini dilaksanakan di SD Al-A’raf Kabupaten Aceh Barat Daya Subjek dalam kegiatan PKM ini adalah siswa/i SD Al-A’raf kelas II. Kegiatan ini bertujuan untuk mengembalikan semangat siswa/i dalam belajar Bahasa Inggris, pasca proses belajar dimasa pandemi Covid-19 dan memberikan pengetahuan dan pemahaman siswa mengenai bilangan cardinal dan ordinal dalam Bahasa Inggris dengan menggunakan Bingo game. Dengan adanya kegiatan belajar dengan menggunakan Bingo game, terutama pada materi bilangan atau angka, memberikan kesempatan kepada siswa/i untuk merasakan kegiatan belajar yang lebih bermakna, dan membekas, yang pada akhirnya membantu siswa untuk mengembangkan percakapan sederhana dalam bahasa inggris. Hasil pengajaran dengan kegiatan Bingo games menunjukkan peningkatan antusiasme siswa dalam menguasai konsep bilangan kardinal dan ordinal dalam Bahasa Inggris, terlihat pada sikap belajar yang bersemangat, tekun mendengarkan instruksi, serta mampu menyebutkan bilangan-bilangan tersebut dengan tepat. ]]>
<![CDATA[BAHASA INGGRIS ]]>
<![CDATA[Munasarah]]>;
<![CDATA[Isna, Nuzulul]]>
<![CDATA[ ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Vocabulary is the first language component that students should master. However, many students faced problems in mastering vocabulary. This study aims to find out the improvement of students’ vocabulary through the use of Kubis and to investigate the obstacles faced by the students in learning vocabulary by using the Kubis application. This research employed Mix-method. The data was collected using the test and interview. Seventh-grade students were involved in this study as the respondents of the research. The result of this study showed that students’ vocabulary mastery was improved after learning by using Kubis application. However, the data also revealed that there are some obstacles students faced when using Kubis. The difficulties are caused by several reasons, such as technological barriers, passive students, the restriction on using smartphones by the parents, and the application is less interesting for students.]]>
<![CDATA[An Error Analysis in Writing English Essay at Junior High School ]]>
<![CDATA[julia husna]]>;
<![CDATA[Nuzulul Isna]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v12i2.5260
<![CDATA[Writing essay text is still difficult for most students at SMA Negeri 5 Aceh Barat Daya students. This study aims to analyze the errors made by students in their essay writing. This study conducted quantitative research. The test was given to 53 students as a technique of data collection. The result of the study showed that there were 582 total errors made by students. The errors are classified into 25.8% errors of subject-verb agreement, 20.6% errors of pronouns, 19.2% errors of adverbs, 17.2% errors of nouns, and 17.2% errors of simple present tense. The most prevalent error was subject-verb agreement because most students made a mistake pairing subjects with verbs.]]>
<![CDATA[BAHASA INGGRIS ]]>
<![CDATA[Yusnita]]>;
<![CDATA[Isna, Nuzulul]]>
<![CDATA[ ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Reading is one of the English skills that has a significant role in helping students acquire English better and succeed in the academic field. Unfortunately, most students still struggle with reading comprehension, especially descriptive text. The students can still not scan what descriptive text tells about, although they have read it repetitively. This study is proposed to discover students’ difficulties in reading descriptive text. The method is qualitative design with 35 subjects. The data were collected through interviews and observation. The result of this study showed that the difficulties in reading comprehension faced by students are due to the fact that the length of the text can frustrate students to grasp the meaning. Secondly, there is a lack of vocabulary mastery; most students are poor in vocabulary mastery and face difficulty gaining information on descriptive text when they find unfamiliar words. Thirdly, when reading without strategies, most students only read the text without implementing the appropriate methods to comprehend it better. Fourthly, there is a lack of prior knowledge: most students do not have background knowledge of the topic they read. Lastly, limited reading practice, since students only practice reading when English subjects have limited reading references.]]>
<![CDATA[Analysis of Students’ Proficiency in Writing Narrative Text ]]>
<![CDATA[Asriati]]>;
<![CDATA[Nuzulul Isna]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v13i1.5924
<![CDATA[The skill of writing narrative texts is still very low and difficult for most students of SMPN 1 Kuala Batee. The objectives of this study are 1) to find out the level of students' ability in writing narrative texts, 2) to find out the causes that make their scores low in writing narrative texts. This study uses quantitative research. The subjects of the study were 98 students. The test is used as a data collection technique. The results of the study show that, there are 81 students who could not write narrative texts at all or were included in the Very Poor category, 6 students who got a category with a score range of 70-79. There are 4 students who are included in the Excellent category with the highest score of 95. Then, 2 students were included in the Poor category and 5 students were included in the Very Poor category. Among the 98 students, only 17 students took the narrative text writing test. And among the 17 students, only 59% (10 students) were able to do it. The cause of students' low scores in writing narrative texts was found to be not mastering English vocabulary which led them not participating in the survey. Also, limited knowledge in identifying the general structure and language of narrative text features was also a cause to students’ low achievement in writing narrative text.]]>
<![CDATA[Analysis of Students' Ability to Understand English Narrative Texts ]]>
<![CDATA[Lindawati]]>;
<![CDATA[Nuzulul Isna]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24256/ideas.v13i1.6232
<![CDATA[The purpose of this study is to determine students' ability to understand narrative text at SMPN 2 Susoh. This research used a quantitative research design with the research subject of 68 eighth graders by using a written test. The descriptive analysis indicated that the majority of the students are in the poor category. The findings suggest that limited vocabulary acquisition was a critical factor contributing to their poor performance, as many students struggled to engage with the test material effectively. This lack of vocabulary affected not only their ability to complete the test but also their overall comprehension of the narrative text. Based on the result, this study highlights the urgent need for educational strategies aimed at improving vocabulary acquisition among students at SMPN 2 Susoh. By addressing this deficiency, educators can help students develop better reading comprehension skills, which will ultimately improve their academic performance in english narrative texts.]]>
