Articles
<![CDATA[THE IMPLEMENTATION OF BUZZ GROUP TECHNIQUE TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Ihsan, Rodiyal]]>
<![CDATA[ Menara Ilmu Vol 13, No 7 (2019): Vol. XIII No. 7 Juli 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v13i7.1502
<![CDATA[Abstract :Vocabulary is one of the important language elements that must be mastered. The learner who has million words, had a better chance in practicing English. Vocabulary influences the ability of students in learning English. If students have mastered vocabulary well, they can learn the elements and skills in the language easily. The aims of this research was to know to what extent using Buzz Group Technique can improve students’ vocabulary mastery, to explain factors that influenced students’ vocabulary mastery through buzz group technique. This research was an classroom action research. It was conducted in two cycles at the EighthGrade students of SMP Negeri 3 Kerincifrom February to May2018. The data of this research consisted of qualitative and quantitative data. Research findings shown that the use of buzz group technique could improve the students’ vocabulary mastery. After implementing the action, the class situation became more active and enthusiastic. The students focused on the material which was used through topic given and the activities in the classroom tend to give students with the kind of real communication situation. Statistically, the improvement of students’ vocabulary mastery was shown by the students’ the mean score of post-test I was 70 significantly showed improvement in the post test II with mean score 85,5. It indicated that the application of buzz group technique in teaching vocabulary was success. Moreover, there were some factors influenced the change of students’ vocabulary mastery by sharing their exploring idea while the buzz group taking place as follows: (a) diong buzz situation in class activity, students could be more relaxed in exchanging their knowledge (b) buzz group make them easier to do peer correction about spelling a new word. They were enthusiastic to perform the result of discussion in front of class (c) buzz group help them to explore words based on the topic given. The result of the research implies that English teachers necessary to choose the appropriate technique in teaching vocabulary. The appropriate technique to teaching vocabulary is buzz group technique.
Keywords: Buzz Group,VocabularyA]]>
<![CDATA[THE IMPLEMENTATION OF BUZZ GROUP TECHNIQUE TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Ihsan, Rodiyal]]>
<![CDATA[ Menara Ilmu Vol 13, No 7 (2019): Vol. XIII No. 7 Juli 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v13i7.1502
<![CDATA[Abstract :Vocabulary is one of the important language elements that must be mastered. The learner who has million words, had a better chance in practicing English. Vocabulary influences the ability of students in learning English. If students have mastered vocabulary well, they can learn the elements and skills in the language easily. The aims of this research was to know to what extent using Buzz Group Technique can improve students? vocabulary mastery, to explain factors that influenced students? vocabulary mastery through buzz group technique. This research was an classroom action research. It was conducted in two cycles at the EighthGrade students of SMP Negeri 3 Kerincifrom February to May2018. The data of this research consisted of qualitative and quantitative data. Research findings shown that the use of buzz group technique could improve the students? vocabulary mastery. After implementing the action, the class situation became more active and enthusiastic. The students focused on the material which was used through topic given and the activities in the classroom tend to give students with the kind of real communication situation. Statistically, the improvement of students? vocabulary mastery was shown by the students? the mean score of post-test I was 70 significantly showed improvement in the post test II with mean score 85,5. It indicated that the application of buzz group technique in teaching vocabulary was success. Moreover, there were some factors influenced the change of students? vocabulary mastery by sharing their exploring idea while the buzz group taking place as follows: (a) diong buzz situation in class activity, students could be more relaxed in exchanging their knowledge (b) buzz group make them easier to do peer correction about spelling a new word. They were enthusiastic to perform the result of discussion in front of class (c) buzz group help them to explore words based on the topic given. The result of the research implies that English teachers necessary to choose the appropriate technique in teaching vocabulary. The appropriate technique to teaching vocabulary is buzz group technique. Keywords: Buzz Group,VocabularyA]]>
<![CDATA[The Impact of Personality Types on Students’ Writing Ability ]]>
<![CDATA[Zaswita, Hermi]]>;
<![CDATA[Ihsan, Rodiyal]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v9i1.21101
<![CDATA[Personality is considered one of the internal factors that have an impact on students’ ability in language learning. The present study investigated the impact of personality types on their ability in writing English. There are two types of personalities studied: Extrovert and Introvert. The research is quasi-experiment. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as samples (experimental class and control class). Students were given a personality questionnaire to recognize their personality types. Then, the writing test carries out in each class in order to know the student's ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-score is 0,00. Thus, the p-score is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, there is a significant impact on students’ personalities to their writing ability. Students with introvert personalities have better writing scores than students with extrovert personality. ]]>
<![CDATA[The Impact of Personality Types on Students’ Writing Ability ]]>
<![CDATA[Hermi Zaswita]]>;
<![CDATA[Rodiyal Ihsan]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 9 No 1 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v9i1.21101
<![CDATA[Personality is considered one of the internal factors that have an impact on students’ ability in language learning. The present study investigated the impact of personality types on their ability in writing English. There are two types of personalities studied: Extrovert and Introvert. The research is quasi-experiment. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as samples (experimental class and control class). Students were given a personality questionnaire to recognize their personality types. Then, the writing test carries out in each class in order to know the student's ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-score is 0,00. Thus, the p-score is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, there is a significant impact on students’ personalities to their writing ability. Students with introvert personalities have better writing scores than students with extrovert personality. ]]>
<![CDATA[THE EFFECT OF PAIRWORK TECHNIQUE AND STUDENTS’ MOTIVATION ON STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Rodiyal Ihsan]]>
<![CDATA[ Menara Ilmu Vol 12, No 1 (2018): Vol. XII No. 1 Januari 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v12i1.496
<![CDATA[Menerapkan teknik pengajaran yang tepat dalam proses pembelajaran merupakansuatu hal yang penting untuk meningkatkan keaktifan siswa dalam proses pembelajaran.Tujuan utama dari penelitian ini adalah untuk menemukan pengaruh dari pairwork techniquedan motivasi siswa terhadap kemampuan berbicara mereka. Penelitian ini merupakanpenelitian semi experimental dengan rancangan factorial 2x2. Populasi dari penelitian iniialah mahasiswa semester dua jurusan bahasa Inggris STAIN Kerinci. Sampel dari penelitianini terdiri dari 20 mahasiswa dalam kelas eksperimen dan 20 mahasiswa dalam kelas control.Data dalam penelitian ini diperoleh dari tes berbicara secara monolog dan angket motivasisiswa dalam berbicara. Hasil penelitian ini menunjukkan bahwa (1) pengajaran speakingdengan menggunakan pairwork technique memberikan hasil yang lebih terhadap kemampuanberbicara siswa dibandingkan dengan menggunakan teknik konvensional (oral presentationtechnique), (2) siswa dengan motivasi tinggi yang diajarkan dengan pairwork techniquemempunyai kemampuan berbicara yang lebih baik dibandingkan dengan yang siswa yangdiajarkan dengan teknik konvensional, (3) siswa dengan motivasi rendah yang diajarkandengan pairwork mempunyai kemampuan berbicara yang lebih baik dibandingkan denganyang diajarkan dengan menggunakan teknik konvensional, (4) tidak terdapat interaksi antarakedua teknik dan motivasi siswa terhadap kemampuan berbicara siswa.Keywords: pairwork technique, motivation, speaking skill, oral presentation.]]>
<![CDATA[The Effectiveness of Pairwork Activities Technique on Writing Ability of Students in Vocational School ]]>
<![CDATA[Hermi Zaswita]]>;
<![CDATA[Rodiyal Ihsan]]>
<![CDATA[ Indonesian TESOL Journal Vol 1, No 2 (2019): Indonesian TESOL Journal (October) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/itj.v1i2.778
<![CDATA[This study is aimed at finding out the effectiveness of pairwork activities technique on students’ writing ability. The research is quasi-experiment with posttest only design. Students at grade XI Vocational School 1 Sungai Penuh engage in the study, whereas only two classes selected as sample (experimental class and control class). Writing test carries out after the treatment in each class, it means instrument is constructed in writing form in order to know students ability in writing. The data are analyzed by using t-test. The finding of hypotheses testing proves that the p-value is 0,00. Thus, p-value is lower than 0,05 (0,00<0,05) which means H0 is rejected and H1 is accepted. Hence, the pairwork activities technique is effective to be used in creating student’s better writing ability than conventional technique. Pairwork activities technique can enhance students activities in writing, where each pair of students should be active in generousing the ideas and cross-check their own writing with the intention of create better writing outcome. ]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL THROUGH CARD GAMES ]]>
<![CDATA[Rodiyal Ihsan]]>
<![CDATA[ Jurnal Inovasi Penelitian Vol 3 No 3: Agustus 2022 ]]>
Publisher : <![CDATA[Sekolah Tinggi Pariwisata Mataram ]]>
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DOI: 10.47492/jip.v3i3.1938
<![CDATA[Abstract This reseach was written to identify the improvement of students’ speaking skill and to know the situation when Card Games are implemented in the speaking class at the Eight Grade students of SMP Negeri 22 Kerinci. The design of this research was an action research. The research was conducted in two cycles from February until may 2022 at the eighth grade students of SMP Negeri 22 Kerinci. The research data were collected by some techniques: observation, document and test (pre-research test and post-test). The data were analyzed through qualitative data and descriptive statistics. The research findings prove that card games could improve the students’ speaking skill. The improvement of students’ speaking skill includes: a) the students could make description based on the material in simple sentences b) the students could construct some sentences into good grammatical arrangement of short description c) the students enjoyed and were interested in the classroom situation d) the students were good enough to pronounce some words e) the mean score is improved from 66,42 for pre-test, 70,83 for first-post test in cycle I, to 78,33 for post-test in cycle II. The improvement of classroom situation includes: a) the students were not noisy during the teaching learning activities b) the students tended to be active learners c) the students were curious to speak in English in the classroom d) the students paid more attention to the teacher’s explanation e) the students were diligent to do homework. The result of the research implies that English teachers need to choose the appropriate media in teaching speaking. The appropriate media to teaching speaking is card games.]]>
<![CDATA[Penulisan Abstrak Berbahasa Inggris untuk Karya Tulis Ilmiah ]]>
<![CDATA[Mike Sari]]>;
<![CDATA[Pretty Elisa Ayu Ningsih]]>;
<![CDATA[Tri Saswandi]]>;
<![CDATA[Rodiyal Ihsan]]>
<![CDATA[ Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 3 No. 4 (2022): Jurnal Abdimas ADPI Sosial dan Humaniora ]]>
Publisher : <![CDATA[Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia ]]>
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DOI: 10.47841/jsoshum.v3i4.252
<![CDATA[In composing a scientific paper, unique is one of the foremost critical parts. Abstacrt is portion of logical paper that contained data around the paper itself. Theoretical is composed briefly, concisely, and conclusively. Be that as it may, STKIP Muhammadiyah Sungai Penuh understudies still faound challenges in composing a unique one. This movement pointed to socialize almost methods in composing an English theoretical for the logical composing to the understudies. the strategy utilized in this movement was socialization and address by the speaker who were the PkM group. This group was comprised of 4 English Think about Program speakers of STKIP Muhammadiyah Sungai Penuh. The result of this movement appeared that the understudies were able to (1) know what theoretical is (2) know the function of theoretical within the logical composing (3) utilize the fitting tenses in writing English theoretical. The victory of this action can be seen from the assessment did by the PkM group amid this movement handle and it might moreover be seen from the assessment did by the PkM group amid this movement handle, the process of oral test, questions and answer session, and it seem too be seen from the criticism given by the understudies at the conclusion of this action.]]>
<![CDATA[Structured Writing Assignment: The Teacher’s Strategies And The Students’ Perrception ]]>
<![CDATA[Nia Dharma Pertiwi]]>;
<![CDATA[Nur Widiastuti]]>;
<![CDATA[Betti Widianingsih]]>;
<![CDATA[Rodiyal Ihsan]]>;
<![CDATA[Maria Ermilinda Dua Lering]]>;
<![CDATA[Arief Yanto Rukmana]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i1.3563
<![CDATA[The structured writing assignment as a learning method in English learning process applied by teacher in the classroom. The research was conducted to know what the teacher’s strategies and the students’ Perception of the Structured Writing Assignment. this research, the researcher used qualitative research, the researcher used observation and interview in collecting data and the thematic analysis in analyzing the data. The respondents in this research were the students of grade ten of A and B and an English teacher. The results of data collection and the data analysis, it showned that the teacher has applied his own design in implementing the Structured Writing Assignment. Those general steps are: (1) Explained the procedure text in details (2) Giving the themes (3) Giving the time limit (4) Evaluating. The students’ perception toward the Structured Writing Assignment were : (1) Assignment which demand the students’ autonomy (2) The presence of the Structured Writing Assignment has made the students interested and felt it is like challenging assignment (3) The Structured Writing Assignment as assignment’s that can improve the students’ vocabularies and grammar capability (4) It can also motivate the students to learn more at home optimally. The students’ problems/difficulties in the structured Writing Assignment are: (1) They lack vocabulary (2) The students have less sources to support their assignment (3) The students claimed that the time limit given by the teacher is not enough. The English teacher was expected to developed creativity and created pleasant condition in teaching/learning process. Then, they were also expected to develop the teaching strategy appropriately for students and design it in implementation the Structured Writing Assignment to be more interesting than before.]]>
<![CDATA[AN An Analysis of Students’ Ability in using Suffixes by using Online Media Quizlet at Grade X of SMAN 2 Sungai Penuh ]]>
<![CDATA[Dwirati, Elsi]]>;
<![CDATA[Ihsan, Rodiyal]]>;
<![CDATA[Ningsih, Darda Sutfi]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i3.395
<![CDATA[This research is aimed to describe the students’ ability in using derivational suffixes. The research focuses on analyzing the students’ ability in using four types of derivational suffixes by online media Quizlet. The design of the research is quantitative descriptive approach. The population of the research is 342 students and assigned 32 students grade X of SMAN Sungai Penuh academic year of 2023/2024 as the sample. The data collected by using Quizlet and analyzed by calculating the total score, the percentage, and the average of students’ ability. Then, calculating the mean score to determine the students’ ability in using suffixes. The researcher found out the percentage students’ ability in using suffixes. 19.35% students included in excellent level. 35.48% students included in good level. 38.71% students included in fair level, 6.45% students included in poor level and 0% included in very poor level. The researcher also found the students’ average ability in using each type of suffixes. In nominal suffixes 58.06 or good level. In verbal suffixes, 66.45 or good level. In adjectival suffixes 69.68 or good level. In adverbial suffixes 67.74 or good level. According to the total mean score 65.16, the researcher categorized the Students’ Ability in Using Suffixes by using online media quizlet at grade X of SMAN 2 Sungai Penuh was good ability or high ability]]>
