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THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI melati, eka
Jurnal Ipteks Terapan Vol 8, No 2 (2014): JIT
Publisher : LLDIKTI Wilayah X

In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211Â

THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI eka melati
Jurnal Ipteks Terapan Vol 8, No 2 (2014): JIT
Publisher : LLDIKTI Wilayah X

In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211

Pendampingan dan Peningkatan Profesional Guru Bahasa Inggris melalui Aplikasi Modul E-Learning di SMU 1 Nan Sabaris Yosa Novia Dewi; Kristian Burhan; Indri Astuti; Eka Melati; Zefriyenni Zefriyenni
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 3 (2021): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/soshum.v2i3.16

One way to increase teacher professional development is through the provision of quality learning media, namely E-learning or Internet learning because it is a medium that can improve the quality of education. The purpose of this workshop is to be able to add new knowledge and experience for teacher in the implementation of learning methods, to be able to use the internet in the learning process and to be able to modify learning methods by utilizing information technology facilities as an effort to develop professional teachers. The method used starts from the planning stage, implementation to the evaluation stage. The workshop was carried out for two days. The first day is more focused on providing material while the second day is more focused on the practice of using e- learning module application technology. The workshop participants were very enthusiastic during the activity.

Pelatihan Toefl Preparation Course Bagi Mahasiswa Program Studi Pendidikan Matematika Fakultas Fkip Universitas Batanghari Efa Silfia; Sri Dewi; Khidayatul Munawwaroh; Eka Melati; Lis Hafrida
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 4 (2021): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/soshum.v2i4.56

Mastery of foreign languages, especially English, is very important in efforts to improve the quality of human resources in the world of education. By imposing international quality standards, a campus has committed to enter a management domain that is no longer based on local quality standards and demands. Bilingual delivery of materials is a mandatory requirement for international standard schools. Of course, this is impossible if the teachers/teachers do not have English language competence. TOEFL equivalent English training is one of the efforts that can be done to improve the ability to master English for Mathematics students. Therefore, a TOEFL Preparation Course training program was conducted for students of the Mathematics Education study program FKIP Unbar to improve students' English skills. This program is carried out for 4 months. The training is divided into three basic skills, namely, Listening, Structure and Written Expression, and Reading Comprehension. Each session is held for 90 minutes with a balance of theory and practice in the form of working on practice questions. Meanwhile, to determine the initial and final abilities of the participants, a pre-test and post-test were carried out with TOEFL equivalent English test material. The results of this activity showed that students were satisfied and enthusiastic about participating in the training. In addition, there was an increase in students' English skills as indicated by an increase in post-test scores.

FIVES: A RECENT STRATEGY IN TEACHING READING COMPREHENSION Eka Melati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.539 KB)

Reading comprehension strategies define as plans and sets of steps used by efficient readers to understand the text intentionally. Instruction of comprehension strategy helps students becoming efficient readers who select and apply multiple skills suited to a text, their level of background knowledge, and intended purpose as they construct meaning. But before that outcome can be achieved, the students must be taught useful reading skills, allowed enough time for supported practice with each and be provided with models of strategies integration across multiple texts for authentic purposes. With an effective and efficient information and suggestions available for teaching students skills, how to use them strategically for comprehension and word learning becomes essential. FIVES (Fact, Inferences, Vocabulary, Experience, Summary) strategy accomodates these high levels of competence instruction in literacy processes and content-specific knowledge and skills. This paper discusses theoretical background of FIVES strategy and how this strategy might be employed in the classroom.

READING COMPREHENSION OF REPORT TEXT: THE EFFECT OF OK5R ACTIVITIES THROUGH COOPERATIVE LEARNING (LEARNING TOGETHER) VIEWED FROM READING INTEREST AT XI GRADE STUDENTS OF SMAN 1 RANTAU KOPAR Eka Melati; Dwi Megista Putri
ELP (Journal of English Language Pedagogy) Vol 4 No 1 (2019): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v4i1.22

This sudy aims at investigating the effect of OK5R (Overview, Key Ideas, Read, Record, Recite, Review and Reflect) activities through Cooperative Learning (Learning Together) on teaching reading of report text viewed from reading interest. This research was a quasi-experimental research by using 2x2 factorial designs.Reading interest was the moderator variable. Population of this research was XI grade students of SMAN 1 RantauKopar. Sample choosed by using cluster random sampling technique: XI IPA was the experimental class and XI IPS 1 was the control one. The instrumentation was questionnanire of reading interest and test of report texts reading.The data analyzed by using t-test and ANAVA for hypothesis testing. The result showed whether: (1) OK5R activities through learning together produced better result on students’ reading comprehension than three-phase strategy; (2) students with high reading interest who are taught by OK5R activities through Cooperative Learning produced better result in reading than those who are taught by Three Phase strategy; (3) students with low reading interest who are taught by OK5R activities through Cooperative Learning produced better result in reading than those who are taught by Three Phase strategy; and (4) there is no interaction between both strategies (OK5R activities through Cooperative Learning and Three Phase strategy) and reading interest toward reading comprehension.OK5R activities through Cooperative Learning was an effective strategy in teaching reading of report texts at senior high school. Students who have high and average reading interest improves their reading comprehension with this strategy. Future research is encoraged exploring the application of this strategy in another kinds of texts as larger population and sample. It was implied that variation strategy used in teaching reading comprehension is important

THE EFFECT OF PRE-QUESTIONING TECHNIQUE ON READING COMPREHENSION AT VIII GRADE STUDENTS OF SMPN 16 MANDAU Eka Melati
ELP (Journal of English Language Pedagogy) Vol 4 No 2 (2019): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v4i2.196

Reading becomes more crucial in education field. A student needs to be exercised and trained in order to have a good reading skill. It is also indispensable for the student because one criteria of a successful student in her study depends on her ability to read. But most of the students faced difficulty in applying the reading skill. Pre-questioning technique is suggested in this research. The purpose of this research was to know the effect of pre-questioning technique on student’s reading comprehension. This study was a quasi-experimental research. Population of this study was VIII grade students of SMPN 16 Mandau for 2017/2018 academic year. The sample was VIII-3 class as experimental group and VIII-7 class for control group which selected by using cluster random sampling technique. Test of reading comprehension was the instrument. The data were analyzed by t-test. From this study, it was computed that tobserved (3.38) was higher than ttable (1.73). If tobserved was higher than ttable it meant alternative hypothesis (Ha) accepted. It can be concluded that pre-questioning technique produced better result on reading comprehension. Pre-questioning technique could be implemented as one of the technique in teaching reading at SMPN 16 Mandau.

COLLEGE STUDENT’S PROBLEMS IN WRITING PARAGRAPH ( A CASE STUDY AT FOURTH SEMESTER STUDENTS OF INFORMATICS MANAGEMENT OF AMIK MITRA GAMA) Eka Melati
ELP (Journal of English Language Pedagogy) Vol 5 No 1 (2020): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v5i1.245

The purpose of this study is to analyze problems faced by the college students of the Informatics Management study program at AMIK Mitra Gama in writing a paragraph. This study was descriptive qualitative research. The participants of this research were fourth-grade students of the Informatics Management study program attending the Applied English II course and registered on the 2018/2019 academic year, 31 students. Instrumentation of this research was student’s paragraph writing entitled “Computer in the Digital Age” in 100-150 words and interview. The result of this study found that the students had the organization of paragraph, grammatical and mechanics problems in writing a paragraph. The most typical difficulty was the organization of paragraph problems in writing concluding sentences (90,3%). Secondly, grammatical problem in using adjective (77,4%), article (64,5%), and verb (58,1%). Third, mechanics problem in punctuation (38,7%). Lastly, based on the interview, these problems arise from the students' used Google Translate more often in finishing their writing. They translated their paragraph in Bahasa Indonesia into English directly without paying attention to the aspects of writing a paragraph. It made them difficult in choosing the appropriate words. For the next study, it was suggested to further investigate another aspect of grammatical (preposition, transition word, and conjunctions) and mechanics of writing such as content and organization. It implies that writing skills should be included in course design to enhance student’s ability in writing.

GRAMMAR MASTERY AND WRITING ACHIEVEMENT OF THE TOEFL: A CORRELATIONAL STUDY AT HIGHER EDUCATION Eka Melati
ELP (Journal of English Language Pedagogy) Vol 7 No 1 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i1.581

The research was a kind of correlational study which had objective to determine the association of grammar mastery and writing achivement in making prediction how much the correlation among the variables quantitatively. Population of the study was the fourth semester students of AMIK Mitra Gama registered on 2019/2020 academic year totally 126 students, 30 students was the sample of this research taken by cluster sampling technique. Test of grammar and writing adapted from Cambridge Preparation TOEFL was the instrumentation. Data analyzed by using correlation Pearson Product Moment (r-test). The result of the study found that robserved (0,92) is higher than rtable (0,362) on 0,05 significance level. In addition, hypothesis testing resulted that H1 (there is a correlation between grammar mastery and writing achievement) is accepted, but H0 (there is no correlation between gammar mastery and writing achievement of the TOEFL) is rejected. In sum, there was a significant correlation between mastery of grammar and writing achievement for the fourth semester students of AMIK Mitra Gama. From the result of the research, grammar and writing should be stated on lesson plans of English 1, 2 and 3 course and taught more intensive since those skills also support student’s achievement to administer TOEFL.

Self-assessment Optimization Through WhatsApp Features for Increasing Students' Listening Comprehension Syamsiah Depalina Siregar; Eka Melati; Sri Wahyuni
English Education : English Journal for Teaching and Learning Vol 9, No 01 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v9i01.4004

The article is aimed to inform that self-assessment optimization through WhatsApp features can Increase the students’ listening comprehension. The action research is used to gain the data. It consists of 4 steps, like planning, acting, developing, and reflecting stage. It conducted for two cycles. The informants of this research come from fourth semester of English Education Program at STAIN Mandailing Natal. The instruments of collecting the data are an interview guide, online questionnaire, Listening script, and field note. Qualitative and quantitative data were analyzed in this analysis. Qualitative data would be collected by observation, interviewing, and surveying. The listening examination will collect quantitative evidence. It will be evaluated using a listening comprehension score calculation. The result of the research showed the increasing on students’ listening comprehension through self-assessment optimization, it can be seen from the students’ scoring in each meeting.

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