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All Journal Lingua Cultura Intiqad: Jurnal Agama dan Pendidikan Islam Script Journal: Journal of Linguistic and English Teaching Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies Teknomatika (Jurnal Teknologi dan Informatika) ELLTER Journal ELP (Journal of English Language Pedagogy) Continuous Education : Journal of Science and Research Journal of English Language and Education Education Achievement: Journal of Science and Research Edu Research : Jurnal Penelitian Pendidikan Modality Journal: International Journal of Linguistics and Literature ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Pustaka: Jurnal Bahasa dan Pendidikan Journal of Education, Language Innovation, and Applied Linguistics Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Intellect : Indonesian Journal of Learning and Technological Innovation Journal of Educational Management and Strategy Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Melani, Melyann
Institut Agama Islam Negeri Bukittinggi Bukittinggi, Sumatera Barat
Religion Arts Humanities Chemistry Computer Science & IT Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Journal : Education Achievement: Journal of Science and Research

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The Implementation of the Problem Based Learning in Teaching English at the Second Grade of Pondok Pesantren Ashhabul Yamin Lasi Yusvendy, Sherly Dwi; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2112

Abstract

This research was done to find out the Implementation of Problem Based Learning Model in Teaching English at the second grade of Pesantren Ashhabul Yamin Lasi. This study aims to determine the implementation of the problem based model at the Ashhabul Yamin Lasi Islamic Boarding School.This study aims to 1) To find out how do the teacher implement problem based learning model in teaching english . 2) To find out what are the problem faced by teachers while teaching using the problem based learning model at the Ashhabul Yamin Lasi Islamic Boarding School. This research is a descriptive qualitative research. The subjects of this research are English teachers who implement the problem based learning model. Data collection techniques use observation, interviews and documentation. Data analysis uses the Miles and Huberman model, namely data collection, data reduction, data presentation and conclusions. The result of this study is that it was found that English teachers at the boarding school ashhabul yamin lasi have used five steps in implementing the problem-based learning model. Based on the data collected by the researcher, It can be concluded that all the steps taken by the teacher are in accordance with the steps of each sequence in the problem-based learning model. So, it can be interpreted that the English teacher at the Ashhabul Yamin Lasi Islamic Boarding School is able to apply the problem-based learning model and adapt it to the material being taught. The teacher is able to provide problems or questions according to the abilities of the students. Then the teacher is also able to invite students to be directly involved in the class.
The Analysis of English Teacher Talk Modification in Classroom Interaction of 2nd Grade Students at MTsN 6 Kubang Putiah Maryaty, Sri; Melani, Melyann; Reflinda, Reflinda; Roza, Veni
Education Achievement: Journal of Science and Research Volume 5 Issue 3 November 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i3.2118

Abstract

This research was due to some problems that were found in MTsN 6 Kubang Putih. First, teacher gave less pauses during her talk in the classroom. Teacher talk should be give more pauses for students’ comprehension. Second, the teacher did not do self-repeat frequently. She only does it sometimes. Self-repeat in teacher talk also need to be done frequently. Self-repeat is when the teacher repeat her sentence or word for the students to get a better understanding. This research was descriptive qualitative. , the subject of the research is the teacher and students of English class of the second grade in MTsN 6 Kubang Putih in academic year 2021. There is six class and one class consist of 30 students. The researcher focused on teacher’s talk in the classroom interaction in English class. The researcher used purposive sampling to choose the student to be interviewed or participant. The data of the present study are collected through observation in the classroom and conducting interview. The researcher found that the modifications seen in teacher talk in language classrooms, including a slower rate of speech, longer and more frequent pauses, exaggerated and simplified pronunciation, more basic vocabulary, less subordination, more declaratives and statements versus questions, and more self-repetition, were all present. This supports the findings from Chaudron and Dodu's study of modification of teacher talk in language classrooms. The findings of this research highlighted the importance of teacher modifications in language teaching. It is essential for teachers to vary their speech rate, use pauses, and stress particular words in order to emphasize the messages they are trying to communicate within the classroom. Self-repeat can aid learners in understanding the instructional content better. Additionally, teachers should incorporate simple vocabulary within their discussions, and use more declarative senteces. Modifying the teacher talk is an effective strategy in helping learners better comprehend the material being presented.
The Implementation of Merdeka Curriculum in English Subject at the Seventh Grade Students of SMPN 1 Ampek Angkek Julianti, Uci; Reflinda, Reflinda; Melani, Melyann; Roza, Veni
Education Achievement: Journal of Science and Research Volume 6 Issue 1 March 2025
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v6i1.2297

Abstract

This research was conducted based on the problems which were found by the researcher at the seventh grade of SMPN 1 Ampek Angkek. First, teacher difficulties in understanding and creating syllabus. Second, teacher difficulties challenges in comprehending the content of the new textbooks merdeka curriculum. Third, the delayed arrival of books at school leads teacher to use the previous curriculum books, eventhough the merdeka curriculum has been implemented in the school. The study aims to determine how teacher the planning, implementation, and evaluation of the curriculum in class and to find the teacher’s problem during the implementationn of the merdeka curriculum in English subject at seventh grade of SMPN 1 Ampek Angkek.This research was Descriptive Qualitative research. The instruments of this research were observation checklists and interviews. The informant of this research was teacher who taught at the seventh grade in SMPN 1 Ampek Angkek. The data were obtained from two class observation in four meeting from seventh grade and interview with English teacher. To analyzed the data, researcher used the theory of Miles, Huberman, and Saldana. The results of the research show that the implementation of the merdeka curriculum learning includes planning learning by identifying the availability of effective weeks, analyzing allocated learning outcomes to effective weeks, determining learning objectives and learning objective flow, and formulating teaching modules. The problem faced by Planning include difficulties in creating teaching modules, implementation challenges involve applying teaching strategies, evaluation challenges students learning outcomes remain low even though the material has been studied repeatedly.
Co-Authors Achmad Noerkhaerin Putra Agustia, Sri Novelta Aini, Hanifah Akasendo Fadhil Ahmad Akbar, Adil Fadhillah Alfina, Alfina Andhika, Dimas Anggraini, Windy Angresia, Yola Ayu Fitriani Bulan Sari Charles Charles Dewi, Merry Prima Driane, Luthfi Azhaar Eliza Eliza Eliza Emil Emil Febriana Febriana, Febriana Firdaus, Fatimah Fitra Lismawarti Handayani, Hesti Hatta Ira, Jamilah Hidra Ariza Humaira, Zahra Humairoh, Suci Irwandi , Irwandi Irwandi Irwandi Irwandi Irwandi Irwandi Nashir Iswantir M Julian, Intan Julianti, Uci Juwana, Gemila Latifa, Annisa Leli Lismay Maizera, Anisa Mardhatilla, Mardhatilla Maryaty, Sri Meldia, Putri Melisa Agustin Icha Mesyela Niken Elfayeni Milawati, Yohana Muhammad Riko Yohansyah Zulfahmi Muharani, Muharani Mulyo, Precelia Gita Muti'ah, Anggi Natalia, Melisa Nurhalijah, Siti Nurhayanis, Nurhayanis Octaviani, Feby Opida Nengsih Prima Dewi, Merry Putri Helmina Putri Meldia Putri, Fabiola Amanda Putri, Hilma Pami Putri, Sintia Melenia Putri, ‎Novri Yani Rahmawani, Iink Ramadani, Nesi Reflinda Reflinda, Reflinda Reflinda, Reflinda Rezki, Mutiara Ria Satriani Rifqa, Haniifatul Ritonga, Elma Vira Dahliani Roza, Veni Safitri, Loli Sari, Wita Purnama Siti Nurhaliza Syafitri, Widya Syahrul Syahrul Veni Roza Vladio Agra Wedra Aprison Widya Safitri Widya Syafitri Yosfia, Risma Yusvendy, Sherly Dwi Zakir, Supratman Zohra, Meilanie Zulfahmi, Muhammad Riko Yohansyah Zulfani Sesmiarni