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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 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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EFL Students’ Perceptions on Using Grammarly in Thesis Writing at English Education Department Students Driane, Luthfi Azhaar; Roza, Veni; Melani, Melyann; Reflinda, Reflinda
Continuous Education: Journal of Science and Research Vol. 5 No. 1 (2024)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v5i1.1785

Abstract

This research aimed to identify EFL students’ perceptions of using Grammarly in writing their theses. Several problems were found in this research. Firstly, some EFL students utilized Grammarly for their thesis writing. Secondly, some EFL students did not understand how to use Grammarly. This research was descriptive qualitative research. The informants of this research were 7 students from English Education Department Class of 2023 who used Grammarly Premium in thesis writing. To gather data, this research used semi-structured interviews as the primary instrument. This research categorized the interview questions into three key indicators: interest, needs, and experience. The data were analyzed using an interactive model analysis, and each informant was interviewed individually. The findings revealed that students perceived positively when using Grammarly in writing their thesis. The interview data demonstrated that students expressed positive views in terms of interest, needs, and experience. EFL students considered Grammarly trusted resource in thesis writing. Their positive experiences highlighted the application’ effectiveness in enhancing overall writing quality for student.
The Implementation of Numbered Heads Together (NHT) Technique in Teaching Speaking Skill at IX Grade of SMPN 7 Bukitinggi Humairoh, Suci; Roza, Veni; Reflinda, Reflinda; Melani, Melyann
Continuous Education: Journal of Science and Research Vol. 5 No. 2 (2024)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v5i2.1935

Abstract

This research was conducted based on problems found by researchers in the learning process about speaking skills using the Numbered Heads Together (NHT) technique. Numbered Heads Together (NHT) is cooperative learning that focuses on influencing communication to help students face a problem by discussing their best ideas about the problem. NHT is a technique that teachers have implemented in the classroom to teach students speaking skills. Teachers must be clever in choosing learning methods or techniques that will be used in teaching because learning techniques are fundamental forms or concrete ways of implementing learning during the learning process to achieve learning goals. This research aims to determine how teachers implement the Numbered Heads Together (NHT) technique in teaching students' speaking skills, whether it is in accordance with theory or not. The method used in this research is descriptive qualitative research, which aims to describe how teachers implement the Numbered Heads Together (NHT) technique in teaching speaking skills. Then, the instrument used in this research was an observation sheet. The teacher teaches Present Continuous 'What are you doing?' and asks students to sit in small groups using NHT to discuss assignments given by the teacher. The results of this research show that teachers do not fully implement the steps of the Numbered Heads Together (NHT) technique in teaching speaking skills because the teacher has limited the time. Keywords: Implementation, Numbered Heads Together, Speaking skill.
The Effect of Quantum Learning Method Toward Students Vocabulary Mastery in Grade V of SDN 03 Pakan Labuah Agustia, Sri Novelta; Safitri, Loli; Melani, Melyann; Syahrul, Syahrul
Continuous Education: Journal of Science and Research Vol. 6 No. 1 (2025)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v6i1.2486

Abstract

This study explores the effect of the Quantum Learning method on vocabulary mastery among fifth-grade students at SDN 03 Pakan Labuah. The research used a quasi-experimental design, where an experimental group taught using Quantum Learning and a control group receiving traditional teaching methods. Data were collected through pre-tests and post-tests measuring students' vocabulary mastery. The results demonstrated a significant improvement in the experimental group's vocabulary scores (p-value = 0.000), suggesting that the Quantum Learning method had a positive impact on vocabulary acquisition. However, no significant difference was found between the experimental and control groups when comparing overall vocabulary mastery scores (p-value = 0.242). Despite this, the experimental group outperformed the control group in post-test results, further supporting the effectiveness of the Quantum Learning method in enhancing vocabulary mastery. This study contributes to the growing body of research on innovative teaching methodologies, offering valuable insights into the application of Quantum Learning in language education. Future research should focus on exploring long-term effects and the role of contextual factors in the method's effectiveness.
Analisis Faktor Penghambat Keterampilan Berbicara Siswa Kelas XI Pondok Pesantren Ashabul Yamin Bulan Sari; Melyann Melani
PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 3 No. 1 (2023): Januari : Jurnal Bahasa dan Pendidikan
Publisher : BADAN PENERBIT STIEPARI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1084.606 KB) | DOI: 10.56910/pustaka.v3i1.305

Abstract

Penelitian ini dilaksanakan karena beberapa masalah yang ditemukan dilapangan; permasalahan dalam kemampuan berbicara siswa pada bahasa inggris. Siswa seperti merasa takut dalam berbicara menggunakan bahasa inggris didepan kelas, siswa juga tidak bisa mengekspresikan ide mereka dalam bahasa inggris dan siswa juga tidak aktif ketika belajar speaking. Peneliti menggunakan metode kualitative sebagai metode penelitian. Untuk mengumpulkan data, peneliti menggunakan interview kepada siswa dan guru dan untuk menguatkan data peneliti melakukan observasi dilapangan. Subjek pada penelitian ini adalah seluruh siswa pada kelas XI di Pondok Pesantren Ashabul Yamin. Selanjutnya, dalam menganalisa data, peneliti menggunakan tiga metode yaitu : reduksi data, penyajian data, dan melakukan penarikan kesimpulan. Penemuan dalam penelitian ini menunjukkan bahwa factor yang menghambat kemampuan berbicara siswa adalah factor kognitif (konseptualisasi, formulasi, dan artikulasi), factor affektif (kurang percaya diri, merasa takut, dan kurang motivas) dan factor yang terakhir yaitu factor linguistic (kosa kata).
THE EFFECT OF USING STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE TENTH GRADE OF MAS MIFTAHUL ‘ULUMI SYAR’IYYAH CANDUANG Jannah, Miftahul; Melani, Melyann; Reflinda; Roza, Veni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40985

Abstract

This research was due to discover the effect of using Student Team Achievement Divisions (STAD) towards students’ reading comprehension on narrative text. There were some problems that researcher found during the preliminary research. The students have a low reading comprehension ability, low reading interest, the students felt that reading is a boring activity and the teacher applied a monotonous method. This research was a quasi-experimental design by using pre-test and post-test control grup design. The population was the tenth grade students consisted of 41 students. The sample was X.1 consisted of 20 students as the experiment class and X.2 consisted of 21 students as the control class. The reading test was used as the research instrument. The researcher utilized SPSS version 26 to analyze the data. The result showed the significant effect of using STAD method towards students’ reading comprehension on narrative text. It has presented by using statistical of paired sample t-test where Sig. (2-tailed) was 0,000 < 0,05 it means that Ha is accepted. In addition, there was significant difference of using STAD and without using STAD. It can be seen from the statistical of independent sample t-test, where Sig. (2-tailed) was 0,025 < 0,05 it means that H0 not accept. Furthermore, it can be concluded that the use of STAD method is more effective than using lecture method to improve students’ reading comprehension.
Co-Authors Achmad Noerkhaerin Putra Agustia, Sri Novelta Aini, Hanifah Akasendo Fadhil Ahmad Akbar, Adil Fadhillah Alfina, Alfina Andhika, Dimas Anggraini, Windy Angresia, Yola Annisa Latifa 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 Nashir Iswantir M Julian, Intan Julianti, Uci Juwana, Gemila Leli Lismay M. Yogi Riyantama Isjoni Maizera, Anisa Mardhatilla, Mardhatilla Maryaty, Sri Meldia, Putri Melisa Agustin Icha Mesyela Niken Elfayeni Miftahul Jannah Milawati, Yohana Muhammad Riko Yohansyah Zulfahmi Muharani, Muharani Mulyo, Precelia Gita Muti'ah, Anggi Natalia, Melisa Nur ‘Azah 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 Safitri, Loli Sari, Wita Purnama Siswahyudianto 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