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Enhanching Studentsâ€™ Writing Achievement Through E-Mail Exchanges on Personal Letter Nurhasanah, Nurhasanah; Huriyah, Shofiyatul
ETERNAL (English Teaching Journal) Vol 10, No 2 (2019): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v10i2.4969

The objective of this study was to find out whether or not there is any significant differences between teaching writing the eight grade students by using e-mail exchanges and those who are not. The method of this study was quasi experimental non-equivalent control group design. The total number of population was 278 students. The sample was class VIII.1 and VIII.2 were classified into two groups, experimental and control group. The data were collected through test. The test was writing test, namely pretest and posttest, and the results were analyzed by t-test by helping SPSS (Statistical Package for the Social Sciences), the data were obtained from the pretest of the experimental group. The pretest was given before giving the treatment, and posttest after the treatment. It The writing test was about personal letter written by the students based on one of topics that they preferred. Based on the data analysis, the mean score of the posttest in the experimental group is 43.7500 and the mean in the control group is 25.9659. It means the mean score of the posttest in the experimental group is higher than the mean in the control group. The result of independent sample t-test shows that t-obtained is higher than the critical value of t-table is 16.780 > 1.664. It could be concluded that there is any significant improvement in personal letter writing between the students who are taught by using E-mail exchanges and those who are not.

PENGEMBANGAN BUKU TEKS PERENCANAAN PEMENTASAN DRAMA PROGRAM STUDI PENDIDIKAN BAHASA DAN SASTRA INDONSIA UNIVERSITAS BATURAJA Contessa, Emilia; Huriyah, Shofiyatul
Lentera: Jurnal Ilmiah Kependidikan Vol 13 No 2 (2020): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/lentera.v13i2.646

Abstrac: Knowledge and abilities about drama are very important for students in the context of learning Indonesian. This ability is one of the abilities that students must have. By having knowledge related to drama theory, it makes it easier for students to apply it to stage art in the form of drama performances. The problems in this research are (1) how is the description of the teaching material needs for the Drama Performance Planning Study Program of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Baturaja University? Indonesian Language and Literature, Faculty of Teacher Training and Education, University of Baturaja ?, (3) what is the potential effect of developed textbooks on the Dramatic Performance course in the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Baturaja University ?. This study aims to (1) describe the need for teaching materials for Drama Performance Planning in the form of textbooks in the Indonesian Language and Literature Study Program Staging course, Faculty of Teacher Training and Education, Baturaja University, (2) produce textbooks according to the needs of the Language Education Study Program. and Indonesian Literature, Faculty of Teacher Training and Education, University of Baturaja, (3) to describe the potential effects of the Drama Performance Planning textbook on learning outcomes. The data collection techniques used were pretest and posttest. To see the feasibility of the textbook, the researcher conducted a validation test on four experts, namely, validation of content / material feasibility, presentation feasibility validation, linguistic validation, and grammatical validation. The data on the textbook trial obtained through a multiple choice test of 50 questions showed that the average score of students at the pretest showed the lowest score of 33 and the highest score of 67 with an average of 53.20. After using the developed textbook and posttesting, the students' scores got an increase, namely the lowest score of 67 and the highest score of 87 with an average of 71.70 The increase in pragmatic ability was also seen from the difference between the average test of 18.5. Thus the researcher concludes that the developed textbooks have a potential influence in improving students' learning abilities.

FLIPPED LESSONS MODEL AS AN ATTEMPT TO STRENGTH EFL LEARNERSâ€™ READING COMPREHENSION Huriyah, Shofiyatul; Contessa, Emilia
BASIS (Bahasa dan Sastra Inggris) Vol 8 No 2 (2021): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v8i2.4484

The problem of this study was concerned with the effectiveness of using Flipped Lesson Model in teaching reading comprehension. The objective of this study was to find out whether or not Flipped lesson model was effective to use in teaching reading to the students of English Education Study Program Baturaja University. In this study, pre-experimental method was used. The result it was found mean score of pre-test 48,33 and the mean score of post-test was 61,55 based on calculating of t-test, the value of sign. 0,000 less than the significance level (Î± = 0,05) the value of tobtained = 11,642 was more than ttable = 1,69 with df 29, and the value of sig. (2-tailed was 0,000). It less then the significance lavel (Î± = 0,05). Based on the result of t-test had been given, the researcher concluded that it was effective teaching reading by using Flipped Lesson Model to EFL Learners.

AN INVESTIGATION OF RELATIONSHIP BETWEEN THE TEACHERS’ CREATIVITY AND THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH Shofiyatul Huriyah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

This study was the investigation of relationship between teachers’ creativity and students’ motivation in learning English. The subjects were 112 students of the Eleventh grade of vocational school, OKU. The instrument used for data collection was questionnaire. The data were statistically analyzed by using SPSS program for percentage, frequency, mean score, standard deviation, t-test and correlation coefficient. The finding from this study indicated that the teachers’ creativity was categorized good level while the result of the students’ motivation in learning English showed that 73 students got high motivation level with percentage 66.71% and 38 students gained average motivation level with percentage 33.92%. It meant that most of the students had high motivation in learning English. The correlation coefficient was 0.786 and the correlation level of significance was 0.000<0.05. Therefore, there was positive relationship between the teachers’ creativity and the students’ motivation in learning English.

APPLYING CUE CARDS TO IMPROVE STUDENTS’ WRITING SKILL ' Shofiyatul Huriyah
E-Tech : Jurnal Ilmiah Teknologi Pendidikan Vol 8, No 2 (2020): E-Tech
Publisher : Kurikulum Teknologi Pendidikan Fakultas Ilmu Pendidikan Universitas Negeri Padang

Abstract This study was aimed to find the use of cue cards can improve students writing ability at eleventh grade of SMAN 3 OKU. The method of this study was classroom action research consisted of three cycles. One cycle consisted of three and two meetings. It meant that were seven meetings for three cycles. This classroom action research was done at SMA Negeri 3 OKU. Subject in this study was class XI MIPA 3 Senior High School in academic year 2019-2020. The study findings indicated that the using of cue card in teaching and learning process was effective in improving the students’ writing ability. It was proved that the mean score in Cycle I was 54.24, Cycle II improved to 62.35 and Cycle III the mean of students score was 75.30. Based on the result of the study, it can be concluded that the use of cue card can improves students’ writing ability. Therefore, it is recommended that the teachers use cue card media in teaching writing. Keywords: Cue Cards, Improve, Writing Skill

Using ICT Programs to Support Students with Dyslexia in Aquiring Literacy Shofiyatul Huriyah
ETERNAL (English Teaching Journal) Vol 9, No 2 (2018): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v9i2.2982

Mastering reading and writing skills as the key priority for students who experience developmental disorders reading and writing or dyslexia. Learning language for dyslexic students is not easy, dyslexic students have difficulty processing language components, especially in reading and writing. Reading and writing begin at an early age, and continue into elementary school. Students learn to read and write by memorizing and repeating letters and words. However, the fact is that this method cannot always be taught for dyslexic students. Students with dyslexia are very different from students in general, they learn differently at very different levels. Some students need more support from the people around them. Dyslexic students are easily saturated if they are invited to learn to read and write. To overcome this problem it is necessary to use the Information and Communication Technology (ICT) program in learning, this program is based on digital, so that it can help dyslexic students in the field of literacy. The use of ICT programs is very supportive of literacy skills and can provide benefits to them, they can learn independently in education, work, and home environment. These programs allow dyslexic students to have the opportunity to access almost all texts. Using the program provide opportunities for dyleksia students to continue learning, and practice so that it is hoped that dyslexic students are able to succeed in writing and reading activities.

Enhanching Students’ Writing Achievement through E-Mail Exchanges on Personal Letter Nurhasanah Nurhasanah; Shofiyatul Huriyah
ETERNAL (English Teaching Journal) Vol 10, No 2 (2019): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v10i2.5123

The objective of this study was to find out whether or not there is any significant differences between teaching writing the eight grade students by using e-mail exchanges and those who are not. The method of this study was quasi experimental non-equivalent control group design. The total number of population was 278 students. The sample was class VIII.1 and VIII.2 were classified into two groups, experimental and control group. The data were collected through test. The test was writing test, namely pretest and posttest, and the results were analyzed by t-test by helping SPSS (Statistical Package for the Social Sciences), the data were obtained from the pretest of the experimental group. The pretest was given before giving the treatment, and posttest after the treatment. It The writing test was about personal letter written by the students based on one of topics that they preferred. Based on the data analysis, the mean score of the posttest in the experimental group is 43.7500 and the mean in the control group is 25.9659. It means the mean score of the posttest in the experimental group is higher than the mean in the control group. The result of independent sample t-test shows that t-obtained is higher than the critical value of t-table is 16.780 > 1.664. It could be concluded that there is any significant improvement in personal letter writing between the students who are taught by using E-mail exchanges and those who are not.

An Analysis of English Teacher and Learner Talk in the Classroom Interaction Shofiyatul Huriyah; Merie Agustiani
Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: teacher talk, learner talk, classroom interaction.

THE STUDENTS DIFFICULTIES IN UNDERSTANDING ANAPHORA AND CATAPHORA ON NEWS ITEM TEXT AT SEVENTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF BATURAJA UNIVERSITY Shofiyatul Huriyah
Concept : Community Concern for English Pedagogy and Teaching Vol 3 No 2 (2017): July-December 2017
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar

The objectives of this study were to find out the students’ difficulties in understanding anaphora and cataphora and to find out the factors that influence students’ difficulties in understanding anaphora and cataphora on news items text. Technique for collecting the data was test and questionnaire. The method of this study was descriptive method. The writer took all of seventh semester students as a sample, and the total number of sample was 46 students. Based on the result of the data analysis, it was found that the students’ difficulties in understanding anaphora in divorcement was 18% and ambiguity was 82 %. The students difficulties in understanding cataphora in divorcemet was 25%, ambiguity was 44%, and Common searching backward than searching forward 31%. The writer also found that the most difficult problem that faced by the students was understanding cataphora, it refers to 58% of difficulties while anaphora 42%. The result of the questionnaire show that, there were two factors that most influences students in learning anaphora and catphora. They were 1) lecturers’ knowledge, enthusiasm and responsibility for learning and 2) effective interaction between the lecturer and the students. Key words: Difficulties, Anaphora, Cataphora, News, Items, Text

Students’ Perspectives on the Use of PODCAST with Peer Assisted Learning Approach in Online Listening Classroom Shofiyatul Huriyah; Emilia Contessa
UICELL No 4 (2020): UICELL Conference Proceedings 2020
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Podcast with peer-assisted learning was a classroom program designed to improve awareness and encouragement for EFL listening, particularly for poorer listeners. The method of peer-assisted learning focused on interacting with peer groups or couples, providing opportunities for meaningful social experiences with Platform online Google classroom and Google meet. Podcasts were the creative media that can fulfill the needs of students and the classroom. The reason of this considers was to clarify the desires of the understudies almost utilizing Podcast with peer-assisted learning in tuning in comprehension. The sample of this study was the English Education study program for 27 students. At the end of the classroom, a questionnaire consisting of 30 questions was administered to the study group. The findings showed promising results, with most of the students believing that peer-assisted learning Podcast helps them learn listening skills. Peer-assisted learning podcasts have enhanced their vocabulary, grammar, and pronunciation and listening comprehension.

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