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Teaching Reading Comprehension in Narrative Text by Using SRE (Scaffolded Reading Experience) Strategy to the Second Semester Students of Baturaja University Nopa Yusnilita
ELTE Journal (English Languange Teaching and Education) Vol 4, No 1 (2016): ELTE Journal February Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1327

ABSTRACT The problem of the study was significantly effective to teach reading comprehension in narrative text by using Scaffolded Reading Experience to the second semester students of Baturaja University. The objective of the study was to find out whether in teaching reading comprehension by using SRE strategy was significantly effective or not in the second semester students of Baturaja University.In conducting this study pre-experimental method was used. The population of this study is all of the students in second semester were 182 students that were taken by using cluster random sampling method. The data was collected by using written test and analyzed by using paired sample t-test analyzing.Based on the calculation, the mean score in pre-test was on the result of pre-test was 58.91 and post-test was 74.18, t-obtain was 15.473 in the significant level of 5% and df=37 (df=N-1) =36, the value of t-table was 1.69. It could be concluded that the use of SRE strategy in teaching reading comprehension in narrative text to the second semester students of Baturaja University. This strategy to helps students increases their reading comprehension skills. That this strategy could make reading not only beneficial for them but enjoyable as well and could increase the students’ reading comprehension achievement. Beside that the students also could successfully reading, understanding, learning from what they were reading, and enjoying the experience of reading from the text. Finally the students’ got better in reading subject.Key words: Teaching, Narrative Text, Scaffolded Reading Experience (SRE)

THE USE OF REDW STRATEGY IN IMPROVING SECOND SEMESTER STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT BATURAJA UNIVERSITY Nopa Yusnilita
ELTE Journal (English Languange Teaching and Education) Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.122

Abstract The objective of this study was conducted to find out whether or not there is significance difference of second semester students’ reading comprehension achievement between students who are taught using REDW strategy and those who are taught by using conventional strategy. The population of the study was the third semester of English education study program at Baturaja University in the academic 2010 – 2011 consisting of 270 students. From the population, 60 students were taken as her research sample. 30 students represent an experimental class and the rest of them were as a control class. The samples were taken by using cluster random sampling. In carrying out the research, the writer used a factorial group design.The data distributions were considered normal. It was proved by statistics calculation of normality test which shows that p-output (.092 and .447) were higher than a (.05). Then based on the calculation of Levene Statistic by using SPSS 15, it was found that the p-value was .223. The samples were considered homogeneous whenever the p-value is higher than α (.05). It means that the samples taken from experiment and control group were homogeneous. Based on the result of the statistics calculation using independent t-test found in SPSS 15, it was found that the p-output was .126 and it was higher than α (.05). It means that H1 is rejected. From the result of the test, it can be shown that the used of REDW strategy can be improve students reading comprehension achievement. Key words: Reading Comprehension, REDW

TONGUE TWISTER AS AN ICE BREAKER IN BOOSTING STUDENTS’ SPEAKING ABILITY Nopa Yusnilita; Nurul Afifah
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7566

This study discussed about how tongue twister effective in boosting students’ speaking ability at the tenth graders of MAN 1 OKU. To collect data, the researcher used test in the form of recording video as an instrument. The methodology of this research was experimental research and the researcher used Quasi experimental method. From the population, the researcher took class X.IPA3 and X.IPS 1 as samples of this research, where X.IPA 3 was as the experimental class, and X.IPS 1 as the control class. The total number of sample was 72. The samples were taken by using simple random sampling. The students’ mean score in pretest in control class was 4.66 while the pretest in experimental class was 6.49. The mean score in posttest in control class was 4.94 and the mean score of posttest in experimental class was 7.36. Based on the distribution of students’ score in pre-test and post-test Tongue Twister strategy was effective in boosting students’ speaking ability to the tenth Graders of MAN1 OKU because the students’ score in post-test was better than pre-test both in control class and experimental class, and the significant difference is seen in experimental class that is taught by tongue twister. The minimum scores in pre-test were 1.67 in each class, and and the maximum score were 6.94 and 8.33, while the minimum scores in post-test were 1.67 and 5, while the maximum score was 7.5 and 9.17. If the value of Sig. (2-tailed) = 0,000 more than the Significance level (a=0,05) it means that it was significantly effective to use Tongue Twister strategy in boosting students’ speaking ability at the tenth graders of MAN 1 OKU

The Impact of Online Learning: Student’s Views Nopa Yusnilita
ETERNAL (English Teaching Journal) Vol 11, No 1 (2020): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i1.6069

This study enlightment how the online learning bring out impact for students achievement. 20 students as participant in this study. The descriptive qualitative was used as method of the study. Based on the result of questionnare 80% of online learning is interesting for students. 65% of students answer that online learning class are easier that regular class and 5% answer not. 85% of students always prepare their learning with taking notes or record it. 90% of students answer online learning practical for them. When talking about the time of online learning 7% of students feel disturb and hurry but 70% are not. 75% of students ask that online learning is cheaper than they should go to class, because they need to pay for bus fare, lunch, clothes etc. 68% of students always join discussion along the online learning. 75% of students feel more confidence joining online learning that face to face in class. That’s why 60% of students think online learning can improve high quality of learning. And 70% of the teacher always accomodate their students in learning. They teacher also give them feedback after they send their assignment and more of the students feel more confidence with online learning. In summary, online learning provide students practical and flexible way in learning, it also make them more creative and active. Online learning give them some benefit in learning.

An Analysis of Teacher Talk in English Classroom Interaction of the Seventh Grade Students of SMPN 23 Oku Nurul Afifah; Nopa Yusnilita; Vinna Riana Resiani
ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v8i2.2825

The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.

Eight Grade Students Difficulties in Translating Narrative Text Nopa Yusnilita
Concept : Community Concern for English Pedagogy and Teaching Vol 4 No 1 (2018): January - June 2018
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 objective of this research was conducted to find out the studentsâ€™ difficulties in translating narrative text to the eight grade students of SMP 7 OKU and to find out the factors that influence studentsâ€™ difficulties in translating narrative text to the eight grade students of SMP 7 OKU. To analyzed the data the researcher used test and questionnaire as an instrument. The methodology of this research was descriptive method. From the population, the researcher took all of ninth students as a sample, and the total number of population were 70 Students. The samples were taken by using purposive sampling. The studentsâ€™ mean scores 55.31 it meant that the eight grade studentsâ€™ difficulties at SMP 7 OKU was poor level in translating narrative text. The three aspects of the scoring translation scale, the researcher found that high difficulties were idea development ability with the total percentage was 42.09%. Based on the result of the questionnaire the researcher found the main factor that influence the studentsâ€™ difficulties in translating narrative text were teaching by using media the total of percentage score was 25.65%. Key words: Difficulties, Translating, Narrative Text

READERS’ THEATER: TO IMPROVE STUDENTS READING FLUENCY AND COMPREHENSION Nopa Yusnilita; Leni Febriantika
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

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Reader’s Theater is one of the strategies that use as a motivational strategy to promoting fluency and comprehension growth for the students especially. Readers’ theater offers students an opportunity for interpretive oral reading as they use voices, facial expressions, and hand gestures to interpret characters in stories. Readers’ theater builds readers’ confidence, brings stories to life through performance, animates content areas, and improves reading ability, comprehension, and oral reading skills.The objective of this study was to find out whether it is significantly difference on students` reading fluency and comprehension between the students who are taught by using reader theater and those who are not. And to find out the factors that affect the students reading comprehension by using Readers Theater. In doing this research, the writer used experimental method; she used one of pre-experimental designs. The participant in this study is the fourth semester students of English Study Program Baturaja University was 20 students from A.II.1. Based on the finding from statistical analysis, it was found that the mean between posttest and pre-test pair was 19.150,. The value of tobtained was 17.665 which was higher than the ttable (from df (n - 1 = 19) was 17,665. And it could be concluded that the used of Readers’ Theater could improve students’ reading fluency and comprehension. It was seen from the differences between the students’ mean score in pre-test and post-test in which the post-test was higher than pre-test. In implementing the readers’ Theater most of the students along this activities all of the students could played their role, express and enjoy reading the script, and it also could contribute to improvement in students’ reading skill. Key Words: Readers’ Theater, Reading Fluency, and Reading Comprehension

STUDENTS’ PERCEPTION OF ONLINE LEARNING TO ENHANCE THEIR READING COMPREHENSION SKILL TO THE ELEVENTH GRADE STUDENTS AT SMA TRISAKTI BATURAJA Herni Septa Sari; Neti Lastri; Nopa Yusnilita
Journal of Language Education (JoLE) Vol 5 No 2 (2021): Journal of Language Education (JoLE)
Publisher : Program Studi Pendidikan Bahasa Inggris - Fakultas Keguruan dan Ilmu Pendidikan - Universitas Baturaja

This study analyzed students’ perception of online learning to enchance their reading comprehension skill. This study used the descriptive qualitative. The population of this research was students of Eleventh Grade Studens of SMA Trisakti Baturaja. The researcher took all of the sample by applying total sampling. The data was collected through the questionnaire. It consist of 10 statements. Then, the researcher used five percentage for analyzing the data. The result of this research were many students argued that they were disagree of online learning to enchance their reading comprehension skill. The data were in low criteria (61,46). It means that the students’ response toward the use of Online Learning to enchance their reading skill is not an effective tool for their learning.

Analisis Peran Guru dalam Pengajaran Membaca Melalui Strategi Readers Theatre Nopa Yusnilita; Januarius Mujiyanto; Mursid Saleh; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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

Dalam pengajaran dikelas, seorang guru dituntut untuk dapat memainkan berbagai perannya. Selain itu, guru harus dapat memilih strategi yang tepat untuk mendukung keefektifan dan keefisienan dalam proses belajar mengajar. Tujuan dari penelitian ini adalah menganalisa peran yang dilakukan oleh guru dalam mengajar membaca dengan menggunakan strategi Readers Theater. Strategi Readers Theater ini diharapkan dapat membantu guru dan siswa dalam meningkatkan pemahaman tentang teks. Hal ini telah direkomendasikan dan dibuktikan dari penelitian terdahulu yang dilakukan oleh beberapa peneliti dan para ahli. Strategi ini merupakan salah satu strategi yang mampu mengubah siswa yang pasif menjadi aktif dan pembelajaran menjadi menyenangkan. Dalam penelitian ini, peneliti menggunakan metode deskriptive kualitative. Kuesioner dan wawancara digunakan sebagai alat dalam mengumpulkan data yang diperlukan. Berdasarkan hasil penelitian yang dilhat dari sumber data yang terkumpul, menunjukkan bahwa dalam pengajaran membaca dengan menggunakan strategi Readers Theater 80% guru memainkan peran sebagai model, 75% sebagai fasilitator, 60% sebagai penyedia informasi, 65% sebagai asesor, 70% sebagai perencana, dan 72% sebagai pengembang bahan ajar. Penelitian ini dapat disimpulkan bahwa setiap guru harus dapat memainkan berbagai peran dalam pelaksanaan pengajaran dikelas. Guru juga harus dapat selalu kreatif, inovatif, dan peka terhadap perubahan zaman serta memahami karakter siswa yang diajar.

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