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All Journal Linguists: Journal of Linguistics and Language Teaching Al-Lughah: Jurnal Bahasa Al Lughawiyaat Jurnal Penelitian Ilmu Pendidikan Indonesia TOFEDU: The Future of Education Journal Journal of Innovative and Creativity Journal of Innovation in Teaching and Instructional Media At-Tadris: Journal of Islamic Education Al Maktabah Jurnal kajian Ilmu dan Perpustakaan
Anita Anita
UIN Fatmawati Sukarno Bengkulu
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The Metacognitive Awareness of Reading Strategy Used by College Learners Anita Anita; Benny Wahyudi
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 2 (2021): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.4371

Abstract

This research investigated the overall tendency of metacognitive awareness of reading strategies used by college learners in reading academic texts in English. The samples of this research were 25 third semester students of English Study Program at IAIN Bengkulu 2020. Metacognitive Awareness of Reading Strategy Inventory (MARSI) was used to assess adult ESL students’ metacognitive awareness of reading strategy in increasing their reading comprehension. The results showed that the students in this survey are high strategy users in reading. The overall tendency of metacognitive awareness of reading strategies used by college learners in reading academic texts in English was problem-solving strategy (PROB) followed by global reading strategies (GLOB) and the least was support reading strategies (SUP). In the context of EFL students, it showed that problem-solving strategy was the most frequently used strategy. It is proposed to understudies and other readers that they ought to adjust those methodologies in applying them in perusing and be relatively guided by teachers or instructors in utilizing different perusing procedures.
English for Students in Faculty of Economic Studies IAIN Curup Anita Anita
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (304.562 KB) | DOI: 10.29300/ling.v5i1.1936

Abstract

Since the issue upon ASEAN as a single market and production base becomes tangible, people in business field are encouraged to compete with others. According to this, the working competition will be very tight. In finding a job, they will not only compete with people in their countries but also in South East Asia. Therefore, a good communicative skill in English is needed to broad their networking and knowledge. The issue does not only affect businessmen, but also other people from other fields regarding business, for instance, education. In this case, students from economic major should prepare themselves to face the competition. Thus, the present paper aims to discuss a new curriculum design for students in faculty of economic studies in IAIN Curup through conducting R and D. The writers believe that students are better taught using PPP method which is one of the methods in Audio-lingual approach. This approach derives from behaviorist theory in which students are deductively taught English since they have low level of English proficiency. The design also generates a module which is especially designed for students in faculty of economic studies in IAIN Curup. The curriculum are in the form of syllabus employs PPP method which uses communicative function as the orientation.Keywords: R and D, Audio-lingual, behaviorist, PPP, and ESP
Teacher’s Instructional Scaffolding in Teaching Speaking To Kampung Inggris Rafflessia Rejang Lebong Participants Anita Anita
AL LUGHAH Vol 8, No 2 (2019): Desember 2019
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.126 KB) | DOI: 10.29300/lughah.v8i2.2360

Abstract

The study was intended to explore the experiences of the teachers in teaching speaking to non-English department students using instructional scaffolding. The instructional scaffolding was perceived to enhance students’ approximation to control spoken and written text. The data were gained from in-depth interviews with three teachers who teach non-English Department students who join in Kampung Inggris Rafflessia (KIR) Rejang Lebong Course. To address the goal, there were two research questions formulated in this study; 1) What do teachers think about teaching speaking using instructional scaffolding? and 2) How do teachers implement instructional scaffolding in speaking class? The 30-minute interview was conducted twice with open-ended questions. Then, the gathered data were analyzed qualitatively using phenomenological method. Teachers’ instructional scaffolding provided many chances for the students to be active in the learning process. By using the scaffolding, the teachers perceived that the learning process becomes more effective. The study also concludes by offering suggestions for improving the teaching method and identifying avenues for further research.
The Effect of Elsa Speak for Increasing Speaking Ability in Junior High School at SMPN 4 Bengkulu Ilham, Mareisca; Susanto, Ferri; Anita, Anita
At-Tadris: Journal of Islamic Education Vol. 4 No. 2 (2025): At-Tadris: Journal of Islamic Education
Publisher : Ikatan Dai Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56672/y69jrc56

Abstract

This study aims to examine the effect of the ELSA Speak application on improving the speaking ability of eighth-grade students at SMPN 4 Bengkulu. The background of this research arises from students’ low speaking performance due to conventional teaching methods, limited speaking practice, and insufficient integration of technology in English instruction. The study employed a quasi-experimental method using a Non-Equivalent Control Group Design, involving two classes and a total of 68 students. The speaking test instrument assessed fluency, accuracy, pronunciation, and linguistic complexity. The findings revealed a significant improvement in the experimental class using ELSA Speak, with the average score increasing from 55.88 to 68.76. Meanwhile, the control class increased from 55.00 to 62.41. The independent sample t-test obtained a significance value of 0.022 < 0.05, confirming that ELSA Speak had a significant effect on student speaking ability. Therefore, ELSA Speak is proven to be an effective technology-based learning tool for enhancing students’ speaking skills at the junior high school level.
The Effect Total Physical Response Method on Students’ Vocabulary Mastery at SDN 182 Bengkulu Utara Islakhiya, Maula; Susanto, Ferri; Anita, Anita
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 4 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i4.860

Abstract

This research aims to determine the effect of the Total Physical Response (TPR) method on improving the vocabulary mastery of fifth-grade students at SDN 182 Bengkulu Utara. Vocabulary mastery plays an essential role in English language learning, yet many young learners still face difficulties in understanding and retaining new vocabulary. This study employed a quantitative approach using a quasi-experimental design consisting of an experimental group taught with the TPR method and a control group taught with conventional learning methods. The sample consisted of 43 students selected through total sampling. The research instrument was a vocabulary test administered during the pre-test and post-test sessions. The findings revealed a significant improvement in the experimental group, with the average score increasing from 54.66 to 81.47, while the control group showed a smaller increase from 34.77 to 47.22. Statistical analysis indicated that the TPR method had a significant effect on students’ vocabulary mastery. Therefore, the Total Physical Response method is considered effective and suitable as an alternative method for teaching vocabulary to elementary school students.
The Effect of Project-Based Learning on Speaking Skills: A Quasi-Experimental Study in a Sports-Talent High School Farisi, Muhammad Faqih Al; Susanto, Ferri; Anita, Anita
Journal of Innovation in Teaching and Instructional Media Vol 6 No 1 (2025): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i1.1386

Abstract

This study examined the effect of Project-Based Learning (PjBL) on the speaking skills of eleventh-grade students at SMAN Keberbakatan Olahraga Kota Bengkulu. A quasi-experimental design with a quantitative approach was employed. The study was conducted from August to September 2025 and involved an experimental class taught using PjBL and a control class taught using a conventional method. Students’ speaking skills were measured through pre-test and post-test assessments, and data were analyzed using t-tests and F-tests. Results showed that students taught using PjBL experienced an improvement in speaking skills, with mean scores increasing from 21.95 to 36.4. However, the control class showed a greater improvement, with mean scores rising from 28.85 to 68.8. Statistical analysis indicated a significant difference between the two groups, favoring the conventional method. The findings suggest that conventional teaching methods may be more effective in contexts where students are more familiar with direct instruction. This study provides context-based evidence that PjBL is not always more effective than conventional methods in improving speaking skills.
The Effect of Task Based Language Teaching Method on English Speaking Skills at SMP Negeri 06 Kaur Anggilia, Gina; Susanto, Ferri; Anita, Anita
The Future of Education Journal Vol 4 No 9 (2025): #1
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1276

Abstract

Speaking skills are crucial to learning English. However, many students still struggle to speak fluently due to anxiety, lack of confidence, and fear of making mistakes. This study aims to assess how effectively the Task-Based Language Teaching (TBLT) method can enhance the speaking abilities of seventh-grade students at SMP Negeri 06 Kaur. The research employed a quantitative, quasi-experimental design with two classes: VII-A as the experimental group and VII-B as the control group. The primary data collection tool was a speaking test, and analysis was conducted using ANOVA in SPSS version 26. The findings revealed that the experimental group showed greater improvement in speaking skills than the control group. The experimental group's pre-test scores, initially ranging from 16 to 58, increased to 50-83 in the post-test, with an average score of 60.03. In contrast, the control group's scores only rose from 8 to 58 in the pre-test to 29 to 66 in the post-test, averaging 46.34. The ANOVA results indicated an F value of 49.014, which exceeds the F table value of 4.00, and a Partial Eta Squared of 44.2%, confirming that TBLT significantly enhances students' speaking skills. Therefore, it can be concluded that the TBLT approach effectively improves the speaking skills of seventh-grade students at SMP Negeri 06 Kaur.
Interests and Behaviors in Reading English Literacy of State Religious College Students Anita Anita; M. Furqon Adli
AL Maktabah Vol 8, No 2 (2023): DESEMBER
Publisher : Pusat Publikasi Ilmiah UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/mkt.v8i2.2654

Abstract

The study aims to determine interests and behaviors in reading English literacy, as well as the obstacles faced by students in reading English literature in prospective language teacher students at Islamic Higher Education. The study uses quantitative survey design to collect the primary data by using purposive sampling as 200 pre-service teachers. The results showed that students' interest and reading habits in English literature were quite good. This was demonstrated by the fact that most participants (52%) liked reading English literature, while 48% said they were 'ordinary' and 'didn't like' reading English literature. However, the time spent by participants reading English literature was still in the small category, namely less than one hour per day (67%). The dominant English literature accessed by participants was fictional essays in online form (29.5%) and scientific articles supporting courses in printed form (48.5%). Researchers recommend that students' interest and reading habits in English literature need to be improved, one of which is by integrating English literature reading activities into lecture activities and establishing literacy programs as student extracurricular activities.
EXPLORING INQUIRY-BASED LEARNING IN IMPROVING READING-VIEWING SKILLS. (A CASE STUDY IN CLASS SEVENTH GRADE STUDENTS’ OF SMPN 20 KOTA BENGKULU) Ayu Yeri Andira; Ferri Susanto; Anita
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.5920

Abstract

This study provides an in-depth description of how the implementation of the Inquiry-Based Learning model improves the reading–viewing skills of seventh-grade students at SMPN 20 Kota Bengkulu. Using a qualitative approach with a case study design, the research subjects consisted of 30 seventh-grade students and three English teachers as primary informants. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman & Saldana model, namely data reduction, data display, and drawing/verifying conclusions. The results show that the consistent implementation of Inquiry-Based Learning increases student engagement and reading–viewing abilities. Students become more active in asking questions, are able to analyze information from texts and visual media, and present findings logically. Teachers also applied differentiation through grouping by learning styles, the use of audiovisual media, and staged guidance as facilitators. Thus, this study concludes that Inquiry-Based Learning has a positive and effective impact on improving the reading–viewing skills of seventh-grade students at SMPN 20 Kota Bengkulu, especially through analytical, collaborative, and reflective activities that are relevant to 21st-century learning needs.
The Effect Of Using Mondly Application As Platform Teaching Basen On AI To Improve English Vocabulary Mastery At Junior High School 04 Bengkulu Regy Pristiawan; Ferri Susanto; Anita Anita
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6092

Abstract

This research aimed to analyze the effect of using the Mondly application based on Artificial Intelligence (AI) on improving English vocabulary mastery among seventh-grade students at SMP Negeri 04 Bengkulu. The main problem was the students’ low vocabulary ability, which resulted from traditional teaching methods and the lack of interactive learning media. To address this issue, the study employed a quasi-experimental method using a Non-Equivalent Control Group Design that involved two classes: VII.1 as the experimental group and VII.2 as the control group. Multiple-choice test instruments were administered as pre-tests and post-tests to measure students’ vocabulary mastery before and after treatment. The results show that the experimental class experiences a significant improvement compared to the control class. These findings indicate that the Mondly application is effective as an AI-based learning platform for enhancing students’ vocabulary mastery and creates a more interactive and engaging learning environment for seventh-grade learners.
Co-Authors Anggilia, Gina Ayu Yeri Andira Benny Wahyudi Farisi, Muhammad Faqih Al Ferri Susanto Ferri Susanto Haryanto, Nur Ilham, Mareisca Islakhiya, Maula M. Furqon Adli Regy Pristiawan Susanto, Ferri