Articles
<![CDATA[INTERNET DAN PERANNYA PADA KEMAMPUAN MAHASISWA DALAM MENERJEMAHKAN ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh Hanafi]]>
<![CDATA[ Jurnal Akrab Juara Vol 3 No 3 (2018) ]]>
Publisher : <![CDATA[Yayasan Akrab Pekanbaru ]]>
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<![CDATA[This research was aimed to find out the role of internet in translating. The subject of this research was the students who took Translation course. The data in this research were taken in three methods that is observation, interview and questionnaire. Based on the result of data analysis, it was found that in the Translation course, the students had freedom on using internet to translate. Internet was believed by the students to be helpful on their ability to translate, especially in translating in more natural way. Moreover, the students used search engines such as google and yahoo, read articles in English, and used online dictionary. However, they tend to be not satisfy with the translation result of the google translate. Therefore, the first conclusion that can be taken is that the ability of the students to translate is good enough. It was proven by the mean score of the class which reached 78.67. The second conclusion is that the internet is quite helpful for the students to help them translating the material. Keywords: internet, translation ability, qualitative research.]]>
<![CDATA[Analysis of Inhibit Factors of Students’ English Vocabulary Mastery ]]>
<![CDATA[Gusti Tiger Bima Kusuma Dewantara]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
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<![CDATA[Vocabulary is one of language components that are important in English. This research was designed to analyze the inhibit factors of students’ English vocabulary mastery. The objective of the research is to analyze and find the inhibit factors of vocabulary mastery that experienced by the students. The method used in this research was qualitative method. While the approach that used here was case study approach. The researcher took the subject of the research from seventh graders of Global Junior High School in academic year 2017/2018. In this research, the data collection methods were used observation, questionnaire, and interview. Observation process was done when the teacher was teaching in the class. Questionnaire was given to all the students in seventh grade in Global Junior High School. Whereas interview was done to the six randomly selected students and one English teacher. From the result of the analysis from the four instruments, the researcher found many inhibit factors that happen to the students, such as: similarity to English words already known, spelling and pronunciation, and appropriate use. The result of the research is expected to be used as reference or idea to create or develop further research. This research also can be used as reference or consideration to the institution or the teacher to improve the learning and teaching technique that can improve the students’ vocabularies.]]>
<![CDATA[An Analysis on Students’ Writing Problems in Academic Writing Class of English Department STKIP PGRI Tulungagung in Academic Year 2017/2018 ]]>
<![CDATA[Retno Palupi]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018): Issues in Applied Linguistics and Language Teaching ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris (Universitas Internasional Batam) ]]>
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<![CDATA[English has an important role in international daily life as tool communication. As the foreign language, students do not usually use English in their daily activities. So it makes the students have problems faced in each skill. In university especially English Department, Academic Writing course is required to be taken by students. In this research, the researcher wants to analyse the problems and the sources in the Academic Writing class. The research method used is qualitative research method. The samples are 23 students in the fourth semester. The research instruments used in this research are test and interview. Based on the research findings of 23 students who submitted the Argumentative text, there were 95 mistakes. The most mistakes in grammatical problems there were 23 mistakes (24.21%), and in problems of sentence structure there were 21 mistakes (22.10%). From 23 students who interviewed by the researcher, the most sources of the problem when they wrote an essay were; 20 students have problems on the nature of the writing process, and 21 students have problem because of inadequate time.]]>
<![CDATA[VOCABULARY MASTERY AND READING COMPREHENSION OF IT EDUCATION DEPARTMENT STUDENTS ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh Hanafi]]>
<![CDATA[ JURNAL EDUSCIENCE (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES) ]]>
Publisher : <![CDATA[Universitas Labuhanbatu ]]>
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DOI: 10.36987/jes.v9i2.3070
<![CDATA[This study is aimed at investigating the vocabulary mastery and the comprehension of passage of IT Education Department students. Vocabulary mastery is one of language component that is essential to be learned. Without any mastery on vocabulary, it will be very difficult to learn foreign language. Further, vocabulary is also important to comprehend a reading text or reading passage. The data in this research collected using two tests, vocabulary test and reading comprehension test. The result of vocabulary showed that the mean score of the class was 64.76 which was in the intermediate level. Further, the result of reading comprehension test showed that the mean score of the class was 74.28. The hypothesis testing was analyzed using Spearman correlational analysis. It showed that the significant value (0.299) was higher than the level of significance 0.05. Meanwhile, the coefficient of the correlation was 0.133. Thus, it can be concluded that there is no significant correlation between vocabulary mastery and the comprehension on reading passage of IT Education Department students. In the other words, vocabulary mastery does not contribute to IT Education Departments’ reading comprehension.]]>
<![CDATA[DRTA STRATEGY ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Moh Hanafi]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ JURNAL EDUSCIENCE (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES) ]]>
Publisher : <![CDATA[Universitas Labuhanbatu ]]>
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DOI: 10.36987/jes.v9i2.3071
<![CDATA[This research is aimed at investigating the effectiveness of Directed Reading Thinking strategy on students’ comprehension of academic reading. In order to be successful in reading comprehension, learners should actively process what they have read and it can be gained by certain practice and strategy. One of the strategy to be used is Directed Reading Thinking Activity which guide the students in making prediction before they read and confirming and refuting the prediction after reading the text. Using DRTA strategy, the students will be trained to be active and thoughtful readers. This research used pre experimental research design with one group pretest posttest design. The result of the hypothesis testing using paired sample t-test showed the significant value 0.002 is lower than level of significance 0.05. It means H0 is rejected and it can be stated that there is a significant difference on the students’ reading comprehension after being taught using DRTA strategy. Thus, it can be concluded that DRTA strategy was effective to teach reading comprehension. ]]>
<![CDATA[Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh. Hanafi]]>
<![CDATA[ Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 1 No. 3: September 2022 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/joongki.v1i3.832
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini dilakukan di SD Negeri 1 Sidem Desa Sidem Kecamatan Gondang Kabupaten Tulungagung. Guru-guru di SD tersebut menjadi sasaran pengabdian kepada masyarakat ini yang bertujuan untuk menyamakan persepsi terkait pengimplementasian Kurikulum Merdeka serta pelatihan tentang pentingnya literasi digital dalam kurikulum Merdeka. Hasilnya menunjukkan bahwa guru-guru SD Negeri 1 Sidem masih memerlukan pendampingan untuk memantapkan kesiapan guru-guru dalam implementasi Kurikulum Merdeka. Kurikulum Merdeka juga menuntut guru untuk beradaptasi dengan teknologi. Selanjutnya, pelatihan literasi digital menujukkan bahwa untuk menjadi guru yang unggul utamanya dalam menghadapai kebaharuan Kurikulum Merdeka, guru-guru harus memiliki empat pilar literasi digital yaitu digital skills, digital culture, digital ethic dan digital safety.]]>
<![CDATA[An An Analysis of Pronunciation Errors in Speaking Of 2nd Semester Students of English Educate Department Universitas Bhinneka PGRI ]]>
<![CDATA[Baiq Titis Lidyawaty]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ Jurnal Pengabdian dan Pemberdayaan Masyarakat Kepulauan Riau (JPPM Kepri) Vol 1 No 2 (2021): Volume 1 Nomor 2, 2021 ]]>
Publisher : <![CDATA[STAIN SULTAN ABDURRAHMAN KEPRI ]]>
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DOI: 10.35961/jppmkepri.v1i2.299
<![CDATA[In this study, researchers will examine students' problems in pronunciation errors in English and the causes of students' errors in English pronunciation. This study aims to determine the pronunciation errors and the causes of errors in pronunciation made by students in speaking English. This research is descriptive qualitative research that aims to describe students' pronunciation errors and the causes of students' pronunciation errors. The subjects of this study were second-semester students of the English language study program at the University of Bhinneka PGRI. The reason the researcher chooses this subject is the first subject that the researcher wants to examine and understand because there are some students who experience pronunciation errors and the researcher wants to know where the pronunciation errors are and what causes make their pronunciation errors. Based on the results of observations, the researchers found that students' problems in speaking English were in the vowel they were stamped. The results of the questionnaire that the researchers distributed from the entire 2nd-semester class, both class 2A and class 2B, totaling 44 students, received answers from 39 students. The results obtained from 10 interviews researchers can conclude that there are several causes of difficulty or pronunciation errors in semester 2 students at the Universitas Bhinneka PGRI including Mother Language and Personality.]]>
<![CDATA[The Use of Animated Videos In Teaching Vocabulary For Young Learners ]]>
<![CDATA[Dewi Fortuna Setiawati]]>;
<![CDATA[Ayu Rizki Septiana]]>
<![CDATA[ Wanastra: Jurnal Bahasa dan Sastra Vol 14, No 2 (2022): September ]]>
Publisher : <![CDATA[LPPM Universitas Bina Sarana Informatika ]]>
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DOI: 10.31294/wanastra.v14i2.13774
<![CDATA[Abstract - English has an important role in correspondence around the world so that it becomes a global language that is understood by all nations in the world. Therefore, it is important to teach English from an early age. One of the things that teachers need to pay attention to in teaching early childhood is learning media. Animated video itself is one of the learning media that can be applied as a learning medium for young learners. In this study, the researcher wanted to analyze the effect of learning media using animated videos in teaching English to young students, especially vocabulary mastery. From the calculation using SPSS 16.0, data were obtained based on descriptive statistics, namely, the average pretest was 53.750 and the posttest average was 73.375. This indicates an increase in the average value from pretest to posttest. In addition, the pretest score shows a minimum score of 45 students and a maximum score of 72.5 students. and experienced an increase in the posttest score, namely the student's minimum score of 65.0 and the maximum student's score of 87.5. The hypothesis testing using paired sample test showed that the significance value is lower than the level of significance (0.000 < 0.05). Thus, it can be concluded that there is a significant difference in students' vocabulary mastery before and after being taught using animated videos]]>
<![CDATA[Pemantapan Kesiapan Guru dan Pelatihan Literasi Digital pada Implementasi Kurikulum Merdeka ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh. Hanafi]]>
<![CDATA[ Joong-Ki : Jurnal Pengabdian Masyarakat Vol. 1 No. 3: September 2022 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/joongki.v1i3.832
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini dilakukan di SD Negeri 1 Sidem Desa Sidem Kecamatan Gondang Kabupaten Tulungagung. Guru-guru di SD tersebut menjadi sasaran pengabdian kepada masyarakat ini yang bertujuan untuk menyamakan persepsi terkait pengimplementasian Kurikulum Merdeka serta pelatihan tentang pentingnya literasi digital dalam kurikulum Merdeka. Hasilnya menunjukkan bahwa guru-guru SD Negeri 1 Sidem masih memerlukan pendampingan untuk memantapkan kesiapan guru-guru dalam implementasi Kurikulum Merdeka. Kurikulum Merdeka juga menuntut guru untuk beradaptasi dengan teknologi. Selanjutnya, pelatihan literasi digital menujukkan bahwa untuk menjadi guru yang unggul utamanya dalam menghadapai kebaharuan Kurikulum Merdeka, guru-guru harus memiliki empat pilar literasi digital yaitu digital skills, digital culture, digital ethic dan digital safety.]]>
<![CDATA[Learning Style and Students’ Achievement in English for Profession Course of IT Education Department ]]>
<![CDATA[Ayu Rizki Septiana]]>;
<![CDATA[Moh Hanafi]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 9, No 1 (2023): JULY ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v9i1.11354
<![CDATA[This research was aimed at investigating students’ learning style, investigating students’ achievement on English for Profession Course and seeing whether there is significant difference on students’ achievement across different learning style. This research used a convergent mixed method design. The data were taken using questionnaire of learning style and achievement test. The findings of this study showed that from 37 students, 17 students were auditory learners, 15 students were visual learners and 5 students were kinesthetics learners. Further, the mean score of achievement test for auditory and visual learners showed that they can be categorized into good achievement while the mean score of kinesthetics learners showed that they can be categorized into very good achievement. Here, the visual learners have the lowest mean score of 80.67 and the kinesthetics learners have the highest mean score of 86.00. Meanwhile, the auditory learners were in between with 82.35 of mean score. Finally, one-way Anova analysis is used to test the hypothesis and it showed that the Fcount < Ftable (0.335 < 3.28). Thus, H0 is accepted and it can be concluded that there is no significant difference on students’ achievement in English for Profession course across the three learning styles of auditory, visual and kinesthetics.]]>
