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LEARNERS STRATEGIES IN LEARNING ENGLISH PRONUNCIATION Mursidah Rahmah; Abdul Rosyid
Pedagonal : Jurnal Ilmiah Pendidikan Vol 2, No 2 (2018): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

The purpose of this research is to investigate the strategies applied by the learners in learning English pronunciation. This research attempts to answer the following research questions: (1) what are the strategies applied by the learners in learning English pronunciation? (2) What is the impact of the strategies applied by the learners toward their achievement in learning pronunciation? The participants of this study are 30 students who are still in the second semester in English Education Study Program, Pakuan University. The data were collected through classroom observation, questionnaire, and documentation in a form of audio recording, and in-depth interview with six representative participants. The major findings of this study are: (1) the strategies applied by the participants of this study are based on the strategies proposed by Calka (2001). From six strategies, cognitive strategy is the strategy whose the tactics mostly applied by the participants. (2) There is a good impact of pronunciation strategies toward pronunciation learning. The impacts are in a form of facilitating the process of learning and developing pronunciation ability and achievement.Keywords: EFL, Case Study, Pronunciation Learning StrategiesABSTRAKStrategi Pembelajar Bahasa Inggris dalam mempelajari Pronunciation Bahasa Inggris. Studi Kasus di Program Studi Pendidikan Bahasa Inggris, Universitas Pakuan. Tujuan penelitian ini adalah untuk menginvestigasi strategi yang diterapkan oleh pembelajar bahasa Inggris dalam mempelajari pronunciation Bahasa Inggris. Penelitian ini difokuskan untuk menjawab pertanyaan; (1) Apakah strategi yang diterapkan oleh pembelajar dalam memepelajari pronunciation bahasa Inggris? (2) Apakah dampak dari penerapan strategi belajar terhadap pembelajaran dan kemampuan pronunciation? Partisipan dalam penelitian ini adalah 30 mahasiswa semester 2 Program Studi Pendidikan Bahasa Inggris Universitas Pakuan.Pengumpulan data dilakukan dengan cara observasi dalam kelas, kuesioner, dokumentasi berupa rekaman suara partisipan saat membaca kata dan kalimat, serta interview perwakilan dari partisipan. Temuan dari penelitian ini antara lain; (1) Strategi yang diterapkan oleh partisipan adalah strategi yang disusun oleh Calka (2001). Dari enam strategi, kognitif strategi adalah strategi yang taktiknya paling banyak diterapkan oleh partisipan. (2) Ada dampak yang sangat baik dari penerapan strategi pembelajaran pronunciation terhadap kemampuan pronunciation. Dampak tersebut juga terlihat dari proses pembelajaran yang menjadi lebih mudah. Kata Kunci; EFL, Studi Kasus, Strategi Pembelajaran Pronunciation

TEACHING SPEAKING SKILL TO DEAF STUDENTS Zahra Nurmeiliawati Sukrisna; Yanti Suryanti; Mursidah Rahmah
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

ABSTRACT English subject is taught to every student, including the special need students especially deaf students. This research aims to find out how the teacher teaches speaking skill as one of the skills in English to deaf students. Descriptive method is applied in this research which is conducted at SLB-B Dharma Wanita Bogor to 11th grade and the English teacher as the participants. Based on the result of this research, it is found that teacher has to apply the rules, strategies, and techniques in teaching speaking skill to deaf students. One of the ways in teaching them is teacher always helps them with the visual media since it helps them a lot in understanding the material. For example, teacher adds information by writing it on the whiteboard so they will know and understand how to sound the word clearly. Based on the result, it can be concluded that in teaching speaking skill to deaf students there are several special treatments and ways to be applied. They are; lip reading, counting the syllables, adding transcription, and mixing the languages. Keywords: Teaching Speaking Skill, Special Students, Deaf Students

THE APPLICATION OF ICE BREAKING ACTIVITIES IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL STUDENTS Dea Zahra Farwati; Mursidah Rahmah; Entis Sutisna
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

ABSTRACTThe paper entitled “Ice Breaking Activities in Teaching English to Junior High School Students” was purposed to describe the process of ice breaking activities and the suitability of the ice breaking activities with the principles applied in teaching English. This research was conducted at SMPN 18 Kota Bogor by using descriptive qualitative research. The participant of this reasearch was one of English teachers of that school. The finding of this research described the process of ice breaking activities in teaching English and the suitability of the ice breaking activities with the principles. The ice breaking activities used were “Tongue-twister, English Game, and English Song”. The ice breaking activity was started by dividing the students into several groups, telling the name of the activity, giving some explanations about what they had to do, and finally starting the ice breaking by choosing one member from several groups to repeat the sentence. The result showed that the ice breaking activities were usually started by telling the name of the activities, giving some explanations about what they are going to do, doing simulation and finally starting the ice breaking activities about five to twenty minutes. Furthermore, the process of ice breaking activities are mostly appropriate with the principles. The role of the teacher as the facilitator, the instruction given which is easy to understand, the suitability of the students’ level with the ice breaking activities, the time limit used, the atmosphere of the class, and the students’ interest toward lesson.Keywords: Ice Breaking activities, English Teaching

TEACHERS’ WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES Wafa Dwi Zulfa; Mursidah Rahmah; Deddy Sofyan
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners’ command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers’ way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers’ CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers’ way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers’ ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.

UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PROJECT BASED LEARNING DAN MEDIA VISUAL INTERAKTIF TEMA ENERGI DAN PERUBAHANNYA Adzkia Az Zahra; Mursidah Rahmah; Siti Nurlaela; Nur Ilma Melati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 2 (2023): Volume 09 No 02, Juni 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i2.863

Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas Kolaboratif (PTKK) yang bertujuan untuk mengevaluasi penggunaan model Project-Based Learning (PJBL) dan media visual interaktif sebagai upaya untuk meningkatkan hasil belajar matematika pada tema energi dan perubahan. Penelitian ini dilakukan dengan melibatkan siswa kelas III C di SDN Polisi 1 Kota Bogor sebagai subjek penelitian. Jenis penelitian ini dilakukan dengan menggunakan dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Teknik dan alat pengumpulan data pada penelitian ini menggunakan observasi, test dan dokumentasi. Hasil penelitian ini menunjukkan bahwa dengan menggunakan Model Pembelajaran Project-Based Learning (PJBL) dan bantuan media Visual Interaktif dapat menjadi variasi pembelajaran yang menyenangkan bagi peserta didik sehingga terbukti meningkatkan hasil belajar peserta didik di Kelas III C SD Negeri Polisi 1 Kota Bogor. Sebelum menggunakan Model Pembelajaran Project Based Learning (PJBL) hasil belajar peserta didik hanya mencapai nilai rata-rata 63,52 kemudian terjadi peningkatan setelah menggunakan Model Pembelajaran Project Based Learning (PJBL) dan bantuan media Visual Interaktif menjadi 66,50 pada siklus 1 dan 92,52 pada siklus 2. Oleh karena itu penerapan model Project-Based Learning (PJBL) dapat meningkatkan hasil belajar matematika dalam tema energi dan perubahannya materi satuan waktu. Kata Kunci :Project Based Learning, Visual Interaktif, Hasil Belajar Matematika.

UPAYA PENINGKATAN HASIL BELAJAR MATEMATIKA BERBANTUAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN MEDIA KOMIK PADA SOAL CERITA ALJABAR Nur Ilma Melati; Mursidah Rahmah; Siti Nurlaela; Adzkia Az Zahra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 2 (2023): Volume 09 No 02, Juni 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i2.867

Tantangan bagi guru dalam mengikuti kebijakan kurikulum merdeka yaitu harusdapat memfasilitasi proses pembelajaran yang bermakna salah satunya pada mata pelajaran matematika. Peneliti menemukan bahwa siswa kelas IV jika diberi pertanyaan cenderung menjawab tanpa benar-benar mencerna maksud dari pertanyan tersebut. Selain itu, siswa tergolong lambat dalam memahami materi aljabar terutama dalam bentuk soal cerita, dan hasil belajar tergolong rendah. Penelitian ini bertujuan untuk mengetahui cara meningkatkan hasil belajar danmengetahui hasil belajar matematika dengan menggunakan model problem based Learning (PBL) dan media komik pada soal cerita aljabar siswa kelas IV B di SDN Polisi 1. Penelitian ini merupakan penelitian tindakan kelas yang dimulai dari tahap perencanaan, tindakan, pengamatan, refleksi, dan perencanaan kembali. Penelitian ini dilakukan sebanyak 3 siklus dengan hasil nilai rata-rata siswa siklus I sebesar 42,5 dengan angka ketuntasan secara klasikal sebesar 0%. Lalu pada siklus II sebesar 71,2 dengan angka ketuntasan secara klasikal sebesar 29%. Kemudian pada siklus III sebesar 91,6 dengan ketuntasan secara klasikal sebesar 77%. Selain itu, penelitian ini juga mengukur perubahan perilaku siswa dengan skor di siklus I yaitu 88%, siklus II 94%, dan siklus III 94%. Berdasarkan hasil dari penelitian ini, menunjukkan bahwa penerapan model PBL berbantuan media komik dapat meningkatkan hasil belajar matematika pada soal cerita aljabar siswa kelas IV B SDN Polisi 1 dimana pada siklus III rata-rata hasil belajar siswa sudah melebihi KKM ≥ 85.

PENERAPAN STRATEGI DRTA DAN PENDEKATAN TARL UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN Nadia Alfiani Fitriah; Mursidah Rahmah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 03 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.3913

Penulisan best practice ini bertujuan untuk mendeskripsikan penerapan strategi DRTA dan pendekatan TaRL untuk meningkatkan kemampuan membaca pemahaman peserta didik. Subjek penulisan best practice ini adalah peserta didik kelas VA SDN Sindangsari Kota Bogor Tahun Pelajaran 2024/2025 yang berjumlah 35 peserta didik. Pengumpulan data kemampuan membaca pemahaman peserta didik menggunakan teknik tes. Best practice ini ditulis menggunakan metode deskriptif kualitatif dengan empat tahapan yang dilakukan, yaitu : (1) asesmen awal kemampuan membaca pemahaman dan pemetaan kemampuan; (2) merancang pembelajaran dengan menerapkan strategi DRTA dan pendekatan TaRL; (3) pelaksanaan; (4) evaluasi dan refleksi. Hasilnya menunjukkan bahwa penerapan strategi DRTA dan pendekatan TaRL berhasil meningkatkan kemampuan membaca pemahaman peserta didik yang sebelumnya nilai rata-rata kemampuan membaca pemahamannya sebesar 53 meningkat menjadi 80.

PENERAPAN PENDEKATAN DIFERENSIASI BERBANTU MEDIA PAPAN NILAI TEMPAT DAN BUAYA PEMBANDING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS II Agit Novi Rianci; Mursidah Rahmah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 04 (2024): Volume 10 No. 03 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i04.3915

Penulisan best practice ini bertujuan untuk mendeskripsikan penerapan pendekaran diferensiasi berbantu media papan nilai tempat dan buaya pembanding untuk meningkatkan hasil belajar peserta didik. Subjek penulisan best practice ini ialah peserta didik kelas IID SDN Sindangsari Kota Bogor Tahun Pelajaran 2024/2025 yang berjumlah 29 peserta didik. Best practice dilakukan pada tanggal 29 Juli sampai dengan 07 Agustus 2024, melewati beberapa tahap dimulai dari asesmen awal, pemetaan gaya belajar peserta didik, merancang pembelajaran dengan menggunakan diferensiasi gaya belajar, pelaksanaan pembelajaran dengan berbantu media pembelajaran, dan tahap yang terakhir yaitu evaluasi dan refleksi. Hasilnya menunjukkan bahwa penerapan pendekatan diferensiasi berbantu media papan nilai tempat dan buaya pembanding untuk meningkatkan hasil belajar peserta didik berhasil meningkat, sebelumnya nilai yang diperoleh peserta didik sebesar 67 meningkat menjadi 84.

MENINGKATKAN KEMAMPUAN DAN PEMAHAMAN MEMBACA SISWA DENGAN TEKNIK MEMBACA CEPAT DI SEKOLAH DASAR Indah Cahyani, Feby; Mursidah Rahmah; Amar Tsani Ulin Nuha; Kintani Diva Shalsabilla; Adhistasya Mahiswara Ary Saputri; Agung Rakhmad Kurniawan; Epon Nurlaela
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31031

The reading ability of grade III students of SD N Julang, Bogor City is still in the low category. This is indicated by the results of the initial test that was carried out that out of a total of 28 students, only 7 students completed the speed reading and only 10 students completed the comprehension test. The low reading ability and comprehension of students is partly due to the lack of application of speed reading techniques in classroom learning. The purpose of this study was to improve the reading ability and comprehension of grade III students of SD N Julang by using speed reading techniques. This study used the PTK method which was carried out in two cycles. The test results showed that there was an increase in students' reading ability and comprehension from cycle 1 to cycle 2. Thus, the use of speed reading and comprehension techniques can improve the ability of speed reading techniques and comprehension of grade III students of SD N Julang, Bogor City.

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