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SOME FACTORS TO BE BLAMED OR WHAT? EFL LEARNERS DIFFICULTIES IN CONSTRUCTING ENGLISH SENTENCE Hijjatul Qamariah; Rizka Marlisa Aini
Jurnal Inovasi Penelitian Vol 1 No 10: Maret 2021
Publisher : Sekolah Tinggi Pariwisata Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/jip.v1i10.380

This is a qualitative study investigating EFL learners’ difficulties in constructing English sentence patterns. EFL learners have difficulties in constructing English sentences because of some reasons. To know what difficulties that EFL learners experienced, 30 secondary school students of X MIPA (Natural Science Program) and X IPS (Social Science Program) were selected as the participant of the research. The age ranges of the students are 15-16 years olds. The interview was used as the main data collection instrument. The result showed that there were five themes elicited from the interview data. Those are, vocabulary is the main problem, Word order is important to learn, Interlanguage is another important issue, Example-based teaching is preferred, and integrated grammar with other skills. Freon the research findings it is also indicated that there are many factors that caused learners’ grammar mastery levels. None of those factors can be judged to affect deeply than others. On the teaching side, teachers’ understanding of the needs of the learners is important. Providing better and appropriate input while teaching should not also be taken for granted by the English language teacher, assigning proper activities and feedback probably can add comprehensible input for the learner in learning grammar. On the learning side, however, learners should know their needs and better learning strategies. Some strategies are working very well for some learners, but not for others because inappropriate learning strategies can lead to an ineffective learning process. Keywords: EFL learner, learners’ difficulties, English sentence pattern

UNVEILING THE DYNAMICS: EXPLORING CHALLENGES IN ENGLISH LANGUAGE TEACHING ACROSS VARIED CLASSROOM SIZES IN ACEH, INDONESIA Rizka Marlisa Aini; Mulyadi Syahputra
International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.189

This research delves into the nuanced landscape of English Language Teaching (ELT) in Aceh, Indonesia, focusing on the distinctive challenges faced by educators in classrooms characterized by divergent sizes—ranging from larger classes with approximately 35 students to smaller, more intimate settings accommodating around 5 students. The study aims to uncover the multifaceted difficulties encountered by teachers in each context, exploring the impact of class size on instructional methods, student-teacher interactions, and overall learning outcomes. Through a combination of qualitative interviews, classroom observations, and teacher surveys, the research seeks to identify common obstacles as well as unique issues associated with both large and small class environments. By gaining insights into these challenges, the study aspires to inform targeted strategies and recommendations for enhancing the quality of English language education in Aceh, fostering more effective teaching practices and improving the educational experience for both teachers and students in diverse classroom settings.

Parental Perspective: The challenges and benefits of distance learning during Covid-19 Rosdiana, Rosdiana; Aini, Rizka Marlisa
ACCENTIA: Journal of English Language and Education Vol 2, No 2 (2022): DECEMBER 2022
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v2i2.1387

One of the effects of the existence of Covid-19 was that face-to-face schooling could not be conducted continuously, and so another possible way of learning had to be arranged. The difference between online and face-to-face learning has invited some perceptions and obstacles to the implementation. Thus, this study aimed to describe the parents perception on the benefits and challenges towards the distance learning during the pandemic at school in Aceh, Indonesia. Thisstudy took a case in one junior high school in Banda Aceh, Aceh, Indonesia. There were 25 parents taken purposively as the sample. The study used questionnaire and interview to collect the data. The questionnaire and interview guide consisted of 10 questions posted on Google Form. The results found that the implementation of distance learning has led to the benefits and challenges. A number of challenges faced by parents when assisting their children with distance learning included lack of access to technology. Furthermore, parents had lack of knowledge or skills to assist their children with their homework, especially if the subject matter was unfamiliar. The last challenge was time constraints among the parents, making it difficult to find the time to support their children's distance learning. On the other hand, the Covid-19 pandemic has also brought significant gains toward education. The benefits were to minimize the children to be infected by the Covid-19, to engage relationship between the kids and parents, and to encourage parents to use their creativity and digital literacy in implementing the learning material.

THE USE OF SHOW AND TELL (S&T) STRATEGY IN TEACHING VOCABULARY FOR THE KINDERGARTEN TEACHERS Aini, Rizka Marlisa; Fadhilah, Nurul; Amalina, Zahria; Fahmi, Said Miftahul; Andika, Wiwi
Jurnal Buah Hati Vol. 11 No. 2 (2024)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v11i2.2936

This study focuses on enhancing the vocabulary mastery skills of kindergarten teachers by employing the Show and Tell (S&T) method. The research adopts a quantitative approach, specifically utilizing experimental research design. A total of 12 kindergarten teachers from TK Khalifah 3 Banda Aceh participated in this study. Data collection was conducted through pre-tests and post-tests, using multiple-choice questions designed to assess vocabulary mastery. The instruments measured specific indicators, including mastery of standard language, completion of gap sentences, identification of synonyms, and recognition of antonyms. The collected data were analyzed using the T-test formula to determine the effectiveness of the intervention. The findings reveal that the implementation of the Show and Tell (S&T) strategy significantly improved the vocabulary mastery of the teachers involved. This improvement is attributed to the interactive and engaging nature of the S&T method, which encourages teachers to participate actively and develop their language skills in a more meaningful and practical manner. The study concludes that the Show and Tell (S&T) strategy is an effective tool for enhancing vocabulary skills among kindergarten teachers, equipping them with the linguistic proficiency necessary for their teaching roles. This research highlights the importance of innovative teaching methods in professional development and underscores the potential of active learning strategies in improving language skills among educators. Further studies are recommended to explore the long-term impact of the S&T method and its applicability across different educational contexts.

THE USE OF COMIC BOOK IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT Aini, Rizka Marlisa; Ananda, Dinni Melisza; Keumala, Meta
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.648

This study investigates the impact of incorporating comic books into teaching narrative texts on the academic performance of first-grade students at SMA 9 Banda Aceh. Employing a pre-test and post-test design along with a detailed questionnaire, the research highlights consistent improvements in students’ comprehension and motivation. A significant result includes a score increase from 60 to 85 for one student, with an average N-Gain score of 58.43% and a maximum N-Gain score of 75.00%. These findings demonstrate the effectiveness of comic books in enhancing students’ understanding of narrative texts. The questionnaire results further support these outcomes, revealing high levels of student satisfaction, ease of comprehension, and increased enthusiasm for learning English. Students reported that the use of comic books made lessons more engaging and accessible. Despite facing minor challenges in implementation, the overall positive responses underscore the benefits of this teaching approach, including heightened motivation and improved comprehension. The study concludes that integrating comic books into English lessons is an effective pedagogical strategy for improving students’ understanding of narrative texts. It emphasizes the potential of comic books to make learning more interactive and enjoyable, offering innovative methods for strengthening students’ English language foundations. This research contributes to the growing body of evidence supporting creative and student-centered teaching techniques in education.

PEMBELAJARAN BERDIFERENSIASI (DIFFERENTIATED INSTRUCTION) MELALUI PENDEKATAN GAMIFIKASI UNTUK MENINGKATKAN KEMAMPUAN CRITICAL READING SMA DI ACEH Aini, Rizka Marlisa; Syahputra, Mulyadi; Maulizan, Maulizan
Jurnal Metamorfosa Vol 13 No 1 (2025)
Publisher : Program Studi Pendidikan Bahasa Indonesia, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/metamorfosa.v13i1.3137

Skor literasi Indonesia pada PISA 2022 turun 12 poin menjadi 359, menempatkan negara ini di peringkat 62 dari 72 peserta. Penurunan ini menyoroti pentingnya peningkatan keterampilan Membaca Kritis, terutama di Provinsi Aceh, di mana siswa sekolah menengah menghadapi tantangan dalam berpikir kritis akibat kesenjangan kemampuan, tingkat membaca, dan minat membaca yang rendah. Keberhasilan pengajaran diferensiasi juga bergantung pada keterlibatan siswa, sehingga diperlukan strategi inovatif untuk meningkatkan partisipasi mereka. Oleh karena itu, penelitian ini bertujuan meningkatkan keterampilan membaca kritis siswa melalui differentiated Instruction yang dikombinasikan dengan gamifikasi dalam pembelajaran bahasa Inggris. Pendekatan kuantitatif dengan eksperimen sebenarnya digunakan dalam penelitian ini. Sampel terdiri dari siswa kelas 11 dari tiga sekolah di Aceh, yang dipilih secara acak menjadi kelompok kontrol dan eksperimen. Instrumen yang digunakan meliputi tes membaca kritis berbasis SAT dan kuesioner persepsi siswa. Hasil analisis uji-t dengan SPSS menunjukkan bahwa kelompok eksperimen mengalami peningkatan keterampilan membaca yang signifikan dibandingkan kelompok kontrol. Selain itu, kuesioner menunjukkan hasil positif, seperti peningkatan keterlibatan siswa, pemahaman materi yang lebih baik, dan instruksi yang lebih jelas dari guru dengan pendekatan gamifikasi. Penelitian ini diharapkan berkontribusi pada strategi pengajaran yang lebih efektif, khususnya dalam meningkatkan keterampilan membaca kritis melalui pengajaran diferensiasi yang terintegrasi dengan gamifikasi di sekolah menengah.AbstractIndonesia’s PISA 2022 literacy score dropped by 12 points to 359, ranking 62 out of 72 countries, highlighting the need for continued focus on Critical Reading. High schools in Aceh face challenges in enhancing students’ critical thinking due to disparities in ability, reading levels, and interest. The success of differentiated instruction (DI) also depends on student engagement, making it crucial to integrate gamification to boost participation.This study aims to improve students’ critical reading skills through gamified DI in English learning. A quantitative true-experimental design was used, involving 11th-grade students from three randomly selected schools in Aceh: SMAN 1 Blangpegayon, SMAN 1 Pidie Jaya, and SMAN Kota Bahagia. Students were divided into control and experimental groups. Instruments included an SAT-based critical reading test and a questionnaire measuring student perceptions. Data analysis using t-tests and SPSS percentage analysis showed that the experimental group significantly outperformed the control group, with higher post-test scores. The questionnaire also revealed positive feedback, such as increased engagement, better comprehension, and clearer teacher instructions. This study contributes to effective high school teaching strategies by integrating gamification with DI to enhance critical reading skills, ultimately addressing literacy challenges in Aceh.

Parental Perspective: The challenges and benefits of distance learning during Covid-19 Rosdiana, Rosdiana; Aini, Rizka Marlisa
Accentia: Journal of English Language and Education Vol 2, No 2 (2022): DECEMBER 2022
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v2i2.1387

One of the effects of the existence of Covid-19 was that face-to-face schooling could not be conducted continuously, and so another possible way of learning had to be arranged. The difference between online and face-to-face learning has invited some perceptions and obstacles to the implementation. Thus, this study aimed to describe the parents perception on the benefits and challenges towards the distance learning during the pandemic at school in Aceh, Indonesia. Thisstudy took a case in one junior high school in Banda Aceh, Aceh, Indonesia. There were 25 parents taken purposively as the sample. The study used questionnaire and interview to collect the data. The questionnaire and interview guide consisted of 10 questions posted on Google Form. The results found that the implementation of distance learning has led to the benefits and challenges. A number of challenges faced by parents when assisting their children with distance learning included lack of access to technology. Furthermore, parents had lack of knowledge or skills to assist their children with their homework, especially if the subject matter was unfamiliar. The last challenge was time constraints among the parents, making it difficult to find the time to support their children's distance learning. On the other hand, the Covid-19 pandemic has also brought significant gains toward education. The benefits were to minimize the children to be infected by the Covid-19, to engage relationship between the kids and parents, and to encourage parents to use their creativity and digital literacy in implementing the learning material.

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