Articles
<![CDATA[The Use of Quizziz to Improve Students’ Reading Skill ]]>
<![CDATA[Tarina Dashela]]>;
<![CDATA[Yeni Mustika]]>
<![CDATA[ JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 6 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan) ]]>
Publisher : <![CDATA[STKIP Yapis Dompu ]]>
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DOI: 10.54371/jiip.v6i6.2031
<![CDATA[This research aims to describe the improvement of the students’ reading skill by using Quizziz. It was conducted on Classroom Action Research in two cycles. The participants were second-semester students in Bina Sarana Informatika University Pontianak which consisted 30 students. The steps of Classroom Action Research were planning, acting, observing, and reflecting. The data collection was done by the researcher which are observation checklist, interview, and individual test. The findings of this research showed that the students were motivated and actively participated in the online class. The atmosphere will be more fun and interesting. When the students learn in a fun way, their comprehension will be easier to get. This is an effective way to learn English and to improve students’ reading skills.]]>
<![CDATA[THE PROBLEMS FACED BY THE UNIVERSITY STUDENTS IN SPEAKING PERFORMANCE AT BINA SARANA INFORMATIKA UNIVERSITY ]]>
<![CDATA[tarina dashela]]>;
<![CDATA[Yeni Mustika]]>
<![CDATA[ Prologue: Journal on Language and Literature Vol. 10 No. 1 (2024): Prologue: Journal on Language and Literature ]]>
Publisher : <![CDATA[Faculty of Letters Universitas Balikpapan ]]>
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DOI: 10.36277/jurnalprologue.v10i1.158
<![CDATA[This research focused to analyze English speaking skill problems encountered by the students. The participants of this research was 30 students of second-semester at Bina Sarana Informatika University. The data of this research were conducted through speaking test and interview. The interview showed to see the students who got low score in speaking performance. The findings from the speaking test showed that the students faced the problems in four aspect of speaking skills such as grammar, pronunciation, vocabulary, and self-confidence. The students did not know how to express and pronounce the words because they did not have basic English skills. Moreover, they are afraid to make mistake in speaking English.]]>
<![CDATA[THE USE OF PRE-QUESTIONING IN IMPROVING STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Mustika, Yeni]]>;
<![CDATA[Dashela, Tarina]]>
<![CDATA[ Jurnal Ilmiah Spectral Vol. 8 No. 1 (2022): Vol. 8 No. 1 (2022): Jurnal Ilmiah Spectral ]]>
Publisher : <![CDATA[LPPM STBA Pontianak ]]>
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DOI: 10.47255/s95cq957
<![CDATA[The goal of this research is to describe the students’ improvement in reading comprehension by using pre-questioning. This research was a classroom action research with two cycles conductedto the seventh-grade students of MTS Darussalam Sengkubang. The 7B class was the subject of this research consisting of 29 students. Planning, acting, observing, and reflecting consisted in each cycle. Field notes, observation checklists, interview, and individual test were used as the tools to collect the data. The finding of this research showed that by conducting teaching and learning reading by pre-questioning as a brainstorming activity before read the text could stimulate and allowed the students predict by kept trying to answer the pre-questions given by the teacher. Students tried to found the information asked to them. Thus, the pre-questioning activity made the teaching and learning process of reading was interactive. It also affected the students’ motivation in reading learning process. It was effective and very helpful for the teacher in teaching reading comprehension.]]>
<![CDATA[THE USE OF WORD SEARCH PUZZLES TO IMPROVESTUDENTS' VOCABULARY ]]>
<![CDATA[Mustika, Yeni]]>;
<![CDATA[Dashela , Tarina]]>
<![CDATA[ Jurnal Ilmiah Spectral Vol. 9 No. 1 (2023): Vol. 9 No. 1 (2023): Jurnal Ilmiah Spectral ]]>
Publisher : <![CDATA[LPPM STBA Pontianak ]]>
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DOI: 10.47255/ca3qcz31
<![CDATA[This research purposed to describe the students' improvement in vocabulary by using word search puzzles. This was classroom action research with two cycles conducted on the first semester students of Bina Sarana Informatika Pontianak University consisting of 40 students. This was the classroom action research. Planning, acting, observing, and reflecting were conducted in each cycle. Field notes, observation checklists, interviews, and individual tests were used as the tools to collect the data. Qualitative and quantitative analysis would be used to analyze the data. The finding of this research showed that the use of word search puzzles could build the students' motivation and decrease students' reluctance to find a new vocabulary. It also experienced students to identify the word which allowed the students to have a better understanding of vocabulary. The word search puzzle led the students to build brains by finding the hidden word and improving vocabulary mastery. It was an effective way for the teacher in teaching vocabulary.]]>
<![CDATA[GENDER DIFFERENCES IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Dashela, Tarina]]>;
<![CDATA[Mustika, Yeni]]>
<![CDATA[ Jurnal Ilmiah Spectral Vol. 8 No. 2 (2022): Vol. 8 No. 2 (2022): Jurnal Ilmiah Spectral ]]>
Publisher : <![CDATA[LPPM STBA Pontianak ]]>
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DOI: 10.47255/f8aa1v48
<![CDATA[This article focused on the gender differences in English Language Learning. It discovers students’ learning styles as affected by the notions about men’s and women’s differences in communication. The data were randomly collected from ten male and ten female students of the English department of Tanjungpura University Pontianak. The population was the third-semester students of English department students. They were given an online questionnaire through Google Form. It is to find out their attitudes towards speaking to a different gender, strategy to express an opinion, group work preferences, and activeness/passiveness in the class. The findings showed some factors affect the different styles of female and male students in learning English. The result of the data indicated that more females felt reluctant to speak English to a different gender. Besides, it can also affect the successful strategies of English students in learning English. The great potency of female students to be ashamed, nervous, and women’s language can affect their achievement in English. Meanwhile, male students as influenced by their need to challenge and maintain strength as men and can use speaking English ability as a way to show their status as men.]]>
<![CDATA[Improving Students' Vocabulary Mastery By Using U-Dictionary ]]>
<![CDATA[Mustika, Yeni]]>;
<![CDATA[Dashela , Tarina]]>
<![CDATA[ Jurnal Ilmiah Spectral Vol. 10 No. 1 (2024): Vol. 10 No. 1 (2024): Jurnal Ilmiah Spectral ]]>
Publisher : <![CDATA[LPPM STBA Pontianak ]]>
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DOI: 10.47255/7y2v7385
<![CDATA[The teacher found several vocabulary problems faced by the students during teaching and learning English. The students were lack of vocabulary mastery, had difficulty in memorizing the word, sometimes missed spelling the word, and the difficulty pronouncing the words and finding the word's meaning. They were difficult to recognize the word classes such as nouns, verbs, adjectives, and adverbs effectively. For this reason, the researcher brought U-dictionary as media to improve students' vocabulary mastery. The classroom action research method with two cycles was used in this research. The subject was the second-semester students of Bina Sarana Informatika University consisting of 46 students. The observation and measurement techniques were used as the technique of collecting data. The observation checklists, field notes, interviews, and tests were used as the instruments for collecting data. The result showed that the use of U-Dictionary could help the teacher to improve the student's vocabulary mastery effectively. It served as a fun and simple way of learning activity. U-Dictionary led the students to build up their motivation and interest during the teaching and learning process.]]>
<![CDATA[Diklat Pembuatan Karya Tulis Ilmiah Berorientasi Pembelajaran Berdiferensiasi bagi Guru Kabupaten Kubu Raya ]]>
<![CDATA[Bistari, Bistari]]>;
<![CDATA[Dashela, Tarina]]>;
<![CDATA[Yuliastuti, Indah]]>;
<![CDATA[Wahyuni, Renni Dwi]]>;
<![CDATA[Nurhasanah, Nurhasanah]]>;
<![CDATA[Asmawarni, Asmawarni]]>;
<![CDATA[Daniarti, Daniarti]]>;
<![CDATA[Nursanti, Ria]]>
<![CDATA[ ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 1 (2024): ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat ]]>
Publisher : <![CDATA[STAI Auliaurrasyidin Tembilahan ]]>
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DOI: 10.46963/ams.v5i1.1782
<![CDATA[This training adapts to the needs of teachers in the independent curriculum. The Education Office in collaboration with FKIP Tanjungpura University trained 70 teachers in Kubu Raya district, focusing on differentiated learning. Participants were reinforced on the characteristics and types of differentiated learning: proactive, emphasizing quality, rooted in assessment, and providing multiple approaches. They are directed to choose or combine differentiated learning types (content, process, product) and link them to research such as PTK, best practice, or descriptive papers. Participants submit a draft paper with title and background for the resource person to comment on. Implementation in schools is monitored via WhatsApp by the Kesuma Bangsa Journal team. The purpose of implementation is as a real action for driving teachers and article material for journals. The activity was closed with a post-test to assess the increase in understanding, which increased from 45.07 to 56.07 points. The training went smoothly and according to plan.]]>
<![CDATA[How do elementary school teachers shape their students' self-regulated and creativity in learning mathematics? ]]>
<![CDATA[Bistari, Bistari]]>;
<![CDATA[Hamdani, Hamdani]]>;
<![CDATA[Rustam, Rustam]]>;
<![CDATA[Dashela, Tarina]]>;
<![CDATA[Mumtazah, Nadia Wardah]]>;
<![CDATA[Veven, Veven]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i5.29296
<![CDATA[So far, mathematics learning has only focused on a curriculum that prioritizes outcomes over processes, so attitudes are rarely the target of learning. In fact, a positive attitude, especially self-regulated and creativity, is needed in learning mathematics and must have been formed since elementary school. This research, with the aim of describing efforts to establish independence and creativity in learning mathematics by elementary school teachers in West Kalimantan, uses a qualitative descriptive method with a questionnaire as a research instrument. The results of the study show that: (i) the formation of self-regulated learning by the teacher is very good, especially in the indicators of disciplined behavior. However, it needs to be improved on indicators of behaving based on one's own initiative; and (ii) the formation of learning creativity by the teacher is very good, especially on the indicator of having a great curiosity. However, it needs to be improved on indicators of diligent behavior and not getting bored easily.]]>
<![CDATA[Mathematical exploration ability and students’ habits of mind based on gender: a study in junior high school level ]]>
<![CDATA[Veven, Veven]]>;
<![CDATA[Bistari, Bistari]]>;
<![CDATA[Fitriawan, Dona]]>;
<![CDATA[Hamdani, Hamdani]]>;
<![CDATA[Rustam, Rustam]]>;
<![CDATA[Dashela, Tarina]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v13i6.28430
<![CDATA[In learning mathematics, students tend to only be directed to get good results, without paying attention to how the exploration process of the problems given. In fact, the exploration process that students go through is different from one another and influenced by certain factors. The objective of this study is to describe the mathematical exploration ability on number pattern topic studied from the students’ habits of mind based on gender at the junior high school level. This study used mixed methods with sequential-explanatory model, and involved 27 students of grade VIII (second year). The instruments used include a test of mathematical exploration ability, habits of mind questionnaire, and an interview guidelines. The results revealed that there are differences in mathematical exploration ability between male and female students where some of the differences are caused by their habits of mind. Female students tended to be more able to explore mathematical problems than male students, because they applied more habits of mind than male students when trying to solve the problem. This also shows that habits of mind affect students’ mathematical exploration ability.]]>
<![CDATA[THE IMPLEMENTATION OF VIDEO PROJECT TO IMPROVE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Mustika, Yeni]]>;
<![CDATA[Dashela , Tarina]]>
<![CDATA[ Jurnal Ilmiah Spectral Vol. 11 No. 1 (2025): Vol. 11 No. 1 (2025): Jurnal Ilmiah Spectral ]]>
Publisher : <![CDATA[LPPM STBA Pontianak ]]>
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DOI: 10.47255/9vjzev11
<![CDATA[This research used a video project to improve students speaking skills. There were found that the students of Bina Sarana University especially in the first semester of 36 students had difficulties in speaking activities. The students did not have self-confidence since English was not their first language. The students were afraid of making mistakes. They had trouble pronouncing the word or sentence. They were lack of vocabulary mastery which led them to be reluctant to speak up about their ideas. The classroom action research method with two cycles was used in this research. The observation and measurement techniques were used as the technique of collecting data. The observation checklists, field notes, interviews, and tests were used as the instruments for collecting data. The result showed that the use of video projects could help the teacher to improve the student's speaking skills effectively. It creates a fun, memorable, and enjoyable learning activity. Video projects help the students develop their motivation during the teaching and learning process.]]>
