Articles
<![CDATA[STRATEGIES USED BY GIFTED STUDENTS FOR MEMORIZING ENGLISH VOCABULARY AT ENGLISH DEPARTMENT OF IAIN PADANGSIDIMPUAN ]]>
<![CDATA[RAMBE, SOJUANGON]]>
<![CDATA[ Tarbawi : Jurnal Ilmu Pendidikan Vol 14 No 1 (2018): Volume 14 Nomor 1 Juli 2018 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri (IAIN) Kerinci ]]>
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DOI: 10.32939/tarbawi.v14i1.256
<![CDATA[Penelitian dilatarbelakangi oleh sedikitnya penelitian di bidang strategi belajar kosa kata terutama yang mengeksplorasi strategi menghafal kosa kata yang digunakan oleh pelajar bahasa yang paling berhasil, padahal banyak ahli dan peneliti mengisyaratkan dan menemukan bahwa strategi menghafal kosa kata berpengaruh terhadap penguasaan kosa kata. Kemudian seterusnya diakui pula bahwa penguasaan kosa kata merupakan salah satu aspek paling menentukan terhadap kemampuan berbahasa. Oleh karena itu penelitian dilaksanakan dengan desain deskriptif kuantitatif, dengan melibatkan seluruh mahasiswa yang unggul dalam berbahasa Inggris di Jurusan Tadris Bahasa Inggris IAIN Padangsidimpuan sebagai responden. Pengumpulan data dilakukan dengan pemberian kuesioner dan wawancara, sedangkan penjaminan keabsahan data dilakukan dengan teknik cek dan ricek. Analisis dilaksanakan dengan menguraikan sejumlah pola-pola logis dan bermakna yang muncul pada jawaban kuesioner dan hasil wawancara secara kuantitatif. Hasil penelitian menunjukkan jawaban responden terhadap item-item kuesioner sangat bervariasi, meskipun demikian urutan 27 item strategi menghafal kosa kata dalam paket Scmitt dan Mc Charty (1997) berdasarkan frekuensi pemakaiannya oleh siswa ditemukan sebagai berikut: Strategi 14> 16> 20> 10= 1> 2> 23= 17= 3> 15> 12> 4> 22=11> 21= 5> 24> 25= 13> 26> 9> 6> 7> 27= 18> 8. Selain itu terdapat 8 item strategi lain yang digunakan responden untuk menghafal kosa kata Bahasa Inggris, tetapi tidak terdapat di dalam paket tersebut. ]]>
<![CDATA[Improving Students’ Reading Comprehension by Using Reciprocal Teaching in Descriptive Texts at Grade VIII SMP ]]>
<![CDATA[Sari Nasution, Mora Kartika]]>;
<![CDATA[Harida, Eka Sustri]]>;
<![CDATA[Rambe, Sojuangon]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 5, No 1 (2019): 11 Articles, Pages 1 - 174 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v5i1.1818
<![CDATA[Penelitian ini mencoba melakukan pemecahan masalah terhadap lemahnya kemampuan pemahaman membaca siswa. Penelitian ini bertujuan untuk menggambarkan peningkatan kemampuan membaca siswa dan mengidentifikasi faktor-faktor yang mempengaruhi peningkatan pemahaman membaca siswa melalui Reciprocal Teaching didalam Teks Deskriptif dikelas VIII SMP Negeri 3 Panyabungan. Penelitian ini dikategorikan ke dalam penelitian tindakan kelas yang terdiri dari dua siklus. Penelitian ini menggunakan model yang dikemukakan oleh Kemmis dan Mc Taggart. Penelitian ini terdiri dari empat tahap, yaitu; perencanaan, tindakan, pengamatan, dan perenungan. Partisipan dalam penelitian ini berjumlah 24 siswa kelas VIII1 SMP Negeri 3 Panyabungan. Instrumen pengumpulan data adalah observasi, tes, dan wawancara. Berdasarkan hasil penelitian, nilai rata-rata siswa pada siklus I adalah 70.83 (33.33%) dan nilai rata-rata siswa pada siklus II adalah 83.75 (87.50%). Hal ini menunjukkan bahwa nilai rata-rata siswa dari siklus I ke siklus II meningkat. Ini menunjukkan bahwa Reciprocal Teaching dapat meningkatkan pemahaman membaca siswa di kelas VIII SMP Negeri 3 Panyabungan.]]>
<![CDATA[Improving Students’ Writing Ability By Using Genre Based Approach ]]>
<![CDATA[Harahap, Jamila]]>;
<![CDATA[Rambe, Sojuangon]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 5, No 1 (2019): 11 Articles, Pages 1 - 174 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v5i1.1856
<![CDATA[This research is done because some problems in writing, and the objectives of the research is to describe the level of achievement of student in writing ability at SMKS PANCA DHARMA Padangsidimpuan. Researcher conducted by classroom action research (CAR) by using Kemis and Robin design. The researcher conducted two test and two cycles in this research. The participant of this research is one class consists of 26 students from class XI-B. The technique of data collection are test, observation, and interview. Based on the result of the research, researcher found that students’ writing ability was improved. It is supported by the result of the testing in cycle 1 was 65 (34.61%) and cycle 2 was  73.84  (65.38%). It can be concluded that Genre Based Approach]]>
<![CDATA[COMPETENCY BASED LANGUAGE TEACHING: THEORY AND GUIDANCE FOR CLASSROOM PRACTICES ]]>
<![CDATA[Rambe, Sojuangon]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 1, No 2 (2013) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v1i2.27
<![CDATA[AbstractCBLT is application of CBA in field of language teaching. This approach has been widely used in many parts of the world as framework for teaching language for adults, vocational schools and private corporations. In spite of being widely used and supported by many linguists and practitioners, this approach also faces many critiques mainly in the aspects of material development and activities to develop them.Generally this approach is to develop language performances which are useful in the real world either for daily use or work settings. This method does not specify any learning theory to attain the competency, views language as life skills, develops the four language skills depend on the requirement of the competencies, employs communication activities in the real world as learning materials, and conducts evaluation in the form of continual assessment of performance by facing the students performance to its ideal features to be successfully conducted in the real world. Key Words: competency, performance, life skill, standard, language]]>
<![CDATA[AUDIOLINGUAL METHOD; THEORY AND GUIDANCE FOR CLASSROOM PRACTICES ]]>
<![CDATA[Rambe, Sojuangon]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v1i1.7
<![CDATA[AbstractAudiolingual Method (ALM) emerged in 1950s on the shake of military purposes and its popularity declined in 1970s, criticized by linguists and practitioners in the aspect of language and learning theory as well as learning outcomes, together with the rise of communicative approach and other language teaching methods. The practice is still exist nowadays especially in teaching pronunciation, recorded materials and language labs. In general, this method based on structural linguistics and psychological behaviorism; purposed to enable students to speak target language like native speakers do; develops oral communication through drills and repetition; teaches grammar inductively followed by filling gaps exercises; teaches new vocabulary through mimicry; puts listening and speaking in the top priority then develop reading and writing on spoken basis; and allows the further writing and translation in teaching students at advanced level. This paper discussed these features as guidance for teacher to teach English by using this method.  Key words: audio-lingual, aural-oral, drill, and repetition]]>
<![CDATA[PENGARUH JENIS KECERDASAN TERHADAP HASIL BELAJAR TOPIK ALJABAR KELAS VIII MTSN SE-KOTA PADANGSIDIMPUAN ]]>
<![CDATA[Rangkuti, Ahmad Nizar]]>;
<![CDATA[Rambe, Sojuangon]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 2, No 2 (2016): 11 Articles, Pages 1-198 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v2i2.511
<![CDATA[Penelitian ini bertujuan untuk mengeksplorasi pengaruh ketujuh jenis kecerdasan manusia menurut Howard Gardner (1983) dari kemampuan siswa dalam menyelesaikan masalah khususnya pada topik aljabar. Penelitian ini terdiri dari 115 responden yang diambil secara random dari populasi. Pengumpulan data dengan menggunakan test dan angket. Hasil uji hipotesis diperoleh dengan  Fhitung 2,327 Ftabel 2,09 pada taraf signifikansi α=0,05. Dengan menggunakan uji Scheffe, urutan dari kemampuan menyelesaikan soal aljabar berdasarkan jenis kecerdasan adalah: Logika-matematika Kinestetik Intrapersonal Interpersonal Linguistik Spasial Musika]]>
<![CDATA[Flipped Classroom Learning: A Current Issue in English Language Teaching in Pandemic-Era as Perceived by Lecturers ]]>
<![CDATA[Eka Sustri Harida]]>;
<![CDATA[Jufrizal Jufrizal]]>;
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ AT-TA'LIM Vol 29, No 1 (2022) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Imam Bonjol Padang ]]>
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DOI: 10.15548/jt.v29i1.760
<![CDATA[The current method of teaching English in today's era is online learning; this condition occurs because of the pandemic era in all countries in the world, including Indonesia. Teaching English should be done at least by using blended learning systems; one of them is by using flipped classroom learning. Unfortunately, many teachers and students in some areas were not ready to face it. This study aims to determine the lecturers' perception of flipped classroom learning. This research was conducted through a mixed method using a questionnaire and interview to obtain data about lecturers' perceptions of flipped classroom learning. Based on the results, it is known that lecturers have a positive perception of flipped classroom learning, and they think that a new era in teaching must be followed. They are ready to face the industrial era with this kind of learning and are ready to provide themselves to become lecturers who are able to use technology, especially to follow the current era of teaching, not only in the Covid-19 era but also in the normal condition. This study recommends further research of the effect of online learning, specifically for flipped classroom learning, on the students’ competencies or on the lecturers’ professionalism.]]>
<![CDATA[READING STRATEGIES USED BY SUCCESSFUL READERS OF ENGLISH DEPARTMENT STUDENTS OF STATE INSTITUTE FOR ISLAMIC STUDIES PADANGSIDIMPUAN ]]>
<![CDATA[Riandry Fadilah Nasution]]>;
<![CDATA[Eka Sustri Harida]]>;
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 4, No 2 (2018): 11 Articles, Pages 219-398 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v4i2.1116
<![CDATA[Artikel ini mengeksplorasi strategi-strategi membaca yang digunakan oleh mahasiswa sebagai pembaca yang sukses dan mencari tahu srategi membaca yang dominan digunakan oleh mahasiswa. Untuk mengumpulkan data, penelitian ini dilakukan dengan metode deskriptif kualitatif pada jenis studi kasus. Informan penelitian adalah 9 mahasiswa Program Studi Bahasa Inggris yang telah melewati dua mata kuliah Reading Comprehension. Untuk mengumpulkan data dalam penelitian ini, pada peneliti melakukan dua jenis test yakni tes pilihan berganda dan essay untuk mengetahui Reading Comprehension mahasiswa dan pedoman wawancara untuk mengetahui strategi membaca yang digunakan. Dalam Analisa data, para peneliti melakukan reduksi data, display data, dan kesimpulan / verifikasi data. Hasil penelitian menunjukkan bahwa cukup banyak strategi membaca yang digunakan oleh succesfull readers di IAIN Padangsidimpuan, yakni looking the kind of the text and reading the passage, reading first paragraph, focusing on first and last paragraph, focusing on the first paragraph and reading the passage, and others. Strategy yang paling sering digunakan adalah focusing on the first sentence, and focusing on the last paragraph. Dari hasil penelitian ini, para peneliti menyarankan agar para pembaca lebih menggunakan strategu yang bervariasi dalam membaca agar supaya semakin meningkatkan kemampuan membaca mahasiswa ataupun pembaca.]]>
<![CDATA[PENGARUH JENIS KECERDASAN TERHADAP HASIL BELAJAR TOPIK ALJABAR KELAS VIII MTSN SE-KOTA PADANGSIDIMPUAN ]]>
<![CDATA[Ahmad Nizar Rangkuti]]>;
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 2, No 1 (2016): 11 Articles, Pages 1-168 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v2i1.401
<![CDATA[This research aims to explore the effect of the seven major kinds of human intelligence identified by Howard Gardner (1983) on students’ ability to solve mathematical problems specifically in Algebra topic. This research involves about 115 participants randomly taken from whole tested population. Data collection was conducted by introducing test and questionnaire. The hypothesis examination resulted that hypothesis was accepted at index: Fcount 2.327 Ftable 2.09 in significance level α=0.05. By using the Scheffe’s formula, order of sequence of ability to solve algebra’s problems based on the intelligence types was: Logical-mathematics Bodily-Kinesthetic Intrapersonal Interpersonal Linguistics Spatial Musical.]]>
<![CDATA[Total Physical Response ]]>
<![CDATA[Sojuangon Rambe]]>
<![CDATA[ English Education : English Journal for Teaching and Learning Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Padangsidimpuan ]]>
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DOI: 10.24952/ee.v7i01.1652
<![CDATA[Total Physical Response is a language teaching method emerged in 1970s, created by J.E. Asher. This method attempts to adapt the process of infants’ first language acquisition, into the teaching of second and foreign language. Asher claims that kids acquire their first language by listening to their parents commands, comprehending, executing, and then uttering the words. It implicates in the creation of language teaching material in form of lists of imperative sentences graded based on the grammatical complexity, which causes TPR seems to be a grammar based method. Attempts to imitate first language acquisition in second or foreign language classes practically requires the teacher to demonstrate at the same time as uttering commands to be acted by the student, in which the students are not required to repeat the words. It is considered as the reflection of what happens when children communicate with their parents. In spite of the deep first language acquisition adoption, J.E. Asher claims that TPR teaching practice is based on three principles which cover the relationship between physical and brain activity, involvement of left brain and right brain, and creation of free stress learning atmosphere.]]>
