Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
P-Index
This Author published in this journals
All Journal Linguistics and Elt Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang SOLID Bina Edukasi
Aini Husnida Wulandari
Universitas Teknologi Mataram
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
AN ERROR ANALYSIS OF STUDENTS’ DESCRIPTIVE WRITING AMONG THE TENTH GRADE STUDENTS OF SMKN 1 PRAYA TENGAH IN THE 2020/2021 ACADEMIC YEAR Aini Husnida Wulandari
SOLID Vol 11, No 2 (2021)
Publisher : Universitas Teknologi Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35200/solid.v11i2.500

Abstract

AbstrakTujuan penelitian ini adalah untuk menemukan yang paling umum dan sumber kesalahan yang dibuat oleh para siswa dalam tulisan deskriptif. Sampel studi ini adalah 30 siswa. Penulis menggunakan deskriptif kuantitatif dan kualitatif metode analitis. Sang penulis menganalisis jenis-jenis kesalahan dengan menggunakan teori Azars dan sumber kesalahan dari teori Brown. Hasil riset itu menyingkapkan bahwa jenis kesalahan yang paling banyak hingga yang paling tidak umum dalam tulisan para siswa. Hasil penelitian mengungkapkan bahwa sebagian besar jenis kesalahan adalah mengeja dengan 24,30% kemudian pengajaran perulangan adalah guru bahasa inggris harus memberikan lebih banyak latihan dalam mengajar dan belajar proses bagaimana mengeja dengan benar kata-kata. Selain itu, sumber yang paling salah adalah intralingua transfer dengan 54,58% kemudian pengajaran pemulihan adalah, guru harus memberikan penjelasan lebih lanjut tentang aturan tata bahasa inggris terutama dalam aspek tata bahasa untuk mengurangi kesalahan siswa.  Kata kunci: kesalahan, kesalahan, analisa kesalahan, tulisan deskriptif AbstractThe purpose of this study was to find the most typical errors and sources made by the students in descriptive writing. The samples of this study were 30 students. The writer used the descriptive quantitative and qualitative analytical method. The writer analyzed the types of error by using Azars’ theory and the source of error by Brown’s theory. The result of the research revealed that the most up to the least common types of errors on the students’ writing. The result of the research revealed the most types of error was spelling with 24,30% hence the remedial teaching is the English teacher should give more practice in teaching and learning process how to spell correctly the words. Furthermore, the most source of error was intralingua transfer with 54, 58% thus the remedial teaching is, the teacher should give more explanation about the rule of English grammar especially in grammatical aspect in order to reduce the students’ error. Keywords: error, mistake, error analysis, descriptive writing 
THE EFFECT OF USING FRINTZ’ BRAIN AND CROSSWORD PUZZLE ON VOCABULARY MASTERY FOR STUDENTS WHO HAVE DIFFERENCE LEARNING STYLE Aini Husnida Wulandari
SOLID Vol 9, No 1 (2019)
Publisher : Universitas Teknologi Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35200/solid.v9i1.280

Abstract

The objective of this research is to investigate: (1) the different of students’ vocabulary mastery between those who were taught trough frintz’ brain and those who were taught through crossword puzzle, (2) the different of auditory and visual students’ vocabulary mastery, (3) the interaction between teaching methods and learning style with students vocabulary mastery, (4) which method is more effective to improve auditory students’ vocabulary mastery, and (5) which method is more effective to improve visual students’ vocabulary mastery.The research was conducted at SDN Kramatjati 27 Pagi which is located at Jl. Kerja Bakti No. 01 East Jakarta from March 2016 to June 2016. The writer took the third grade students as her research participant. There were two classes at that school. Therefore, the writer took two classes as her research with 30 students in the grade III A and 30 students in the grade IIIB. The method of the research was a quasi experiment. The data were analyzed by two-way ANOVA..Based on the results of the data analysis, there were five conclusions drawn: first, there is significant difference of students’ vocabulary mastery between those who were taught trough frinz’ brain and those who were taught trough crossword puzzle. It was supported by the p-value of methods is smaller than 0.05. Second, there is significant difference result between auditory and visual students’ on their vocabulary mastery. It was supported by p-value of learning style that is smaller than  0.05. Third, there is significant interaction between vocabulary methods and learning style on students’ vocabulary mastery. It is supported by the p-value of interaction which is smaller than 0.05. Fourth, frintz’ brain is better crossword puzzle for auditory students on their vocabulary mastery at the third grade students of Elementary School. It is supported by the mean of frintz’ brain in auditory 80.60 that is higher than the mean of crossword puzzle in auditory 75.53. Keywords: Vocabulary mastery, Frintz’brain, Crossword puzzle, Auditory and visual learning style.
IMPROVING STUDENTS’ SPEAKING ABILITYBY BOARD GAME FOR THE SECOND GRADE STUDENTS OF MTS NEGERI 1 LOMBOK TENGAH ACADEMIC YEAR 2020/2021 Aini Husnida Wulandari
JURNAL ILMIAH BINA EDUKASI Vol. 1 No. 2 (2021): Jurnal Ilmiah Bina Edukasi
Publisher : LPPM Universitas Mitra Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (213.614 KB) | DOI: 10.37753/bina edukasi.v1i2.198

Abstract

In teaching and learning speaking process, there are some problems of the teachers such as: the mastery of approach and methods. English teachers have to try to find out and apply proper some strategies in the teaching learning speaking process. As the motivator for students, the teacher should be look carefully and able to overcome and look coursed of the problem for the problem solving of their students’ problems. They have to apply appropriate method and approachbased on the situation and condition of the students and their environment. In this case, board game is one of approaches which are expected to be able to increase students’ speaking ability. In this research, the writer formulated two problems: (1) To what extent is the student's speaking ability for the eighth grade of MTS Negeri 1 Lombok Tengah the school year 2020- 2021? and (2) What is the effect of board game in improving the students’ speaking ability at the second grade of MTS Negeri 1 Lombok Tengah the school year 2020- 2021? This research was an experimental study. The sample of the study was divided into two groups; experimental group and control group, and then the two groups were given the same test. Furthermore, this research used speaking test as the instrument to collect the data. Moreover, the researcher used hypothesis testing to measure the students speaking ability. After that, analyzed the data which were obtained from the experimental group in which they were taught by applying scaffolding talk and the control group was taught by usingtraditional method. The result of the data analysis indicated that the eighth grade students of MTS Negeri 1 Lombok Tengah attained high score on the post test for experimental group. It was the fact that the effectiveness of board game talk was indicated by the mean score of the students that was 58.65. Furthermore, it was also indicated by the result of hypothesis testing that the alternative hypothesis was accepted. It was provable that the t-table was lower than t-test in which the t-table was 1.68 and t-test 7.16. Therefore, it can be concluded that the experimental group had higher ability inspeaking skill than the control group.
The Implementation of Learning Models Student Team Achievement Division (STAD) in Improving Results Learning Mathematics Eighth Grade of SMP Negeri 2 Praya Aini Husnida Wulandari; Lalu Isnaeni Rahman; Sartika Hijriati
Linguistics and ELT Journal Vol 10, No 2 (2022)
Publisher : Muhammadiyah University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v10i2.12296

Abstract

This research is a classroom action research conducted in class VIII.1 of SMP Negeri 1 Praya. The purpose of this classroom action research (CAR) is to determine the extent to which students' learning outcomes in mathematics are improved by applying the STAD Type Cooperative Learning Method. In this classroom action research (CAR), it is carried out in 2 cycles, from the results of the actions taken; it is proven to be able to improve student learning outcomes by achieving the classical mastery set that is 85%. Classical completeness 71% obtained in the first cycle, can be increased in the second cycle to 100%. In terms of student activity, there was also an increase, namely in the first cycle, the category of quite active increased to a category. The results of this action research indicate that the application of the STAD Type Cooperative Learning Model can improve student learning outcomes in mathematics with completeness reaching 100%.
THE IMPLEMENTATIONS OF KBK (COMPETENCY-BASED), KTSP (SCHOOL- BASED), AND K-13 CURRICULA; A COMPARATIVE ANALYSIS Riris Sugianto; Aini Husnida Wulandari; Lalu Isnaeni Rahman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 2 (2024): Volume 10 No. 02 Juni 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i2.3520

Abstract

The curriculum, a governmental initiative within the educational sphere, evolves in response to societal shifts and advancements in science and technology. This research employs qualitative methods to generate descriptive data on the educational curriculum as a visible social construct. This social construct is then scrutinized through the lens of public policy theory. The study concludes that the curriculum, as a political measure by the Indonesian government in education, logically follows societal evolution and scientific progress. Over the period from 1999 to 2013, there have been three iterations of the curriculum: the Competency-Based Curriculum (KBK), the Education Unit Level Curriculum (KTSP), and the 2013 Curriculum (K-13). Each curriculum emphasizes distinct focal points and objectives. The government's revisions to the curriculum, guided by public policy theory, aim to meet the evolving needs and interests of the community. This ensures that the curriculum remains responsive to the changing social dynamics and advancements in science and technology within Indonesia and globally.
Co-Authors Lalu Isnaeni Rahman Sartika Hijriati Sugianto, Riris