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All Journal Lectura : Jurnal Pendidikan Jurnal Ilmiah Wahana Pendidikan International Journal of Scientific Multidisciplinary Research (IJSMR)
Sri Ninta Tarigan
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mechanical Engineering Social Sciences Other

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An Analysis of Teacher’s Strategies in Teaching Reading Comprehension Yesicha Audina; Nibenia Zega; Asima Simarmata; Kiki Velina Situmeang; Sri Ninta Tarigan
Lectura : Jurnal Pendidikan Vol. 11 No. 1 (2020): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v11i1.3689

Abstract

This study was raised due to problems in learning reading. The researchers saw that teachers and students experience constraints in the learning process. The problem is when students do not understand the content of the reading because students only learn to translate word by word and do not understand the contents of the reading. The purpose of research is to know the strategies used by English teachers and the reasons why did the English teacher choose those strategies to teach English reading comprehension and describe the application using the strategies chosen by English teachers in reading understanding learning. This research is used with research objects of English teachers. The location of this research was at SMK Dharma Bakti 1, Medan. The method of the research was qualitative research. The Instruments of this research were observations and interviews. The results of this study using the strategy of Directed Reading Activity (DRA). DRA is a strategy used to expand and strengthen students’ reading skills. In short this strategy guides students to get information from a text read. So that in its implementation students can more easily understand the text of connecting the various student knowledge that students have. Before it was to build its own understanding and this assumption, this strategy was considered effective because it was able to build a teaching learning process. Making classes more conducive, students are also trained to build good cooperation, students capable of discussion and critical thinking as well as developing understanding after reading.
Improving Students’ Speaking Skill Through Debate Technique at Second Grade Students’ of Senior High School Sri Ninta Tarigan; Naumi Barimbing; Soniara Pernaldo Saragih; Srisofian Sianturi
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 24 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.872 KB) | DOI: 10.5281/zenodo.7494665

Abstract

This study focuses on determining how argumentation techniques can improve students' speaking skills. Learning to speak is quintessential due to the fact talking is a way of communicating with distinctive human beings to lift opinions and ideas, however in truth students' English speaking competencies are low. This is due to various elements such as factors of speech such as vocabulary, pronunciation and grammar that students have to draw close in order to communicate English well. In this study, the researcher used the debate strategy to enhance students' talking skills. This examine about is a classroom motion find out about performed in two cycles. Data sequence used to be once accomplished through tests and observations. Test and commentary data gathered from each cycle have been subjected to quantitative and qualitative analysis. The implementation of the debate technique in teaching speaking competencies in the 2nd grade of SMA Mulia Pratama Medan used to be carried out in two cycles, such as area one and phase two. 25 college students of classification XI IPA participated in the study. The consequences of this locate out about confirmed that the usage of the debate method can improve students' speaking skills. This is evidenced by way of capacity of the students' take a look at scores, which accelerated with every cycle. In the first cycle, the average grade of college students was as soon as 42.50, in the 2nd cycle it was once 78.22. The result of this lookup is really helpful information, especially for the English trainer who teaches this class, and for all English instructors in general.
Study of the Influence of Teachers Teaching Style on Students' Interest in Learning English Athalia Asa Adventina Br Karo; Sri Ninta Tarigan; Tarida Alvina Simanjuntak
International Journal of Scientific Multidisciplinary Research Vol. 2 No. 8 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ijsmr.v2i8.10627

Abstract

Learning English at the high school level often faces various challenges, especially when it comes to attracting students. Based on initial observations at SMA Swasta Indonesia Membangun Medan for the 2023/2024 school year, it was found that many students in grades x2 and x1 felt less interested in learning English. Factors that may cause this lack of interest include material difficulties, lack of relevance of the material to daily life, multiple intelligences of students, teaching style of teachers and techniques of delegators in teaching. The research methodology used is questionnaires, interviews, and data collection. The types of research used are qualitative data and quantitative data. The findings of this study also aim to determine the influence of teachers' teaching styles on students' interest in learning English. Based on the results of research through interviews with teachers, the factors that affect students' lack of interest in learning English are because students have dominance or multiple intelligence in certain fields. And the results of the questionnaire given summarized that students' interest in learning was in the category of quite good, namely 69.03% out of 50 students. And for the delegator teaching style technique, it is done during the group discussion method because in the discussion students can work collaboratively and become teachers with each other
Co-Authors Asima Simarmata Athalia Asa Adventina Br Karo Kiki Velina Situmeang Naumi Barimbing Nibenia Zega Simanjuntak, Tarida Alvina Soniara Pernaldo Saragih Srisofian Sianturi Yesicha Audina