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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa JMIE (Journal of Madrasah Ibtidaiyah Education) International Conference on Languages and Arts ELITE Journal: Journal of English Linguistics, Literature, and Education Indonesian Research Journal on Education Ta'dib Journal of Islamic Education Students ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Educational Best Practices
Nina Suzanne
Universitas Islam Negeri Mahmud Yunus Batusangkar
Religion Arts Humanities Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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AN ANALYSIS OF PREPOSITION ERRORS: The Case of in, on, and at Suzanne, Nina
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 11, No 1 (2017)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.572 KB) | DOI: 10.24036/ld.v11i1.7408

Abstract

The use of correct preposition can influence the quality of information in spoken language. However, errors often occur in the use of prepositions, especially, in, on, and at. This research was done to identify the preposition errors made by students when speaking English. The data were obtained from the interview transcription which was used as the source of data from the research done in 2005 by the writer herself about grammatical and diction errors made by the first-year students of SMAN 2 Padang when speaking English. The finding showed that errors in the use of preposition in and at occurred more often than errors in the use of preposition on. The errors are included into two kinds of errors, namely misformation errors (substitution of “in” for “at”, “in” for “on”, “in” for “from”, “at” for “to” and “at” for “in”) and addition errors (addition of “in” and “at”). The finding also proved that the occurrence of errors in the use of prepositions in spoken English language is influenced by the speakers’ first or second language.Key words: preposition errors; preposition in, on, and at; error analysis; spoken language  ANALISIS ERROR DALAM PENGGUNAAN PREPOSISI:Kasus pada Preposisi in, on, dan atAbstrak         Penggunaan preposisi yang tepat dapat mempengaruhi kualitas informasi yang diberikan dalam bahasa lisan. Namun, error sering muncul dalam penggunaan preposisi tersebut, khususnya untuk preposisi in, on, dan at. Penelitian ini bertujuan untuk mengidentifikasi apa saja error yang dibuat oleh siswa dalam berbahasa Inggris. Data diperoleh dari transkripsi wawancara yang merupakan sumber data dari penelitian yang dilakukan oleh penulis sendiri pada tahun 2005 mengenai error dalam penggunaan preposisi dan diksi oleh siswa kelas satu SMAN 2 Padang ketika berbicara dalam bahasa Inggris. Temuan memperlihatkan bahwa error dalam penggunaan preposisi in dan at lebih sering muncul daripada error dalam penggunaan preposisi on. Error tersebut dikategorikan ke dalam dua jenis error yaitu misformation dan addition. Hasil penelitian juga membuktikan bahwa munculnya error dalam penggunaan preposisi ketika berbahasa Inggris dipengaruhi oleh bahasa ibu atau bahasa kedua siswa.Kata kunci: error dalam penggunaan preposisi; preposisi in, on, dan at; analisis error; bahasa lisan
LITERASI TEKNOLOGI DALAM PERSPEKTIF CALON PENDIDIK SEKOLAH DASAR: SEBUAH ANALISIS KEBUTUHAN Nina Suzanne
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 3, No 2 (2019): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2200.292 KB) | DOI: 10.32934/jmie.v3i2.127

Abstract

4.0 era is characterized by the use of massive and critical technology. Almost everyone has smartphone with 4G internet connection for communication and having information around the world rapidly. Students also get the advantage to do their assignment, get more interactive media for learning, or just for fun in social media. However, negative impact cannot be avoided if the students do not understand how to use the technology wisely. Therefore, technology literacy is needed to give the students strong basis in using technology to support their activities. This research aims to describe students’ perception toward the importance of technology literacy for students and candidate teachers. The informants were 23 PGMI students of IAIN Batusangkar who were given open-ended questionnaire about their perspective on the use of technology in teaching and learning process. The results describe that the use of technology such as smartphone wisely with a good knowledge on it is a must. Being innovative, creative, and dynamic are expected from students and candidate teachers as well.
CRITICAL AND EFFECTIVE READING TO BUILD THE CHARACTERS AS ACTIVE READERS Nina Suzanne
International Conference on Languages and Arts Proceeding of the 3rd ISLA 2014
Publisher : Fakultas Bahasa dan Seni Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (113.401 KB)

Abstract

Basically, everyone already has its own character. However, the character can also be formed through habit and experience. As it is explained by Lickona (2013:72), a good character consists of knowing, desiring, and doing the good─mind habit, heart habit, and action habit. Consciously or not, people have a variety of character instilled in him through activities done daily, such as reading habit.  Good readers do not necessarily accept or reject what they read, but must be critically analyzed the reading through various critical reading techniques, namely making inference, distinguishing facts from opinion, identifying tone, purpose, and bias. In addition, active readers should apply different reading skills in each reading activity based on the purpose and reading texts chosen, so that the activity can take place more effectively and helpful. The reaction of readers to reading materials by selecting appropriate reading skills and is followed by careful analysis can encourage the formation of good character in him. Active readers are critical, sensitive, carefully, objective, flexible, responsible, prudent, effective, disciplined, and have a high curiosity towards reading.   Key words: Active Readers, Character building, Critical and Effective Reading
Students’ Perception on the Video Used by English Teachers as Instructional Media Khothori Khothori; Nina Suzanne
ELITE JOURNAL Vol 2 No 2 (2020): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Video is one of instructional media used by English teachers to enhance students’ motivation and enthusiasm in learning English. This study aims to analyze students’ perception on the video used by English teachers in teaching English at a public islamic school in Tanah Datar, West Sumatera. This study was quantitative research involving 30 students as the sample. The instrument used was questionnaire constructed based on the theories of components of perception and advantages of video as instructional media in English learning. The questionnaire consisted of 38 items: 26 statements for cognitive aspect, 4 statements for affective aspect, and 8 statements for conative aspect of perception. To check the validity and reliability of the instrument, the researchers validated the questionnaire to 3 validators and then did try-out. The questionnaire was declared valid while the result of the try-out described that 26 items were valid and 12 items were revised, and the reliability was high (0.964) indicating that all of the items could be used to collect data. Data analysis showed that students’ perception on the video used by English teacher as an instructional media was strongly positive (66.67%) and positive (33.33%) meaning that students are welcome and feel very optimistic and highly motivated to the video used by the teachers in teaching English.
BEING ACTIVE READERS BY APPLYING CRITICAL READING TECHNIQUE NINA SUZANNE
Ta'dib Vol 14, No 1 (2011)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v14i1.197

Abstract

Critical reading is a reading technique that encourages the students to have deeper comprehension on the materials they are reading. Analyzing and evaluating the reading materials by proposing several critical questions to the writer, known as ‘reading between the lines”, can direct the reading to ‘advance’ level. Consequently, the students do not just take for granted what they are reading. However, to become a critical reader is not easy since there are some potential obstacles that the reader might encounter. Consequently, they have to be able to deal with the obstacles and therefore become critical and active readers.Key words: critical reading, critical readers, critical thinking, and active readers
THE USE OF VARIOUS READING STRATEGIES TO GET BETTER UNDERSTANDING AND BE CREATIVE READERS NINA SUZANNE
Ta'dib Vol 18, No 2 (2015)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v18i2.290

Abstract

Reading is a proses of involving reader’s physics and mental. The purpose of reading is not only to get new information passively but also to comprehend the text actively. In order to get good result in reading, a reader needs to apply various strategies. Kinsella (2000) offers several reading strategies such as PACA, KWL Plus, Outlining, and Concept  Building. Those strategies could be well implemented based on reader’s purpose to read. The ability to apply these strategies could lead someone to be a creative and innovative reader.Key words: Better Understanding, Creative Readers,  Reading strategies
Developing Criteria of an English Textbook Evaluation for Indonesian Senior High School Sirajul Munir; Nina Suzanne; Yulnetri Yulnetri
Ta'dib Vol 24, No 2 (2021)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v24i2.4551

Abstract

The use of criteria of an English textbook is crucial to improve the quality of teaching. However, choosing the criteria is a challenging task for teachers and material developers. This recent study aims at developing criteria of an English textbook evaluation for Indonesian Senior High School. This research used Research and Development. Three phases were employed: exploration stage, development stage, and validation stage.  At the exploration stage, 17 respondents of English teachers were asked about the need of developing the criteria of the English textbook. All respondents agreed that the textbook evaluation criteria were needed since there is no particular standardized textbook evaluation available. Therefore, they need to use the criteria as the basis to determine the quality of a particular textbook. At the development stage, 10 criteria to evaluate textbooks were constructed. Those cover (1) aims and approaches; (2) design and organization; (3); content; (4) skills; (5) vocabulary; (6) exercises and activities; (7) methodology; (8) attractiveness of the textbook and physical make-up; (9) teacher’s manual; and (10) practical consideration. At the validation stage, the textbook evaluation criteria were deemed valid by experts. Considering these facts, 10 designed criteria could be used as the principle to determine an evaluation of English textbooks, primarily in the teaching English at Indonesian Senior High school.
Students’ Strategies in Improving Their Reading Comprehension Hendra Eka Putra; Nina Suzanne
Ta'dib Vol 25, No 1 (2022)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v25i1.5686

Abstract

The problem of this research was that there was no clear information about students’ strategies in improving their reading comprehension. Therefore, a descriptive quantitative method was used to find out the students’ strategies in improving their reading comprehension. A questionnaire consisting of 10 questions was distributed English Education Department students of IAIN Batusangkar to collect research data. The questionnaire was distributed to them, and there were 37 students who gave their responses. The data were analyzed by using descriptive statistical analysis. Based on the research results, it was found that there were three steps of reading strategies applied by students in improving their reading comprehension. In pre-reading stage, students applied six reading strategies: previewing, creating question, making prediction, writing the main points of what reader already know about the text, reading introductions and summaries, and creating a pre-reading outline strategy. The mostly applied strategy was previewing strategy, and the least one was reading introductions and summaries strategy. In whilst reading stage, they applied reading the selection text, visualizing, paraphrasing, elaborating, changing reading rate, inferring, note-taking, and rereading strategy. The mostly applied strategy was paraphrasing strategy, and the least one was rereading strategy. In the post-reading stage, students applied two reading strategies: summarizing and reviewing. Between both strategies, summarizing was dominantly applied.
Development of Illustrated Storybooks as a Learning Medium to Enhance Students' Reading Interest Gusti Latifa; Nina Suzanne; Zulhendri Zulhendri
Journal of Islamic Education Students Vol 3, No 1: May 2023
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v3i1.5623

Abstract

An important component of elementary school students' academic growth is their enthusiasm for reading, especially in the lower grades. The purpose of this study is to examine students' demands for illustrated storybooks, confirm the accuracy of the created books, gauge how useful they are for piqueing children's interest in reading, and measure the effects of utilizing these books in the classroom. This study uses a research and development methodology to gather both quantitative and qualitative data. The four steps of the research process define, design, develop, and disseminate are guided by the 4D model. The results of this study support the usefulness of employing illustrated storybooks to increase pupils' enthusiasm for reading. The storybooks are suitable to satisfy the demands of the pupils thanks to the creation and validation procedures. The storybooks' ability to encourage reading engagement among primary school pupils is shown by the favorable response from instructors and students regarding the usefulness of the books. This study makes a contribution to the field of education by offering instructors insightful information and a useful tool to raise their students' motivation for reading and general literacy ability.
DEVELOPING SCIENTIFIC APPROACH-BASED E-MODULE ASSISTED BY KSOFT FLIPBOOK MAKER APPLICATION FOR THE TENTH-GRADE OF SENIOR HIGH SCHOOL STUDENTS Nurfajriyah Nurfajriyah; Nina Suzanne; Sirajul Munir
International Journal of Educational Best Practices Vol 7, No 1 (2023)
Publisher : Education Administration Study Program, School of Postgraduate Studies, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.v7n1.p73-91

Abstract

The limitations of the teaching materials, the absence of sample questions, individual assignments, and evaluations of narrative text materials are the issues covered in this study. This research aims to describe the needs of teachers and students for an electronic module (e-module) based on the scientific approach, to develop a prototype for an e-module based on the scientific approach, and to describe the experts’ validation of the e-module. This study employed R&D using the 4D development model, which has four stages: define, design, develop, and disseminate. Three validators—two lecturers and one teacher—were used to evaluate the e- module. This research findings show as follows. Firstly, teachers and students need narrative text e-module teaching materials employing a scientific approach, secondly, the e- module narrative text prototype adheres to the scientific approach. Finally, the validation test on e-module narrative text for English learning is categorized as valid. These findings recommend that using the scientific approach-based e-module narrative text material that was developed with the help of the KSOFT flipbook maker is imperatively implemented in teaching a narrative text in the tenth grade of Senior High School.
Co-Authors Agusniwati, Fiola Asmendri Asmendri Demina Demina Fiola Agusniwati Fitri , Hidayatul Gumsi, Putri Eka Gusti Latifa Hadiarni Hadiarni Havis, M. Hendra Eka Putra Hidayatul Fitri Jhoni Warmansyah Jhoni Warmansyah Khothori Khothori Latifa, Gusti Nur Annisa Nur Annisa Nurfajriyah Nurfajriyah Nurfajriyah Sirajul Munir Suswati Hendriani Yulnetri Yulnetri Zulhendri Zulhendri Zulhendri Zulhendri Zulhermindra Zulhermindra