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Pretty Elisa Ayu Ningsih
STKIP Muhammadiyah Sungai Penuh
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Metode Pembelajaran Bahasa Inggris yang Digunakan Guru pada Lembaga Pendidikan Non-Formal LP3N Kerinci Pretty Elisa Ayu Ningsih
Jurnal Studi Guru dan Pembelajaran Vol. 4 No. 1 (2021): January - April
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.4.1.2021.564

Abstract

Penelitian ini bertujuan untuk mengetahui metode pembelajaran Bahasa Inggris yang digunakan oleh guru pada lembaga pendidikan non formal LP3N Kerinci. Penelitian ini merupakan penelitian deskriptif kualitatif. Dalam penelitian ini peneliti menggunakan dua instrumen yakni observasi dan wawancara. Subjek dari penelitian ini adalah 3 orang guru Bahasa Inggris di LP3N Kerinci yang terdiri dari 2 guru perempuan dan 1 guru laki – laki. Guru-guru ini mengajar pada level kelas yang berbeda. Mereka sudah mengajar lebih dari 5 tahun di lembaga pendidikan non formal ini. Hasil penelitian menunjukan bahwa dalam pembelajaran Bahasa Inggris guru menerapkan metode yang berbeda tergantung pada level siswa yang diajar dan materi yang diajarkan. Kemampuan Bahasa Inggris siswa juga menjadi salah satu faktor dalam pemilihan metode oleh guru. Pada kelas Beginner dan Elementary guru cenderung menerapkan metode TPR, karena pada level kelas ini siswa yang diajar adalah siswa SD dengan rentan umur 7-10 tahun. Siswa pada rentan usia ini mudah bosan saat belajar maka untuk membuat mereka lebih tertarik dan termotivasi saat belajar guru menggunakan metode TPR dimana dalam kegiatan pembelajaran banyak menggunakan gerakan. Pada kelas Intermediate, Upper Intermediate, Advance dan TOEFL metode yang digunakan guru adalah GTM. Guru memilih metode ini karena pada level ini siswa banyak diajarkan tentang Grammar seperti Tenses, Comparison, Preposition dan lainnya. Sehingga agar siswa lebih mudah memahami pelajaran maka guru menggunakan dua bahasa yakni Bahasa Indonesia dan Bahasa Inggris dalam menjelaskan materi. Selanjutnya pada kelas percakapan, guru menggunakan metode Direct Method karena kelas ini bertujuan untuk meningkatkan kemampuan komunikasi siswa. Dengan demikian dapat disimpulkan bahwa dalam pengajaran Bahasa Inggris di lembaga non formal LP3N Kerinci guru menerapkan metode TPR, GTM, dan Direct Method tergantung dari level kelas dan materi yang akan diajarkan.
Are Learning Media Effective in English Online Learning?: The Students' and Teachers' Perceptions Pretty Elisa Ayu Ningsih; Mike Nurmalia Sari
Tarbawi : Jurnal Ilmu Pendidikan Vol. 17 No. 2 (2021): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v17i2.1012

Abstract

This study aims to evaluate the use of learning media in English online learning activities. The evaluation is viewed from the teachers' and the students' perceptions. This research is a qualitative descriptive study with a phenomenological approach. The population in this study were all students in the seventh grade at one of the State Islamic Junior High School (MTsN) in Kerinci, Indonesia, and all of their English teachers. The sample of teachers was selected by random sampling, while the sample of students was taken by stratified random sampling. Five students were selected from each class. The instruments used in this study were questionnaires and interviews. In analyzing the interview data, the researcher reduced the data, then presented the data and then concluded, while the analysis of the questionnaire data used descriptive statistics. The study concluded that English online learning was conducted quite effectively. According to the teachers' and students' perceptions, WhatsApp Group is the most effective learning media for them. The obstacles faced by students and teachers are unstable internet networks and frequent power outages.
AN ANALYSIS OF STUDENTS’ MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI Mike Nurmalia Sari; Pretty Elisa Ayu Ningsih
Pendekar: Jurnal Pendidikan Berkarakter Vol 5, No 3 (2022): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v5i3.10994

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui jenis kecemasan dan penyebab kecemasan dalam belajar bahasa Inggris pada siswa kelas XI SMAN 6 Kerinci. Penelitian ini menggunakan metode penelitian campuran karena penelitian ini menggunakan data kuantitatif berupa kuesioner dan data kualitatif berupa wawancara. Populasi dalam penelitian ini adalah siswa SMAN 6 Kerinci, dengan jumlah siswa sebanyak 151 siswa. Sampel dalam penelitian ini ditentukan oleh teknik stratified random sampling (38 siswa). Instrumen dalam penelitian ini adalah kuesioner yang diadopsi dari Hafizi yang diuji dengan validitas bentuk. Data dianalisis dengan dua cara, secara kualitatif menggunakan teknik analisis model interaktif Miles dan Huberman dan kedua dianalisis secara kuantitatif dengan menghitung persentase dari total pencapaian responden.  Hasil penelitian menunjukkan bahwa: ada dua jenis kecemasan yang dirasakan oleh siswa kelas sebelas SMAN 6 Kerinci, yaitu kecemasan sifat yang dirasakan oleh 21,86% siswa dan kecemasan nyata yang dirasakan oleh 60,12% siswa. Sedangkan faktor penyebab kecemasan pada siswa, yaitu 46,84% merasa cemas karena faktor guru, 29,30% siswa merasa cemas karena materi pelajaran dan 47,87% siswa merasa cemas karena faktor yang disebabkan oleh mereka. Selanjutnya, berdasarkan Motivasi SMAN 6 siswa dalam Belajar Bahasa Inggris nilai rata-rata motivasi siswa adalah 60, jika skor yang dikonsultasikan untuk kriteria motivasi siswa, skor 60 berarti interpretasi yang rendah. Artinya sebagian besar siswa SMAN 6 Kerinci memiliki motivasi yang rendah dalam belajar bahasa Inggris. Selanjutnya, ada 10,6% siswa SMAN 6 Kerinci memiliki motivasi yang sangat baik dalam belajar bahasa Inggris, lalu ada 10,6% siswa juga memiliki motivasi yang baik dalam belajar bahasa Inggris, 5% siswa memiliki motivasi dengan kriteria yang cukup, 7,9% siswa tidak memiliki motivasi yang baik dalam belajar bahasa Inggris dan 57,9% siswa memiliki motivasi yang buruk dalam belajar bahasa Inggris.Abstract: This study aims to determine whether the types of anxiety and the causes of anxiety in learning English in eleven students of SMAN 6 Kerinci. This study uses a mixed method because this research uses quantitative data in the form of questionnaires and qualitative data in the form of interviews. The population in this research is students of SMAN 6 Kerinci, with the total number of the students are 151 students. The sample in this study was determined by the stratified random sampling technique (38 students). The instrument in this study was a questionnaire adopted from Hafizi which was tested for face validity. The data were analyzed in two ways, qualitatively using the Miles and Huberman interactive model analysis technique and secondly analyzed quantitatively by calculating the percentage of the total respondents' achievements. The results showed that: there were two types of anxiety felt by the eleventh-grade students of SMAN 6 Kerinci, they were trait anxiety felt by 21.86% of students and stated anxiety felt by 60.12% of students. While the factors that cause anxiety in students, namely 46.84% feel anxious due to teacher factors, 29.30% students feel anxious due to the subject matter and 47.87% students feel anxious due to factors caused by them. Next, based on students’ SMAN 6 Motivation in Learning English the average score of student’s motivation is 60, if the score consulted to criteria students’ motivation, the score 60 means low interpretation. It means that most of students’ SMAN 6 Kerinci have low motivation in learning English. Furthermore, there are 10,6% students SMAN 6 Kerinci have very good motivation in learning English, there are 10,6% students’ also have good motivation in learning English, 5% students have motivation with enough criteria, 7,9% students have not good motivation in learning English and 57,9% students have bad motivation in learning English. Based on the results of this study, the researcher suggests that the teacher be able to choose the right strategy and material that does not cause anxiety to students in learning English, and for students to be able to prepare them well before attending English classes so that they do not feel anxious lost their concentration in learning English and hope it could motivate them in learning English.
Penulisan Abstrak Berbahasa Inggris untuk Karya Tulis Ilmiah Mike Sari; Pretty Elisa Ayu Ningsih; Tri Saswandi; Rodiyal Ihsan
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 3 No. 4 (2022): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/jsoshum.v3i4.252

Abstract

In composing a scientific paper, unique is one of the foremost critical parts. Abstacrt is portion of logical paper that contained data around the paper itself. Theoretical is composed briefly, concisely, and conclusively. Be that as it may, STKIP Muhammadiyah Sungai Penuh understudies still faound challenges in composing a unique one. This movement pointed to socialize almost methods in composing an English theoretical for the logical composing to the understudies. the strategy utilized in this movement was socialization and address by the speaker who were the PkM group. This group was comprised of 4 English Think about Program speakers of STKIP Muhammadiyah Sungai Penuh. The result of this movement appeared that the understudies were able to (1) know what theoretical is (2) know the function of theoretical within the logical composing (3) utilize the fitting tenses in writing English theoretical. The victory of this action can be seen from the assessment did by the PkM group amid this movement handle and it might moreover be seen from the assessment did by the PkM group amid this movement handle, the process of oral test, questions and answer session, and it seem too be seen from the criticism given by the understudies at the conclusion of this action.
An Analysis of English Classroom Interaction Pattern at Eleventh Grade of SMKN 4 Kerinci Based On El Hanafi Theory Mike Nurmalia Sari; Pretty Elisa Ayu Ningsih; Arema Novita
Jurnal Sosial Humaniora Sigli Vol 6, No 1 (2023): Juni 2023
Publisher : Universitas Jabal Ghafur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47647/jsh.v6i1.1452

Abstract

 This research aimed at investigating the classroom interaction patterns on English classes at Eleventh grade of SMKN 4 Kerinci. This research is a descriptive research. The subjects of the research were four English teachers who taught grade XI, they are Teknik Bisnis Sepeda Motor class, Bisnis Daring Dan Pemasaran class, Otomatisasi Tata Kelola Perkantoran class, and Multimedia class. To see the pattern of interaction, theory from El Hanafi was used. The classification of classroom interaction are: (1) teacher-student interaction with one-way traffic interaction, (2) teacher-student interaction with two-way traffic interaction, (3) teacher-student interaction with multi-way traffic interaction, and (4) student-student interaction pattern. Each teacher was recorded one time of the teaching and learning process. There were two instrumentations used: audio recorder and the field note. Based on data analysis, it was found that the most dominant interaction pattern from classroom discourse was the teacher-student interaction with two-way traffic interaction (64%), and then it is followed by teacher-student interaction with one-way traffic interaction (34%), the multi-way interaction pattern 2%, and none of the student-student interaction pattern found in the interactions of the foor classes of English lesson. This indicates that the teachers mostly spend their teaching and learning process by asking questions to the students with limited interaction in a topic of talk. Students’ responses were seen not so important to involve them to the materials and the process of teaching and learning in the classroom. Therefore, the interaction pattern that mostly appeared was teacher-student interaction with two-way traffic interaction. So it is important for the teacher to realize the importance of the classroom interaction characteristic and to develop her teaching skill and method in delivering teaching materials in the classroom.Keywords:  classroom interaction pattern, El Hanafi, English class.
Pengajaran Bahasa Inggris Terhadap Siswa Sekolah Dasar dengan Menggunakan Video Animasi Mike Nurmalia Sari; Pretty Elisa Ayu Ningsih
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 4 No. 3 (2023): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/jsoshum.v4i2.299

Abstract

This Community Service activity is carried out at Elementary School level students grades 3-5. The activity was carried out in Four Belui Villages, Depati VII District, Kerinci Regency, Jambi Province. This activity aims to provide learning English materials to students at the elementary school level by utilizing Video Animation media. To see the effect of teaching English using animated videos on students' abilities, a pretest and post-test were carried out. The results of the activity showed a significant increase in the ability of students who were given activities with an increase in student scores before teaching using animated videos and after teaching was carried out. In terms of student motivation also seems to increase. This is indicated by the enthusiasm shown by the students during the activity.
Co-Authors Arema Novita Mike Sari Rodiyal Ihsan Sari, Mike Nurmalia Tri Saswandi, Tri