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All Journal Jurnal Pendidikan Humaniora AL QUDS : Jurnal Studi Alquran dan Hadis Al Ishlah Jurnal Pendidikan TUNAS BANGSA Getsempena English Education Journal Jurnal Metamorfosa BUAH HATI Visipena Cetta: Jurnal Ilmu Pendidikan Journal on Education An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab Paedagogia: Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Dinasti International Journal of Education Management and Social Science Genta Mulia : Jurnal Ilmiah Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Getsempena English Education Journal jurnal dikdas bantara Jurnal Cahaya Mandalika Tafkir: Interdisciplinary Journal of Islamic Education Indo-MathEdu Intellectuals Journal Almufi Journal of Measurement, Assessment, and Evaluation Education (AJMAEE) Arus Jurnal Sosial dan Humaniora Journal of Education Research Journal of Educational Sciences Studies in English Language and Education Ranah Research : Journal of Multidisciplinary Research and Development ICONESTH Jurnal Ar Ro'is Mandalika (Armada) Al-Bidayah : jurnal pendidikan dasar Islam

Syarfuni Syarfuni

English Department, Universitas Bina Bangsa Getsempena, Aceh, Indonesia

Author-ID : 399366

Religion Aerospace Engineering Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Transportation Other

Published : 62 Documents Claim Missing Document

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THE IMPLEMENTATION OF GAME IN TEACHING ENGLISH VOCABULARY Syarfuni
Jurnal Visipena Vol 1 No 2 (2010)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

The primary activities of students in the classroom is learning. Successful learning is only the right way to lead the process. Good learning atmosphere method and technique will guide the students to learn more serious and meaningful. To accomplish such condition, the teacher must create some types and attractive method or technique in the classroom. To avoid the students bore in the classroom the teacher should use some types of game to be an alternative solution to handle the problem. Games as a matter of fact can help and encourage students to sustain their interest in learning English. In this paper the writer wants to share experiences about the implementation of game in teaching English.

PIDGINS AND CREOLES LANGUAGES Syarfuni
Jurnal Visipena Vol 2 No 1 (2011)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

A pidgin is language with no native speakers, it is not first language but it is a contact language creoles is a normal language in just about every sense. Creole has native speaker, each pidgin and Creole are well organizes of linguistic system, the sound of pidgin or creoles are likely to be a fewer and less complicated than those of related languages for example Tok pisin has only five basic vowels, Papia Kristang has seven basic vowel. The pidgin or Creole language have two theories polygenesis and relexification. The distributions of pidgin and Creole are in equatorial belt around the world, usually in place with easy success such as in the oceans and harbor.

THE IMPLEMENTATION OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION (AN EXPERIMENTAL RESEARCH AT SMPN 4 BANDA ACEH) Syarfuni
Jurnal Visipena Vol 2 No 2 (2011)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

This study is about the implementation of reciprocal teaching in teaching reading comprehension. The objectives of the study are:1) to find out if students who are taught through reciprocal teaching have a difference significant than those who are taught through grammar translation method, 2) to find out what the students’ responses toward the implementation of reciprocal teaching in teaching reading comprehension. The method in this study is quantitative and qualitative method. The population is all the second grade students in SMPN 4 Banda Aceh, and the sample is the VIII/I and the VIII/II. The sample was chosen by using random sampling. To obtain the data related to the implementation of reciprocal teaching the writer gave the pre-test and post-test to two groups; experimental group and control group. The instrument used to collect the data was test and questionnaires. The test is used to see the result of achievement of students in reading comprehension while the questionnaires are used to get the students’ responses toward the implementation of reciprocal teaching. The quantitative data was analyzed by means of the statistical procedure in order to see whether there is a difference significant between reciprocal teaching method and grammar translation method in teaching reading comprehension. The questionnaires were analyzed by using the percentage formula for each question item. After processing the data, it found that there is a significant difference between reciprocal teaching and grammar translation method and the students’ response are positive. It can be concluded that reciprocal teaching is better than grammar translation method in teaching reading comprehension. This is proved by the test result where t-test score is higher than t-table (2.45 >1.70) and the students’ ability in the experimental group increases up to 21% while in the control group the students’ ability reaches only 9%. This means that the alternative hypothesis is accepted and the null hypothesis is rejected.

ERROR ANALYSIS OF THE WRITTEN ENGLISH ESSAY AT THE THIRD SEMESTER OF ENGLISH DEPARTEMENT Syarfuni
Jurnal Visipena Vol 4 No 1 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

This study examiners error in a corpus 25 essay written by 25 participant. The participants are the third semester of who are studying at the English department; 4 male and 21 females. The have experienced approximately for one semester in subject writing. All participants are come form non-English education background and hardly communicate in English out the college. The instruments used for this study was participants’ written essay. All of error in the essays were identified and classified into various categorizations. The result of the study show that six common errors committed by the participants were singular/plural form, verb tense, word choice, preposition, subject-verb agreement and word order. These aspects of writing in English pose the most difficult problems to participants. This study has shed light on the manner in which students internalize the rules of the target language, which is English. Such an insight into language learning problems is useful to teachers because it provides information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.

LEARNING COMMUNITY AS STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL Syarfuni
Jurnal Visipena Vol 4 No 2 (2013)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.

IMPLEMENTASI TEORI PRODIGY DENGAN PENDEKATAN PEMBELAJARAN BERBASIS MANAJEMEN KELAS UNTUK MENINGKATKAN POTENSI DIRI DALAM BELAJAR Basri Basri; Teuku Fadhli; Syarfuni Syarfuni
Jurnal Visipena Vol 12 No 2 (2021)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v12i2.1517

Penelitian ini bertujuan untuk menguji tingkat keefektifan teori prodigy melalui pendekatan pembelajaran berbasis manajemen kelas untuk meningkatkan potensi diri siswa dalam pembelajaran, dengan menggunakan metode penelitian deskriptif kuantitatif berupa eksperimen dengan Non-Equivalent Group Pretest-Postest Control Group desain penelitian. Dengan jumlah subjek penelitian, 48 siswa dibagi menjadi kelompok eksperimen dan kontrol. Hasil uji Paired Samples T-test menunjukkan bahwa nilai pretest dan posttest kelompok eksperimen dan kelompok kontrol dengan taraf signifikansi p<0,01, maka Ha diterima dan Ho ditolak, sedangkan hasil uji satu arah Uji ANOVA menunjukkan nilai F=5033,639; dengan tingkat signifikansi p<0,01. Sedangkan hasil post hoc test menjelaskan bahwa kelompok eksperimen dan kelompok kontrol memiliki perbedaan rata-rata yang signifikan dengan tingkat signifikansi 0,647>0,50, menunjukkan peningkatan rata-rata yang signifikan antara kelompok eksperimen dan kelompok kontrol. Sehingga dapat disimpulkan bahwa penerapan teori prodigy melalui pendekatan pembelajaran berbasis manajemen kelas efektif dalam meningkatkan potensi diri siswa dalam pembelajaran. Hasil penelitian ini diharapkan dapat menjadi acuan agar dapat dilaksanakan dan dilanjutkan dalam lingkup yang lebih luas. Abstract This study aims to test the level of effectiveness of prodigy theory through a classroom management-based learning approach to increase students' self-potential in learning, using descriptive quantitative research methods in the form of experiments with Non-Equivalent Group Pretest-Postest Control Group research designs. With the number of research subjects, 48 students were divided into experimental and control groups. The results of the Paired Samples T-test showed that the pretest and posttest scores of the experimental group and the control group with a significance level of p<0.01, then Ha was accepted and Ho was rejected, while the results of the one-way ANOVA test showed a value of F=5033,639; with a significance level of p<0.01. While the results of the post hoc test explained that the experimental group and the control group had a significant average difference with a significance level of 0.647>0.50, indicating a significant increase in the average between the experimental group and the control group. So it can be concluded that the application of prodigy theory through a classroom management-based learning approach is effective in increasing students' self-potential in learning. The results of this study are expected to be a reference so that it can be carried out and continued in a wider scope.

Co-Authors Aan Iswandi Abdussyukur Abubakar Abubakar ahmad arifin Aida Rahmi Nasution Aida Rahmi Nasution, Aida Rahmi Akmaluddin Akmaluddin Akmaluddin Akmaluddin Andri Ilham Atin Supriatin, Atin Ayu Azizah Azhar Azhar Azizah Azizah Bakti, Surya Darma Basri, Basri Boyzami, Boyzami Chakam Failasuf Dedi Sahputra Ekawati, Yulia Endah Fauziningrum, Endah Fadhli, Teuku Fajri Yulia Fajri, Yulia Fitri Zulfidar Hadiyanto, Andy Herawati Herawati Husni, Aidi Ida Fazila Ika Kana Trisnawati Jenal Abidin, Jenal Lindayani, Lindayani Mardhatillah Mardhatillah, Mardhatillah Masrizal Mastiah, Sri Mauladiah, Mauladiah Maulizan ZA Mayang Sari, Siti Muhammad Husein Muhammad Luthfi Mujriyanti, Ana Mukhlisuddin Ilyas Mukhlisuddin, Mukhlisuddin Muklisuddin Mulia Putra Mulyadi Syahputra MULYANI Mulyani Mulyani Mursyidi, Mursyidi Musdiani Musdiani Nicolas, Djone Georges Noralita Norhazaruddin, Nurul Fatehah Binti Novita , Rita Nuruddin, Nuruddin PRIA MITRA PURBA Rahayu, Pipit Agustri Rahmattullah, Rahmattullah Rahmatullah Raihan, Alifa Ratnawati Ratnawati Resijan, Resijan Ridhayanie, Ridhayanie Rinda Riztya Riski Mayusandra Rita Novita Romdani, Romdani Rosdiana Rosdiana Rosdiana Sari, Mike Nurmalia Sariakin Sariakin Sarip, Mohamad Sarjani, Andi Irma Shima, Nurzatul Siti Mayang Sari Siti Mayang Sari Siti Muflihah, Siti Sitorus, Jonni Sofia F Rahmani Sri Wahyuni Sudarmadi Suraiya Suraiya Suryati Syafii, Mhd. Tay, Xiu Wen Verawati Verawati Verawati Verawati Yusari , Rita Yusari, Rita Zahraini Zahraini Zahrila Ismail Zubairi, Muhammad Zulhairi Bin

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