Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

p-Index From 2020 - 2025

P-Index

This Author published in this journals

All Journal Journal of English Education and Teaching (JEET)

Rudi Afriazi

Universitas Bengkulu

Author-ID : 4016505

Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document

Claim Missing Document

Articles

STUDENTS’ STRATEGIES IN RESPONDING TEACHERS’ ORAL QUESTIONS Foristia Kencana Wensi; Hilda Puspita; Rudi Afriazi
Journal of English Education and Teaching Vol 2, No 2 (2018)
Publisher : Universitas Bengkulu

The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any communication strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy.

An Investigation of Classroom Management Strategy ( A Case Study of Tenth Grade English Teachers at SMAN 2 Kota Bengkulu) Dona Novianti Ulfa; Rudi Afriazi; Elfrida .
Journal of English Education and Teaching Vol 3, No 2 (2019)
Publisher : Universitas Bengkulu

The objective of this research was to find out the classroom management strategies implemented by the English teachers and the reason in applying the most often strategy than others strategies. This study employed the descriptive qualitative method, the subject of the research were the English teachers (2 persons) at SMAN 2 Kota Bengkulu.. The data was collected by using observations checklist and interview. The result of the research revealed there are 5 strategies used by the teachers in managing the classroom; 1) Strategies to arrange the classroom, 2) Strategies to build positive relation with the student, 3) Strategies to create positive classroom environment, 4) Strategies to prevent misbehavior and5) Strategies to handle the students’ discipline situation. In 5 meetings the total aspects of the first strategy applied by the teacher 1 and teacher 2 was about 33 and 37. The second strategy was 30 and 31. The third strategy was 26 and 24. The fourth strategy was 25 and 28. The last strategy was 25 and 24. Furthermore, the reasons of why the teachers applying the most often strategy than others strategies because it helps the teachers in the teaching and learning process to be more conducive. Beside that the strategies also help the teachers to create an effective teaching and learning process. Therefore, it could be concluded that the English teachers of SMAN 2 Kota Bengkulu used all the 5 strategies asmentioned by Marzano (2003) in managing classroom but not all aspects they used in teaching and learning process. The dominant strategy implemented by Teacher I and Teacher 2 were strategy to arrange the classroom. Meanwhile, the least strategy implemented by both teachers were the strategy to handle the students discipline situation.

An Analysis of English Speaking Syllable Words Stress Errors by The Students of English Education Study Program of University of Bengkulu Ronaldi Styvant; Arasuli -; Rudi Afriazi
Journal of English Education and Teaching Vol 3, No 1 (2019)
Publisher : Universitas Bengkulu

This research was aimed at finding out the errors of English speaking syllable stress by the students of English Education Study Program, University of Bengkulu. The subject of this study was 19 students with highest GPA and speaking and Phonetic phonology score or both of them of English Program. The method of data collection was recorded. The data were collected by recording their pronunciation in reading words stress and Audacity program to analysze the data. The result of this research showed that English Students pronunced syllable words stress in the first syllable and second syllable with average predicate and 2 stresses in a word with low predicate. Meanwhile, this research also found that a lot of students put the stress on the first syllable.

The Effect of Using Frontloading Strategy in Teaching Reading Comprehension at The Seventh Grade Students of SMP N 10 Bengkulu In The Academic Year of 2018/2019 Nani Windiarti; Arasuli .; Rudi Afriazi
Journal of English Education and Teaching Vol 3, No 2 (2019)
Publisher : Universitas Bengkulu

This study was conducted to find out the effect of using frontloading strategy in teaching reading comprehension at the seventh grade students of SMPN 10 Bengkulu. This research was a quasi experimental research that is one short experiment which used post-test only. The population of this research were the seventh grade students of SMPN 10 Bengkulu there are 180 students. The sample of this research were 57 students from two classes; the experimental class and control class. The experimental class was treated by using frontloading strategy, while the control class was taught by conventional strategy. The two classes have similar ability in English based on the scores of mid-term examination. In experimental class there was a significant positive effect towards the students reading comprehension (it was found that the t-count 2.047 while t-table was 1.676). T-count was bigger than t-table (2.047<1.676). Based on those results, it can be assumed frontloading strategy was effective in increasing students’ reading comprehension.

THE CORRELATION BETWEEN STUDENTS’ MASTERY ON LEXICAL COLLOCATION AND THEIR READING COMPREHENSION Wulan Trisviana; Rudi Afriazi; Gita Mutiara Hati
Journal of English Education and Teaching Vol 3, No 1 (2019)
Publisher : Universitas Bengkulu

The aims of this research were to find out the correlation between students’ mastery of lexical collocation and their reading comprehension. This research applied correlational study which used quantitative design. The subjects were 66 of the Fifth-Semester Students of English Education Study Program at University of Bengkulu in Academic Year 2018/2019. The data were collected from two instruments: (1) lexical collocation test was used to get data about students’ mastery of lexical collocation and (2) reading comprehension test was used to get data about students’ reading comprehension achievement. The result of the two instruments counted by using Pearson’s Product Moment formula and checked it by using SPSS 22 Program. The conclusion were (1) The result score of lexical collocation test showed that 53% of the students got score over 70, it means that half of the total subject of the students have a good knowledge of collocation especially in lexical collocation. (2) There was high significant correlation between students’ mastery of lexical collocation and their reading comprehension. The result of calculation using Pearson Product moment formula and SPSS 22 Program can be seen in table 4.1 which showed the score of arithmetic r > the score of r table (0,825 > 0,315). It means that Ha was accepted and H0 was rejected.

Co-Authors Arasuli - Arasuli . Dona Novianti Ulfa Elfrida . Foristia Kencana Wensi Gita Mutiara Hati Hilda Puspita Nani Windiarti Ronaldi Styvant Wulan Trisviana

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search