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All Journal Jurnal Visi Ilmu Pendidikan IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Scientific Research, Education, and Technology
Eni Rosnija
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Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Cross Cultural Understanding (CCU) Subject Toward The Students’ Mindset (A Study on the Sixth Semester Students of English Study Program of FKIP UNTAN Pontianak in Academic Year 2008/2009) Eni Rosnija; Yenny Suharyanti
Jurnal Visi Ilmu Pendidikan Vol 7, No 1 (2015): Januari 2015
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v7i1.17044

Abstract

The main purpose of this research is to investigate how far is the effect of Cross Cultural Understanding (CCU) subject toward the students’ mindset. This research also focus on the effect of Cross Cultural Understanding (CCU) subject toward the students’ mindset on the concept of family, education, friendship, time and space. This research is descriptive method. The sample of this research is class A of the sixth semester students of English Study Program of FKIP UNTAN Pontianak in academic year 2008/2009 which consist of 24 students, and the sample is taken by random sampling. The data in this research have been collected by indirect technique through questionnaire. From the result of data analysis, the mean score of the effect of Cross Cultural Understanding (CCU) subject is 116.75 which qualified high effect, it means Cross Cultural Understanding (CCU) subject has high effect toward the students’ mindset. In the concept of family, Cross Cultural Understanding (CCU) subject has very high effect toward the mindset of 2 students, high effect toward the mindset of 7 students, moderate effect toward the mindset of 10 students, and low effect toward the mindset of 5 students. In the concept of education, Cross Cultural Understanding (CCU) subject has very high effect toward the mindset of 12 students, high effect toward the mindset of 11 students, and moderate effect toward the mindset of 1 students.In the concept of friendship, Cross Cultural Understanding (CCU) subject has very high effect toward the mindset of 2 students, high effect toward the mindset of 16 students, and moderate effect toward the mindset of 6 students. In the concept of time, Cross Cultural Understanding (CCU) subject has very high effect toward the mindset of 18 students, and high effect toward the mindset of 6 students.In the concept of space, Cross Cultural Understanding (CCU) subject has very high effect toward the mindset of 5 students, high effect toward the mindset of 16 students, and moderate effect toward the mindset of 3 students. Based on the analysis, there is a positive effect, which is generally qualified in the level of high effect of Cross Cultural Understanding (CCU) subject toward the students’ mindset.
An Analysis on The Teacher’s Oral Feedback in Teaching English : (A Descriptive Qualitative Research at SMK Negeri 6 Pontianak in Academic Year 2022/2023) Nurul Puspitasari; Regina; Dwi Riyanti; Rahayu Apriliaswati; Eni Rosnija
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 2 (2023): Vol. 2 No. 2 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i2.128

Abstract

Feedback is one of the important components in the teaching and learning process. Feedback given by the teacher can make the teaching and learning process more effective. The teacher can optimize the learning process by giving feedback so students can understand the material better. Feedback can make students know their weaknesses and strengths so they can learn from there and evaluate themselves. This study focused on the types of oral feedback the teacher gave in teaching English at SMKN 6 Pontianak, especially in teaching students' speaking skills in class XI. This study aims to determine the types of oral feedback the teacher uses to teach speaking skills and find out the most frequently used oral feedback. The researcher conducted classroom observations and teacher interviews to collect data, which were then analyzed using the interactive model from Miles, Huberman, and Saldaña (2014). Based on classroom observations and teacher interviews, the researcher found that the teacher used positive and corrective oral feedback to teach students' speaking skills. Positive oral feedback was given in the form of reinforcement 22 times (46.81%) and evaluative nine times (19.15%), which totalled 31 times (65.96%). Other than that, corrective oral feedback was given in three different ways: recast 10 times (21.28%), elicitation three times (6.38%), and request for clarification three times (6.38%). Overall, the teacher gave oral corrective feedback 16 times (34.04%). From all types of oral feedback, it can be concluded that the most frequently used oral feedback by the English teacher at SMKN 6 Pontianak is positive oral feedback. While the most frequently used oral corrective feedback is recast.
The Effectiveness of Learn English Vocabulary Application in Enriching Students’ Vocabulary Learning Fitriah, Putri; Eusabinus Bunau; Eka Fajar Rahmani; Rahayu Apriliaswati; Eni Rosnija
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 2 (2023): Vol. 2 No. 2 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i2.166

Abstract

This research was conducted using pre-experimental research to determine the effectiveness of Learn English Vocabulary application in enriching students’ vocabulary learning among the 7th-grade students of SMP Negeri 20 Pontianak. The total population was 186 students, and the sample was 15 students from class F. The data were gathered using a test in a form of multiple choices with a total of 25 questions. The test was distributed in a form of a pre-test and a post-test. The data were analysed using Microsoft Excel and SPSS v.26 with a 5% significance level. It showed that there was an enrichment of students’ vocabulary learning. It was indicated by the values of Sig. (2-tailed) score from the t-test calculation which was 0.000. It means the value was lower than 0.05. The hypothesis testing result also strongly provides evidence by the acceptance of the hypothesis alternative with a t score of 8.5 higher than the ttable score of 2.145. Moreover, the effect size calculation showed that the significant effect of the application is in a score of 2.1 which is interpreted as a strong effect. Therefore, the use of Learn English Vocabulary application is significantly effective in enriching students’ vocabulary learning.
An Analysis of Moral Values in The Zootopia Movie Masyitah; Eusabinus Bunau; Eka Fajar Rahmani; Rahayu Apriliaswati; Eni Rosnija
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 2 (2023): Vol. 2 No. 2 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i2.167

Abstract

This research aimed to identify the types of moral values ​​and describe how these moral values ​​are presented in the Zootopia movie, directed by Byron Howard and Rich Moore. The research design was a qualitative descriptive study; the data sources are the movie itself and the movie script of Zootopia. The SPEAKING Model (setting and scene, participants, ends, act sequence, key, instrumentalities, norms, and genre) by Dell Hymes is used as a framework for assess the conversation in the movie. The research results showed that this movie contained twelve utterances classified based on the types of moral values defined by Josephson and Hanson, such as trustworthiness, respect, responsibility, fairness, caring, and citizenship. Also, the morals are analyzed more profoundly using the SPEAKING Model by Dell Hymes. The moral values ​​described in this study have important implications for teachers and other researchers, which can encourage the use of tools in analyzing literary works and can be applied in life.
An Analysis of Teacher’s Activities in Teaching Speaking: (A Descriptive Research to the Eight Grade Students of SMPN 3 Sungai Kunyit in the Academic Year of 2022/2023) Agustri, Pegi; Clarry Sada; Eni Rosnija; Endang Susilawati; Sumarni
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 3 (2023): Vol. 2 No. 3 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i3.245

Abstract

This research aims to determine the activities that are used by teacher in teaching speaking. The subject of this research is an English teacher of SMP N 3 Sungai Kunyit. This research used a descriptive qualitative design, and data were collected from observations and interview. The findings showed that there were four activities that are used by the teacher in teaching speaking. The first activity was drilling. The second activity was running dictation. The third activity was discussion. The fourth activity was dialogue. The activity was used by the teacher because it is based on a guidebook and is simple to implement. Other activities are occasionally employed by the teacher, but are rarely because they are unappropriated for the teaching and learning process in the classroom.
IMPROVING STUDENTS’ MASTERY OF SIMPLE PAST TENSE USING GRAMMARLY Alia Febrian; ⁠Eusabinus Bunau; Eni Rosnija
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35333

Abstract

This classroom action research aims to improve students' mastery of the simple past tense in Grade X at SMA Taruna Bumi Khatulistiwa through the use of Grammarly in the learning process. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages, involving 27 Grade X-C students. Data were collected through observation sheets, field notes, student assignments, and portfolios. The results of the research showed a gradual improvement in pupils' command of simple past tense sentences, particularly in the use of verb 2 in positive sentences, verb 1 in negative and interrogative sentences, and the addition of appropriate time adverbs. Grammarly provided immediate feedback that assisted the learners in identifying and correcting the grammatical errors independently. The research results indicate that Grammarly is an interesting tool for improving mastery of the simple past tense.
An Analysis of Figurative Language Used in Noor Unnahar's Poems Siahaan, Shalva Sakinah; Eni Rosnija; Urai Salam
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7053

Abstract

This research aims to find out the kinds of figurative language used in Noor Unnahar’s poems, the meaning of figurative language, and the dominant kind of figurative language used in Noor Unnahar’s poems. This research is qualitative research with the data collection technique using document or content analysis. The data were obtained from Noor Unnahar’s poems book entitled “Yesterday I was the Moon. The findings of this research show that there are eight kinds of figurative language used in Noor Unnahar’s poem. They are metaphor, personification, simile, symbol, hyperbole, metonymy, paradox, and allegory. There are 116 sentences that contain figurative language. Out of 116 sentences, there are 36 items or 31% of metaphor, 33 items or 28% of personification, 21 items or 18% of simile, 9 items or 8% of symbol, 7 items or 6% of hyperbole, 5 items or 4% of metonymy, 4 items or 3% of paradox, and 1 item or 1% of allegory. Thus, it can be indicated that the dominant kind of figurative language used in the poems is metaphor.
Co-Authors Agustri, Pegi Alia Febrian Clarry Sada Dwi Riyanti Eka Fajar Rahmani Endang Susilawati Eusabinus Bunau Fitriah, Putri Masyitah Nurul Puspitasari Rahayu Apriliaswati Regina Siahaan, Shalva Sakinah SUMARNI urai salam Yenny Suharyanti ⁠Eusabinus Bunau