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All Journal PREMISE: Journal of English Education and Applied Linguistics Register Journal Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) Jurnal LENTERA: Jurnal Studi Pendidikan Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan English Focus: Journal of English Language Education Journal of Classroom Action Research Reswara: Jurnal Pengabdian Kepada Masyarakat Getsempena English Education Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research REGISTER JOURNAL J-CEKI ETERNAL: English Teaching Journal
Prasetyaningrum, Ari
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Getsempena English Education Journal

 1 
TEACHING WRITING DESCRIPTIVE TEXT THROUGH RESPONDED THEMATIC WRITING TASK Laila Wati; Siti Husna Maab; Hamzani Wathoni; Siti Maysuroh; Ari Prasetyaningrum
Getsempena English Education Journal Vol. 9 No. 2 (2022)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v9i2.1842

Abstract

This study aims at finding the effectiveness of Responded Thematic Writing Tasks in teaching writing descriptive text to develop students’ fluency in writing. This research is a pre-experimental research with pretest-posttest design. The sample of this research was 32 students of semester 2A of Study Program of English Language Education of Hamzanwadi University in the academic year 2021-2022. A writing test was used to collect the data. The data were then analyzed by using descriptive statistic, and paired sample T-test was used to test the hypothesis. Based on the result of the study, the mean score of the pretest was 63.28 while the posttest was 78.75. This shows that the mean score in the posttest was higher than the mean score in the pretest. Additionally, the sig score was at 0.00 < 0.05, so the hypothesis (Ha) of this study was accepted. It implies that Responded Thematic Writing Tasks was significantly effective in developing students’ fluency in writing descriptive text. It is suggested that English teacher use Responded Thematic Writing Tasks as an alternative technique in teaching writing.
CURRICULAR ALIGHMENT: ASSESSING THE IMPACT OF CURRICULUM ON STUDENT ACHIEVEMENT IN FINAL EXAMINATIONS Muliayu Ningsih, Istiqomah Aprimargani; Prasetyaningrum, Ari; Maysuroh, Siti; Usuluddin, Usuluddin
Getsempena English Education Journal Vol. 11 No. 1 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v11i1.2750

Abstract

This research examines the impact of curricular alignment on student performance in final exams. This research evaluates how much the match between the curriculum and the final exam influences student achievement. This research design uses a quantitative approach with 50 samples of grade-eleventh students at MA Mu’allimin NWDI Pancor, who follow an aligned and non-aligned curriculum. Data was collected through final exams and student perception surveys. Data analysis shows that students who follow an aligned curriculum obtain higher test scores compared to students who do not follow an aligned curriculum. The data collection revealed that the highest score was 78 and the lowest was 63. Out of the 25 pupils, 15 scored above 68, with an average score 68.6. Good curriculum alignment has been found to have a positive effect on exam scores. The majority of students’ assessed that the material taught was appropriate to the exam format and helped them understand the concept being tested. This research shows that curriculum alignment plays an important role in improving student performance on final exams, and is relevant in efforts to improve the overall quality of education.
Co-Authors Abd. Rasyid Syamsuri Adib Nazri Ahmad Yusri Amrullah Amrullah Andri Suherman Arfah, Hajriana Astrid Dwimaulani Ayu Suraya, St Dwi Maulani, Astrid Fathurrohman Fina Islami Hajriana Arfah Hajriana Arfah Handini, Baiq Suprapti Hasani, M. Tanwirul Isroini, Hulmiya Jaelani, Selamet Riadi Kalila, Dwi Duvanny Kamilia, Kamilia Kandisa, Juliana Kurniawan, Lalu Deni Laila Wati Laila Wati Lailawati, Lailawati M. Adib Nazri M. Junaidi Marzuki Maman Asrobi Marhamah Masyuroh, Siti Maulinda, Iswari Maulinda, Maulinda Mira Ilya Maisaroh Muhaimi, Lalu Muhammad Faza Fauzan Azima Muhammad Husnu Mulia, Lalu Ferryawan Wahyu Muliayu Ningsih, Istiqomah Aprimargani Nazri, Adib Nikmah, Wahida Nunenk Lanang Teguh Mahmud Nurwahdaniah Putera, Lalu Jaswadi Ratna, Nagita RATNAWATI Reswita, Firna Riana, Linda Rohani Rohani Royahin, Saopia Selamet Riadi Jaelani Siti Husna Maab Siti Masyuroh Siti Maysuroh Siti Maysuroh Sugianto, Riris Suraya, St. Ayu Surayya, St. Ayu Susandi, Selis Udin, Udin Ulviani Ulviani Usuluddin , Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin, Usuluddin Wardani, Khairul Wathoni, Hamzani Yulia Agustina Zahratul Fikni Zamzam, Ahmad Zuhroni, Siti Fatimatuz