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<![CDATA[TEACHING READING NARRATIVE TEXT BY COMBINING DIRECTED READING THINKING ACTIVITY (DRTA) WITH WORD SPLASH STRATEGY FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Sari, Citra Chumairah]]>;
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Pendidikan Bahasa Inggris Vol 2, No 2 (2013): Jurnal Mahasiswa Bahasa Inggris Genap 2012-2013 ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris ]]>
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<![CDATA[ABSTRAK Penulisan  makalah ini  bertujuan  untuk  membahas  strategi  Directed Reading Thinking Activity dan Word Splash dalam pengajaran membaca pada teks narratif untuk siswa sekolah menengah pertama (SMP). Berdasarkan pengalaman penulis, ditemukan beberapa masalah yang dihadapi siswa menengah pertama (SMP) dalam pelajaran membaca seperti: pertama, ketika membaca siswa tidak menggunakan latar belakang pengetahuan dan pengalamannya. Kedua, ketika membaca mereka kekurangan kosa kata dan tata bahasa. Ini juga dimaksudkan untuk menjelaskan aplikasi strategi Directed Reading Thinking Activity and Word Spalsh Strategy dalam memahami sebuah teks naratif dan juga masukan bagi guru dalam merencanakan pembelajaran membaca (Reading) agar siswa siswi tertarik dalam mempelajari bahasa Inggris.Dalam makalah ini penulis membahas bagaimana mengajarkan membaca (reading) pada teks naratif dengan menggabungkan dua strategi yaitu Directed Reading Thinking Activity and Word Spalsh  strategy.  Dalam  mengaplikasikannya  guru  menggabungkan  kedua prosedur strategi ini. Pertama guru memberikan illustrasi kepada sisawa berupa video yang berhubungan dengan topik untuk menggali pengetahuan siswa tentang bacaan yang diberikan.Setelah itu siswa memprediksi tentang teks tersebut.Untuk mempermudah siswa dalam memahami bacaan, guru memberikan kata-kata yang dianggap penting.Setelah itu, siswa menghubungkan semua kata tersebut hingga menjadi sebuah paragraph dari teks bacaan tersebut sesuai iustrasi yang dilhat siswa dari video yang mereka lihat. Semua teks dilengkapi oleh siswa dengan prediksi yang dimilki siswa. Selanjutnya,guru memperlihatkan teks yang sebenarnya.Akhirnya siswa mengkonfirmasi prediksi mereka dengan teks yang sebenarnya.Hal ini juga diharapkan untuk tercapainya tujuan pembelajaran membaca (Reading) pada teks naratif untuk siswa sekolah menengah pertama (SMP).    ]]>
<![CDATA[TEACHING READING OF NARRATIVE TEXT BY USING DRAW (Draw, Read, Attend and Write) STRATEGY AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Peni, Septi]]>;
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Pendidikan Bahasa Inggris Vol 2, No 1 (2013): Jurnal Mahasiswa Prodi Pendidikan Bahasa Inggris ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris ]]>
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<![CDATA[      Penulisan jurnal ini bertujuan untuk membahas pengajaran membaca teks naratif dengan strategi DRAW pada sekolah menengah pertama. Membaca adalah suatu proses komunikasi antara penulis dan pembaca. Pembaca bisa mendapatkan informasi atau pengetahuan jika mereka mampu memahami dan menguasai teks secara keseluruhan. Sehingga tujuan mereka membaca akan tercapai. Agar siswa dapat memahami teks dengan baik, guru harus memiliki strategi yang bagus dalam pengajaran membaca. Salah satu strategi yang bisa digunakan untuk membantu siswa di dalam membaca adalah DRAW. DRAW  merupakan strategi yang bisa membantu siswa dalam memahami dan menguasai teks dengan baik. Selain itu, siswa juga bisa termotivasi dan tertarik untuk membaca.   ]]>
<![CDATA[TEACHING WRITING IN HORTATORY EXPOSITION TEXT BY COMBINING WHAT WHY HOW AND THINK PAIR SHARE STRATEGY FOR SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Riani, Yeliza]]>;
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Pendidikan Bahasa Inggris Vol 2, No 2 (2013): Jurnal Mahasiswa Bahasa Inggris Genap 2012-2013 ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris ]]>
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<![CDATA[ABSTRAKDidalam makalah ini, penulis akan menguraikan dan menjelaskan tentang pengajaran writing, khususnya dalam hortatory exposition text dengan memakai penggabungan dua strategi yaitu dengan What Why How and Think Pair Share strategi di SMA. What Why How strategi adalah sebuah strategi pengajaran menulis yang akan membantu siswa untuk mengorganisasi opini mereka tentang sebuah issu. Sedangkan Think Pair Share strategi merupakan jenis pembelajaran kooperatif yang dirancang untuk mempengaruhi pola interaksi siswa. Melalui What Why How and Think Pair Share strategi, guru membimbing siswa dalam menulis dimulai dengan membangun pengetahuan siswa dengan menghubungkannya kepada topik yang akan dipelajari. Kemudian membantu mereka dalam mengorganisasikan ide mereka, sehingga mereka mendapatkan bayangan atau gambaran untuk menulis. Siswa diminta memikirkan kembali, dan kemudian mendiskusikan dengan teman pasangannya apa saja ide yang terdapat pada masing-masing individu. Kemudian pada langkah terakhir, siswa mulai mendiskusikan pendapat-pendapat mereka dan menuliskannya untuk di presentasikan di dalam kelas. Tujuan dari penulisan makalah ini adalah memberikan sebuah pedoman bagi guru untuk meningkatkan motivasi dan kemampuan siswa dalam menulis. Strategi guru dalam mengajar sangat penting dalam kelancaran dan kemajuan siswa dalam proses pembelajaran.]]>
<![CDATA[INCREASING YOUNG LEARNERS VOCABULARY MASTERY BY COMBINING EXCLUSION BRAINSTORMING AND WORD EXPERT CARDS STRATEGY ]]>
<![CDATA[Fitri Rusdi, Armi Ilda]]>;
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Pendidikan Bahasa Inggris Vol 1, No 1 (2014): Jurnal Wisuda Ke 48 Mahasiswa Prodi Pendidikan Bahas Inggris ]]>
Publisher : <![CDATA[Pendidikan Bahasa Inggris ]]>
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<![CDATA[ ABSTRAK            Vocabulary adalah salah satu komponen bahasa yang harus dipelajari oleh siswa karena dengan mempunyai cukup vocabulary siswa akan bisa mengembangkan pengetahuan mereka dalam empat skill Bahasa Inggris yaitu listening, speaking, reading dan writing. Oleh karena itu, guru harus bisa menemukan strategy yang menarik dalam proses belajar mengajar sehingga membuat siswa senang dan tertarik untuk belajar Bahasa Inggris.           Dalam makalah ini penulis membahas bagaimana mengajarkan vocabulary dengan penggabungan dua strategi yaitu Strategi Exclusion Brainstorming  dan Strategi Word Expert Cards. Strategi Exclusion Brainstorming adalah suatu strategi yang digunakan untuk menentukan kosakata yang berkaitan dengan topik yang akan dibicarakan atau dibahas dalam pembelajaran. Strategi Word Expert Cards adalah strategi dimana siswa akan diberikan daftar kosakata tentang topik yang sedang didiskusikan kemudian siswa akan memilih beberapa kosakata dan menuliskannya dikartu yang telah disediakan oleh guru. Setelah itu, siswa akan dibimbing untuk menemukan makna atau arti kata didalam kamus. Terakhir, siswa akan menjelaskan pemahaman mereka tentang kata mereka kepada teman sekelas secara berpasangan. Dengan demikian siswa akan lebih aktif dalam mengikuti proses pembelajaran dan mudah mengingat kosa kata dengan tidak hanya terfokus pada satu kata. Strategi ini meningkatkan kepercyaan diri siswa tentang kemampuannya. Dalam menggunakan strategi ini disarankan agar guru menggunakan topik dan media yang menarik untuk siswa, agar proses belajar lebih menyenangkan.]]>
<![CDATA[KEPEMIMPINAN KEPALA SEKOLAH DI ERA DISRUPSI ]]>
<![CDATA[Yulizar, Yulizar]]>;
<![CDATA[Farida, Farida]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 12 JANUARI 2019 ]]>
Publisher : <![CDATA[PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG ]]>
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<![CDATA[Disruption phenomenon, the situation where in movement the world of industry or work rivalry does not linear. The changes are very quick, fundamental with mess up the pattern of old arrangement to create the new arrangement. Disrupsi initiated the birth of a new business model with a strategy more innovative and disruptive. The scope of the changes ranging from the business world,banking, transportation, social community, until education. This area will demand us to changes and follow the development of the times. The purpose of this research to find out how the headmaster in the disruption era. This research used qualitative approach with the collecting data technique is observation interview and documentation. The research result showed that many aspect contribution toward the quality of education one of basic is ability from each headmaster in bring out management at school who he leads in planning, organizing, mobilization, and monitoring activity so that all of scholl substance held good. The leadership of headmaster is very important in manage an institution. Because of that headmaster must develop his self and able to implement fuctions of management and leadership.]]>
<![CDATA[PENGARUH LINGKUNGAN DAN DISIPLIN KERJA TERHADAP KINERJA PERAWAT PADA RUMAH SAKIT UMUM DAERAH BANGKINANG ]]>
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Ensiklopedia Sosial Review Vol 1, No 2 (2019): Volume 1 No 2 Juni 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia ]]>
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DOI: 10.33559/esr.v1i2.245
<![CDATA[This study aims to determine the effect of the environment and working discipline toward the nurses’ performance at RSUD Bangkinang. This research is included in the type of quantitative research, using multiple linear regression analysis. The population in this research is all nurses’ of RSUD Bangkinang. While the sample is taken by using purposive sampling method.it is the technique of determining the sample with some specific considerations. So that, in this study is used as a sample of nurses who are civil servants as much as 120 respondents. The results of the calculation with the analysis shows the environmental variables and working discipline variables affect the nurses’ performance in RSUD Bangkinang. And simultaneously have a significant effect on nurses’ performance of RSUD Bangkinang. Large Contribution of variables bound to independent variables. Amounted to 0.493 or 49.3%. The remaining 50.7% is determined byotherfactors outside the research model.]]>
<![CDATA[FAKTOR- FAKTOR YANG MEMPENGARUHI MINAT MENABUNG NASABAH TABUNGAN SIMPANAN PELAJAR (SIMPEL) PADA PD. BPR SARIMADU KANTOR PUSAT BANGKINANG ]]>
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Ensiklopedia Sosial Review Vol 1, No 1 (2019): Volume 1 No 1 Februari 2019 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Penerbitan Hasil Penelitian Ensiklopedia ]]>
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DOI: 10.33559/esr.v1i1.241
<![CDATA[This study aims to determine the effect of Bank Services, Gifts and Savings Culture to the interest of saving depositors Savings Account Students (simple) in PD. BPR Sarimadu Headquarters Bangkinang. The sample in this research is partial nasaba using savings product of student saving which amounted to 98 respondents from 6134 PD customer saving customer population. BPR Sarimadu Headquarters Bangkinang. The sampling technique uses the proportionate stratified random sampling method. The data analysis used is multiple linear regression test. From result of this research indicate that variable of Bank Service, Gifts, and Culture Barhemat have significant influence simultaneously to interest of saving Student Savings Savings Account of PD. BPR Sarimadu Headquarters Bangkinang. The partial test result from the variable of Bank Service (X1) and Culture Frugal Variable (X3) has significant effect, while the Reward Variable (X2) has no significant effect to the interest of saving customers' savings deposits in PD. BPR Sarimadu Headquarters Bangkinang. Saving Variation of interest variables of 61.20% determined the Culture of Conserving, Service Bank, and Gifts, while the remaining 38.8% again determined by other variables outside the research model.]]>
<![CDATA[PENERAPAN STRATEGI PEMBELAJARAN AKTIF KARTU SORTIR UNTUK MENINGKATKAN HASIL BELAJAR KIMIA SISWA DI SMA NEGERI 2 TANJUNG RAJA ]]>
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG 2019: SEMINAR NASIONAL PENDIDIKAN 03 MEI 2019 ]]>
Publisher : <![CDATA[PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG ]]>
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<![CDATA[Tthis research to enhance student?s learning outcomes in Chemistry subject of XI MIA 3 of SMA Negeri 2 Tanjung Raja through the application of active learning strategies with sorting cards. This research was conducted at SMAN 2 Tanjung Raja with the sample of this research was XI MIA 3 totaling 28 students consisting of 12 male and 16 female. This research was conducted in three cycles that consist of two meetings on each cycle. The data collection was done through the test at the final stage on each cycle and observation along the learning process. The students average score before treatment (T0) was 60.18 with the percentage range was 28.57%. Based on the results of this research, the student average score in the first cycle (T1) was 74.73 with the percentage range of 46.43%. Students became interested and motivated in the learning process, but have not yet reached complete learn, because there was still weaknesses as students who are not active in seeking friends that one category and students who are not active in making presentations. In the second cycle (T2), the student average score was 77.71 with the percentage range was 69.23%. The students scoring at the second cycle was higher than the first cycle, because on the second cycle which students were required to read first, understand the material and do the exercises. But has not reached indicators of mastery learning, there was students who are not active in making the presentation material and exercises. In the third cycle (T3), the student average score was 85.48 with the percentage range was of 85.19%. The students scoring in the third cycle was higher than the score of the second cycle, because in the third cycle which students record and understand the results of the exercises were done, then the third cycle indicator value has reached mastery learning. In conclusion, result of this research showed that the application of active learning strategies with sorting cards has improved students learning outcome in chemistry.]]>
<![CDATA[The Contribution of Genre Awareness and Reading Habits Towards Students' Reading Comprehension ]]>
<![CDATA[Andreani, Sri]]>;
<![CDATA[Muniroh, Siti]]>;
<![CDATA[Suharyadi, Suharyadi]]>;
<![CDATA[Astuti, Utari Praba]]>;
<![CDATA[Yulizar, Yulizar]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v11i2.35260
<![CDATA[Previous studies revealed that genre awareness and reading habits partially correlate with reading comprehension. This article reported the results of a study aiming to find out the contribution of genre awareness and reading habits towards the development of students’ comprehension of reading English texts. The participants of this study were 68 students of the Department of English of a state-owned university in East Java, Indonesia, in the 2020/2021 academic year. These students took the three reading courses (Intensive Course, Basic, and Intermediate Reading courses) and were assumed to have been familiar with genres and have developed some reading habits. This research employed a correlational design, involving two predicting variables (genre awareness and reading habits), and one response variable (comprehension). The data were gathered using three instruments: an objective test to measure students’ genre awareness, an online questionnaire to identify students’ reading habits, and an objective test to measure students’ reading comprehension. The data were analyzed using multiple linear regression analysis aided by SPSS/PASW Program. The results showed that the data are normally distributed so that conclusions can be drawn accurately that genre awareness and reading habits partially and significantly contribute to reading comprehension. The results also indicated that genre awareness and reading habits simultaneously and significantly contribute to reading comprehension, as shown by the results of the analysis that genre awareness and reading habits contributed 0.203 or 20.3% to reading comprehension. The rest (79.7%) was attributed to other variables outside the variables under study. This study concludes that good genre awareness and good reading habits help students develop good reading comprehension. The results provided in this paper can be used by English teachers as an alternative to help their students improve their genre awareness and cultivate good reading habits.]]>
<![CDATA[LEADERSHIP INTELLIGENCE OF GUIDANCE AND COUNSELING STUDENTS BASED ON ACEH, GAYO, AND KLUET TRIBES ]]>
<![CDATA[Yulizar, Yulizar]]>;
<![CDATA[Fajriani, Fajriani]]>
<![CDATA[ JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling Vol 6, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jomsign.v6i1.35043
<![CDATA[This study aims to obtain an overview of the leadership intelligence of Guidance and Counseling students based on their ethnic backgrounds in the province of Aceh, namely Aceh, Gayo, and Kluet tribes. This research employed a quantitative research approach. Data was collected through the Leadership Intelligence Questionnaire (LIQ) instrument developed by Ronthy. The research population was all students in Guidance and Counseling in the even semester of 2020/2021, totaling 343 students. By using the Slovin formula, the research sample amounted to 185 people. The research data used descriptive analysis. Thus, it can provide an overview of the leadership intelligence profile of student groups in each ethnic group which can be the basis for developing personal services and as a reference in research development related to socio-cultural-based guidance and counseling.]]>
