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All Journal MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Fitri Annisa
IAI Latifah Mubarokiyah
Education

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USING TICKING OFF ITEMS TECHNIQUE IN THE TEACHING LISTENING SKILL AT ELEMENTARY STUDENT Fitri Annisa
MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2018)
Publisher : Latifah Pres

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (770.999 KB) | DOI: 10.47971/mjpgmi.v1i1.14

Abstract

Listening skill is the first skill that should be mastered by young learners when they learn language besides speaking, reading and writing skill. English in In Indonesia is still considered as difficult subject at school. Especially in listening, most of student especially young learners get difficulties to comprehend what is spoken in English. It is natural thing when they do not comprehend because English is a foreign language. English course, whether as a local conten, a compulsary or an extra-curicullar subject at elementary School, is given to equip students with English so they an enhance communicative competence in language accompaniying action on a simple basis in the context of school and give awareness the importance of English language to improve competitiveness in a global society. Most of elementary school dont have any tape recorder yet, which contain English speaking by native language or the expert of English language. Thus, EYL teachers have important role as the sources of teaching and learning. This is because the students are able to listen the teacher`s talk directly. In addition, teacher should be more creative teaching listening to young learners, in other the students are not boring.
PENGARUH PENGGUNAAN METODE PERMAINAN TERHADAP PENINGKATAN PENGUASAAN KOSA KATA BAHASA INGGRIS Maya sari; Oyib Sulaeman; Fitri Annisa
MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2018)
Publisher : Latifah Pres

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (889.817 KB) | DOI: 10.47971/mjpgmi.v1i2.55

Abstract

The effect of lack using game method in English subject is students in MI Condong Jamanis have low score in English vocabulary mastery. The problems that arise whether the game method has positive influence on increasing student`s English vocabulary mastery in Madrasah Ibtidaiyyah Condong or not. The assumption of this study is the game method has positive impact on student`s on increasing student`s English vocabulary mastery in Madrasah Ibtidaiyah (MI) Condong Jamanis. This aim of the study is to determine the effect of using the game method on increasing English vocabulary mastery in the Madrasah Ibtidaiyyah Condong. This research is useful for English language teachers, students and also the development of teaching materials in English subjects related to learning methods, especially game methods and efforts to improve student`s English vocabulary mastery.The method of the study is descriptive method with quantitative approach to reveal the current situation / condition by considering the past situation through the processing of numbers obtained from research Based on the results of data processing, it is found that the use of the game method in Madrasah Ibtidaiyah Condong is sufficient (x ̅ = 41, is on the scale of interpretation 40 - 44 with moderate classification). Whereas Student`s English vocabulary mastery in MI Condong has low score (x ̅ = 40, is on the scale of interpretation 38 - 41 with less classification). And the effect of using game method on increasing student`s English vocabulary mastery in Madrasah Ibtidaiyah Condong has a significant positive influence categories, it is proven that rs = 0.46 is in the interval 0.41 - 0.71 and t_count (2.76) and table (2,048). The effect of using game method influences on the increasing of English vocabulary mastery about 21%, while the left about 79% is determined by other factors, namely the use of other learning methods, habituation, the teacher always explores the game method, the students' understanding of the vocabulary given.
PENGARUH POLA KOMUNIKASI GURU DALAM PROSES PEMBELAJARAN TERHADAP MOTIVASI BELAJAR PESERTA DIDIK : Penelitian di SDN Sukamaju Kecamatan Pagerageung Denita Sulistiani; Nana Suryana; Fitri Annisa; Neneng Maryani
MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 2 (2025)
Publisher : Latifah Pres

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pola komunikasi guru terhadap motivasi belajar peserta didik di SDN Sukamaju Kecamatan Pagerageung. Pola komunikasi yang diterapkan guru dalam proses pembelajaran menjadi salah satu faktor penting dalam menciptakan suasana belajar yang kondusif dan meningkatkan semangat belajar peserta didik. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Berdasarkan hasil penelitian dan analisis data menunjukkan bahwa pola komunikasi memiliki pengaruh yang signifikan terhadap motivasi belajar, itu terbukti dengan perolehan nilai rata-rata hitung (????) sebesar 65,88 berada pada kategori cukup dan nilai rata-rata hitung (Y) sebesar 68,52 berada pada kategori baik. Dengan diperoleh nilai korelasi antara variabel X dan variabel Y sebesar 0,611 yang tergolong korelasi kuat dan positif. Dari hasil tersebut diperoleh koefisien determinasi (R Square) sebesar 0,373 yang mengandung arti bahwa pengaruh variabel bebas (pola komunikasi) terhadap variabel terikat (motivasi belajar) adalah sebesar 37,3 % dan sisanya yaitu 62,7 % dipengaruhi oleh faktor-faktor lain yang tidak diteliti dalam penelitian ini. Maka Ha diterima dan H0 ditolak artinya secara signifikan pola komunikasi berpengaruh terhadap motivasi belajar peserta didik di SDN Sukamaju Kecamatan Pagerageung dengan kategori kuat/sangat kuat. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pola komunikasi guru memiliki pengaruh yang signifikan dan kuat terhadap motivasi belajar peserta didik di SDN Sukamaju Kecamatan Pagerageung. Hal ini dibuktikan dengan nilai korelasi sebesar 0,611 dan koefisien determinasi sebesar 37,3%, yang berarti pola komunikasi guru menyumbang 37,3% terhadap motivasi belajar peserta didik. Dengan demikian, hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak.
Co-Authors Denita Sulistiani Maya sari Nana Suryana Neneng Maryani Oyib Sulaeman