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THE USE OF SKIMMING TECHNIQUE IN STUDENTSâ READING COMPREHENSION Rusmiati, Rusmiati; Ghafura, Arsyi
Getsempena English Education Journal Vol 4, No 1 (2017)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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Reading is a greatly necessary expertise to comprehend by English language learners. It is the ability to recognize the meaning from a text as intended by the writer. The reason for teaching reading to the students is because it belongs to the basic language skill in English. Students are expected to be able to read text book written in English because it is a foreign language for Indonesian students. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text. Therefore, reading is very important to teach to students. This study aimed to find out whether the use of skimming technique in studentsâ reading comprehension is effective. The population of the study was 26 students, so all of them were used as the sample. The study was quantitative method which applies statistical formula in analyzing the data. The finding showed that skimming technique improved studentsâ reading comprehension. It can be seen from the result of t-test and t-table. The former is 12,087 and the latter is 2,06. As t-test was greater than t-table, it can be concluded that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Ha states that skimming technique improves studentsâ reading comprehension.Keywords: reading comprehension, skimming technique

THE USE OF DIRECT STRATEGIES IN READING COMPREHENSION (A Descriptive Study at Senior High School Al-Falah Abu Lam U Aceh Besar) Rusmiati, Rusmiati; Kamalina, Kamalina
Getsempena English Education Journal Vol 3, No 2 (2016)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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The purpose of this research is to know the direct strategies used by students in reading comprehension at SMA Islam Al-Falah Abu Lam U. The subject of this research is the first grade students of XI 1 at SMA Islam Al-Falah Abu Lam U. Descriptive qualitative method is used to describe the strategies used by students in reading comprehension. The data of this research were obtained by using observation, questionnaire and interview. They are analyzed by using a descriptive explanation. The result show that the students at SMA Islam Al-Falah Abu Lam U used many cognitive strategies in reading comprehension, such as word by word translation, meaningful translation, use dictionary, underlying of keyword and many others. The use of these strategies is to help students in reading comprehension, namely to comprehend the text easily and rapidly. The cognitive strategies that frequently used by students were; using dictionary (resourcing), translated word by word (repetition), reading the title and imagines what the text might be about (summarizing), and reading with comprehend every paragraph to understand whole text (deduction).Â Keywords: Direct Strategies and Reading Comprehension

AN OVERVIEW OF THE IMPLEMENTATION OF PRE-QUESTIONING STRATEGY IN TEACHING READING Rusmiati, Rusmiati
Getsempena English Education Journal Vol 1, No 1 (2014)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the studentsâ interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading. Based on the explanation above, it is interested to figure out an overview of the effect pre-questioning in teahing reading comprehension and to know the rule of pre-questioning that tends to build the studentsâ interest and motivation to read the text.Key words: Pre-questioning, Reading

Teaching Listening By Using English Pop Song Rusmiati, Rusmiati; Dewi, Siti Rahma
Getsempena English Education Journal Vol 2, No 1 (2015)
Publisher : STKIP Bina Bangsa Getsempena Banda Aceh

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This thesis entitled, âTeaching Listening By Using English Pop Song (an experimental teaching to second grade of SMP Negeri 17 Banda Aceh)â. The purpose of this study is to find out the problem faced by studentsâ in listening, and to know the improvement of studentsâ listening. To find data and information in the field, the writer conducted the research at SMP Negeri 17 Banda Aceh. The participants were the second grade students which was about 28 studentsâ. The writer collected some theories and opinions of expert from different resources to support this thesis. The writer also used some techniques in the data collecting process, such as questioner and experimental teaching. the data analysis of experiment group were 59,5 for pre test, and post-test 86,10. So, it can be concluded that Teaching listening by using English pop song is effective and can improve students ability listening.Key Word: Listening English Pop Song

AN OVERVIEW OF THE IMPLEMENTATION OF PRE-QUESTIONING STRATEGY IN TEACHING READING Rusmiati
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

In reading, to comprehend the text the readers should be able to manage every part of the text, because it is easy to gain the comprehension in reading when the readers are able to organize the text. Sometimes, they may find form of pre-questioning and it is important for them to comprehend a reading text with having knowledge in general view of the text. Theoretically, pre-questioning itself can build the students’ interest and motivation before students read the whole text. Moreover, the students can predict what will be discussed on the text. In line with this study, students may improve their reading comprehension if they know about pre-questioning and it is very important to understand about pre-questioning in order to get good comprehension in reading. Based on the explanation above, it is interested to figure out an overview of the effect pre-questioning in teahing reading comprehension and to know the rule of pre-questioning that tends to build the students’ interest and motivation to read the text.

TEACHING LISTENING BY USING ENGLISH POP SONG Rusmiati; Siti Rahma Dewi
Getsempena English Education Journal Vol. 2 No. 1 (2015)
Publisher : English Education Department

This thesis entitled, “Teaching Listening By Using English Pop Song (an experimental teaching to second grade of SMP Negeri 17 Banda Aceh)”. The purpose of this study is to find out the problem faced by students’ in listening, and to know the improvement of students’ listening. To find data and information in the field, the writer conducted the research at SMP Negeri 17 Banda Aceh. The participants were the second grade students which was about 28 students’. The writer collected some theories and opinions of expert from different resources to support this thesis. The writer also used some techniques in the data collecting process, such as questioner and experimental teaching. the data analysis of experiment group were 59,5 for pre test, and post-test 86,10. So, it can be concluded that Teaching listening by using English pop song is effective and can improve students ability listening.

THE EFFECT OF GAME THROUGH SMALL GROUPS IN TEACHING READING COMPREHENSION Rusmiati
Getsempena English Education Journal Vol. 2 No. 2 (2015)
Publisher : English Education Department

This article describes about the effect of game through small groups in teaching reading comprehension. Generally, teachers used to be active then their students, Yet, in some ways it has been changed, students now tend to avoid the passivity in the class. Teachers role in this phase is the fasilitator from whom students run for guidance during their lesson. Students are also encouraged to be well spirited in using their skills in English conversationally by giving and sharing ideas. Therefore, learning through games is one of the most interesting technique to reach this great atmosphere of the class.

AN OVERVIEW OF NUMBER HEADS TOGETHER IN LANGUAGE TEACHING Rusmiati
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Cooperative learning strategy promotes discussion and both individual and group accountability. It offers an alternative to the competitive approach of whole-class question-answer, in which the teacher asks a question and then calls on one of the students with a raised hand. In the numbered heads together approach, the teacher has students number off (e.g. 1-4), asks a question, and then tells the students to “put their heads together” to develop a complete answer to the question. When the teacher calls out a number, the students with that number raise their hands to respond. This structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class. This study tries to indicate some theories based on experts definition about understanding of cooperative learning, the purpose of cooperative learning, understanding of number heads together (NHT), and characteristic of NHT technique.

THE USE OF DIRECT STRATEGIES IN READING COMPREHENSION : (A Descriptive Study at Senior High School Al-Falah Abu Lam U Aceh Besar) Rusmiati; Kamalina
Getsempena English Education Journal Vol. 3 No. 2 (2016)
Publisher : English Education Department

The purpose of this research is to know the direct strategies used by students in reading comprehension at SMA Islam Al-Falah Abu Lam U. The subject of this research is the first grade students of XI 1 at SMA Islam Al-Falah Abu Lam U. Descriptive qualitative method is used to describe the strategies used by students in reading comprehension. The data of this research were obtained by using observation, questionnaire and interview. They are analyzed by using a descriptive explanation. The result show that the students at SMA Islam Al-Falah Abu Lam U used many cognitive strategies in reading comprehension, such as word by word translation, meaningful translation, use dictionary, underlying of keyword and many others. The use of these strategies is to help students in reading comprehension, namely to comprehend the text easily and rapidly. The cognitive strategies that frequently used by students were; using dictionary (resourcing), translated word by word (repetition), reading the title and imagines what the text might be about (summarizing), and reading with comprehend every paragraph to understand whole text (deduction).

THE USE OF SKIMMING TECHNIQUE IN STUDENTS’ READING COMPREHENSION Rusmiati; Arsyi Ghafura
Getsempena English Education Journal Vol. 4 No. 1 (2017)
Publisher : English Education Department

Reading is a greatly necessary expertise to comprehend by English language learners. It is the ability to recognize the meaning from a text as intended by the writer. The reason for teaching reading to the students is because it belongs to the basic language skill in English. Students are expected to be able to read text book written in English because it is a foreign language for Indonesian students. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text. Therefore, reading is very important to teach to students. This study aimed to find out whether the use of skimming technique in students’ reading comprehension is effective. The population of the study was 26 students, so all of them were used as the sample. The study was quantitative method which applies statistical formula in analyzing the data. The finding showed that skimming technique improved students’ reading comprehension. It can be seen from the result of t-test and t-table. The former is 12,087 and the latter is 2,06. As t-test was greater than t-table, it can be concluded that alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Ha states that skimming technique improves students’ reading comprehension.

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