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All Journal Jurnal Ilmiah Peuradeun Getsempena English Education Journal Visipena Pendas : Jurnah Ilmiah Pendidikan Dasar IJELR: International Journal of Education, Language, and Religion Didaktik : Jurnal Ilmiah PGSD STKIP Subang Getsempena English Education Journal Studies in English Language and Education ICONESTH

Regina Rahmi

Universitas Bina Bangsa Getsempena

Author-ID : 459987

Religion Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Other

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THE IMPLEMENTATION OF VISUAL PRINTED MEDIA IN ENGLISH LANGUAGE TEACHING Regina Rahmi
Getsempena English Education Journal Vol. 1 No. 1 (2014)
Publisher : English Education Department

This study which was conducted at SD Islam Laboratorium Neuhen, Mesjid Raya is intended to figure out how the implementation of visual printed media in English language teaching to the six levels. The study was conducted case study research design. The population was 44 and the sample was taken by using nonprobability sample that is convenience sampling was 22 students and 1 English teacher. The research problems are: (1) what kinds of visual printed media are used by the teacher in teaching English? (2) how does the teacher implement visual printed media in teaching English? (3) what are the obstacles faced by the teacher in teaching English by using visual printed media The data were collected by using instruments, namely: observation checklist sheets, interview guidelines, and documentations. Based on the data analysis, it was found that (1) the English teacher at SD Islam Laboratorium used book, magazine and newspaper as printed media. (2) the teacher did three phases in using visual printed media. They are: (a) preparation; learning curriculum and syllabus, the teacher matches the basic competences with appropriate visual printed media, preparing the visual printed media, bring the media to the class, recognizing the types of the students (b) core activity; students’ question about media, student-centered in learning process while using media, good interaction in using visual printed media, cognitive-affective-psychomotor of the student in using visual printed media (c) closing; summarization of using visual printed media, motivation/moral value of using visual printed media, giving homework. In addition the teacher did positive performance in using visual printed media (3) some difficulties faced by the teacher in the implementation of visual printed media in English language teaching, they are: designing lesson plan and preparing appropriate teaching materials as visual printed media. So, it is suggested that English teacher should use the visual printed media, because they are the effective tools in English teaching-learning process.

THE USED OF MULTIMEDIA IN ENGLISH LANGUAGE TEACHING: (A Case Study at SMP Negeri 2 Mesjid Raya, Aceh Besar) Regina Rahmi
Getsempena English Education Journal Vol. 1 No. 2 (2014)
Publisher : English Education Department

Learning and teaching a foreign language needs a lot of patience, energy, time, creativity and competence. The success of the teaching and learning of foreign language skills including English is determined by a number of factors such as students, teachers, teaching methods, techniques, and instructional Multimedia. English teaching Multimedia are very important for teacher to help students acquire new concept of the skills and language competences. English has been taught at primary level due to its important role. English teachers in this level need more knowledge about children in mastering English. It is done because children have certain characteristics that differ from adult learners. There are still many fascinating discussions that might be interesting to find out the real situation in the implementation of Multimedia in English language teaching, especially to children.This study which was conducted at Elementary School Islam LaboratoriumNeuhen, Mesjid Raya is intended to figure out how the use of Multimedia in English language teaching to the first levels. The study employed case study research design. The population was 44 and the sample was taken by using nonprobability sample, convenience sampling, was an English teacher. The research problem is “how does the teacher implement Multimedia in teaching English? The data were collected by using instruments, namely: observation checklist sheets, questionnaire sheet, interview guidelines, and documentations. Based on the data analysis, it was found that the English teacher at SMP Negeri 2 Mesjid Raya used multimedia in English language teaching. There is some variable which observe by the researcher, there are: Computer, Internet, Print text, and Movie. According to the students’ competencies, the teacher build up new atmosphere in teaching learning process by using pint text in reading, speaking, writing and vocabulary. The used of movie help the students in all competencies, such as reading, speaking, listening, writing and vocabulary teaching learning process.

THE USE OF NUMBER HEADS TOGETHER (NHT) IN TEACHING SPEAKING FOR JUNIOR HIGH SCHOOL Regina Rahmi; Mulyadi Syahputra
Getsempena English Education Journal Vol. 2 No. 1 (2015)
Publisher : English Education Department

This research is about the use of Number Head Together (NHT) in Teaching Speaking for Junior High School. The research problem for the study are (1) How is the use of Number Heads Together in Teaching at Junior High School, (2) What are the teacher obstacles during the use of Number Heads Together (NHT) in teaching speaking for Junior High School. The objective of the study are: (1) to figure out the use of Number Heads Together (NHT) in teaching speaking for Junior High School, (2) To find out the teacher obstacles during the use of Number Heads Together (NHT) in Teaching Speaing for Junior High School. In order to get the data, the resercher used observation sheet and Interview Guide. This research took place in SMP Muhammadiyah 1 Banda Aceh. Through the research, it was found that; (1) the use of Number Heads Together (NHT) in teaching speaking follow the steps they are, greeting, reviewing, explaining, numbering, questioning, discussing, answering. (2). There are some obstacles that the teacher faced during the use of Number Heads Together (NHT) they are: the difficulties in making the group which consist of various proficiency and the lack of students trust to the member of the groups answers.

THE USE OF REPORT SCRIPT IN IMPROVING STUDENTS’ WRITING ABILITY : (A Descriptive Study at The Second Year Students of STKIP Bina Bangsa Getsempena Banda Aceh) Regina Rahmi; Muhammad Abrar
Getsempena English Education Journal Vol. 3 No. 1 (2016)
Publisher : English Education Department

This study which was conducted at the second year of English students of STKIP Bina Bangsa Getsempena Banda Aceh in academic year 2013/2014 which consists of 6 female students and 1 male student, intended to figure out “The use of report script in improving students’ writing ability”. The writers use students’ writing sheet as instrument. Based on the analyzed data the writers infer conclusion that the use of report script toward students’ writing ability conveys the student to decide themain idea in the general classification, the facts about topic as a supporting sentence in the description, and the result of the topic in the conclusion. The students are able to write related to the characteristics of writing such as coherence, cohesion, and unity. Although, the student’s writing still have the errors, malformation and disordering in paragraph.

THE EFFECTIVENESS OF DICTOGLOSS TECHNIQUE IN TEACHING LISTENING AT SMPN 2 MESJID RAYA Regina Rahmi
Getsempena English Education Journal Vol. 3 No. 2 (2016)
Publisher : English Education Department

In SMPN 2 Mesjid Raya, based on the passing grade of students in listening (75), however only some students got the score reached the passing grade (75). The teacher was confused about this condition because just the big 10 of the classroom who could get the point 70 up. She admitted that the listening comprehension of her students was still low. It was proved by the score that students got on the daily test. That’s why, she added the score of students’ daily test and the task score to improve their points. The writer used experimental research in which there were two classes: one was an experimental group which was taught by using dictogloss, and the other was a control group which was not given any treatment. The students in the control group were taught by using non-dictogloss technique as usually used by the teacher in teaching listening. Based on research findings, it was proven by the value of independent t-test that tobtain<ttable that is 0.59<2.00. Therefore, the null hypothesis is accepted in which both experimental and control groups in the pre-test have a similar ability. In other words, there is no significant difference between the experimental and control classes. However, after the treatments were given, the students who were taught by using dictogloss achieved better listening scores than those taught by means of the conventional technique. It was proved by the result of the dependent t-test of each group by pairing the pre-test and post-test that the result of t-test in the experimental group is higher than that of t-test in the control group (9.063>6.265). It indicates that there is a significant improvement in post-test of the experimental group after dictogloss was introduced. Thus, the null hypothesis is rejected and the alternative hypothesis is accepted. It can be stated that dictogloss is effective in teaching listening that it can increase the students’ listening ability.

THE ANALYSIS OF TEXBOOK “PATHWAY TO ENGLISH” USED IN THE SECOND GRADE OF SENIOR HIGH SCHOOL BASED ON CURRICULUM 2013 Regina Rahmi; Sri Wahyuni; Intan Rahmalia
Getsempena English Education Journal Vol. 6 No. 1 (2019)
Publisher : English Education Department

This research analyzes the contents of the textbook ‘Pathway to English “with curriculum 2013 in providing the materials and exercise for the learning students. The data only choose the part of all chapter or 7 chapters in the textbook. Thus, this research focuses on the feasibility of the materials and exercises presented with core competence and basic competence in curriculum 2013 and also how the feasibility of the textbook based on curriculum 2013 with using BNSP assessment. This research uses a descriptive qualitative approach and the researcher uses document analysis as the method of collecting data. The result of this research is almost all of the chapters are suitable with curriculum 2013. It assessed by using the feasibility of content based on BNSP assessment which some subcomponents. Firstly, the compatibility of material items with core competence has 96% with a very good category. Secondly is the accuracy of material that gets a very good category too with 90% of item percentage. Thirdly, the learning supporting sources has 91% with a very good category too. The textbook is appropriate with curriculum 2013 and very helpful in increasing the skills (speaking, listening, reading and writing) in teaching and learning English. In this case, the textbook scored more 90% with very good category and the content of it is appropriate with curriculum 2013. In the other side, there is some minors incompatibility based on BNSP assessment in this textbook, such as lack of structure and element of meaning and development diversity concept in developing students' knowledge.

Co-Authors Andriansyah Andriansyah Andriansyah Andriansyah Ayyub Abdurrahman Effendi Eni Andriani Fitriati Intan Rahmalia Istiqamah Muhammad Abrar Muhammad Abrar Mulyadi Syahputra MULYANI Nadia Sofana Nadia Sofana Nadia Ulfa Nur Amalia Raziska Ibrahimi Rodgers, Adrian Siti Fachraini, Siti Sri Wahyuni Zahria Amalina

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