Garuda - Garba Rujukan Digital

SURVEY PENGAJARAN SASTRA DI SMA NEGERI KOTA PALEMBANG Rosmiyati, Evi
RIPTEKSI KEPENDIDIKAN PGRI RIPTEKSI KEPENDIDIKAN AGUSTUS 2013
Publisher : RIPTEKSI KEPENDIDIKAN PGRI

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

AbtsrakSurvey ini bertujuan untuk menemukan apakah para guru tertarik mengajar sastra, metode yang digunakan dalam mengajar sastra, media yang digunakan dalam mengajar sastra, Keuntungan yang guru dapatkan dalam mengajar sastra, dan masalah yang guru hadapi dalam mengajarkan sastra. Sebanyak 19 SMA Negeri dikota Palembang dijadikan sampel dalam survey ini, dengan menggunakan questionnaire dan observasi. Untuk menganalisa data digunakan SPSS. Hasil dari survey menunjukkan bahwa guru SMA Negeri di kota Palembang tertarik untuk mengajarkan sastra karena memberikan banyak manfaat. Hasil lain yang didapatkan bahwa guru mengajar sastra dengan cara demonstasi, diskusi kelompok, role play, diskusi kelas, dan tujuh respon pembaca sdalam pegajaran sastra. Media yang digunakan dalam pengajaran sastra adalah papan tulis. Akhirnya, penulis mengharapkan para guru bisa memberikan penjelasan yang lebih kreatif dalam mengembangkan pengajaran sastra untuk murid mereka.Â Kata kunci: literature, teaching and teaching method.

The implementation of project-based learning in increasing speaking achievement and self-confidence Jaya, Aswadi; Hermansyah, Hermansyah; Rosmiyati, Evi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 1 No. 1 (2019): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v1i1.6605

This study was to find out: 1) whether or not Project-based Learning (PBL) could make a significant difference in increasing both studentsâ€Ÿ speaking achievement and self-confidence, and 2) the contribution of PBL towards both studentsâ€™ speaking achievement and self-confidence. Out of 72 students, 40-average levels of achievement students were randomly selected as sample. These students were equally divided into two groups. The first group was taught using PBL and the second was given no treatment. For collecting the data, both groups were given a speaking test and self-confidence questionnaire. Both data were analyzed by using t-test to see the differences of speaking achievements and their self-confidence. Regression analysis was done to understand the contribution of PBL to the variables in the questions. The results showed that 1) there was a significant difference both in speaking achievement and self-confidence of the experimental group after being taught using PBL, 2) there was also a significant difference between experimental and control groups both in speaking ability and self- confidence, and 3) the contribution of PBL to the studentsâ€™ speaking achievement was 99.7% and to self-confidence was 92.7%. In conclusion, PBL could be considered as an effective method in teaching speaking and in increasing studentsâ€™ self- confidence.

KARTU DOMINO MODIFIKASI SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA UNTUK SISWA KELAS III Aryani, Emi; Firdaus, Masagus; Rosmiyati, Evi
Primary Education Journals (Jurnal Ke-SD-An) Vol 4 No 3 (2024): NOVEMBER
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/primed.v4i3.4917

Penelitian ini mengidentifikasi permasalahan terkait kurangnya keaktifan siswa dalam pembelajaran, yangdisebabkan oleh metode pengajaran yang monoton serta keterbatasan dalam penggunaan media pembelajaran.Keberhasilan media pembelajaran, khususnya dalam membangkitkan minat belajar matematika siswa, menjadi tujuanutama penelitian ini. Media yang dikembangkan adalah kartu domino, yang diimplementasikan dengan menggunakanmodel pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation). Intrumen penelitian yangdigunakan yaitu lembar observasi, lembar wawancara, angket validasi dan angket respon siswa. Penelitian dilakukanterhadap siswa kelas III B SD Negeri 33 Palembang. Hasil evaluasi menunjukkan bahwa kartu domino yangdikembangkan sangat valid dan praktis, dengan nilai kevalidan rata-rata 90,42% dari 6 aspek yang dinilai oleh 3validator, serta hasil uji coba menunjukkan tingkat praktis yang tinggi: 93,88% untuk uji coba one to one dan 91,6%untuk uji coba small group, dengan total keseluruhan uji coba mencapai 92,74%. Dengan demikian, dapat disimpulkanbahwa pengembangan media kartu domino untuk pembelajaran matematika ini efektif dalam aspek validitas danpraktisnya.

Learning English through Laptop Approach to Improve the High School Studentsâ€™ Achievement Rosmiyati, Evi; Jaya, Aswadi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.9

This research presents a critical appraisal of current research on the role technology integration plays in high school studentsâ€™ literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact upon studentsâ€™ literacy achievement in both a positive and negative manner. The literature review begins by exploring early research and finds that there is a lack of longitudinal studies regarding laptop integration. This is a result of the trend at the time, which was to focus on the impact on student and teacher attitudes rather than the impact on literacy. Through the critical appraisal of current research it is revealed that the attitudes and beliefs of individual teachers to laptop integration is the leading cause of student literacy achievement. The literature review progresses to explore the challenges facing educators and the concerns for educators.

TEACHING LISTENING BY USING VIDEO MEDIA TO THE EIGHTH GRADE STUDENTS OF SMP N 3 LAHAT Juliza Fitri, Wanda; Mulyadi; Rosmiyati, Evi
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i1.16781

The objective of this study is to find out the effectiveness of teaching listening by using video media to improve students’ listening skills. The writer used pre-experimental design with one group pre-test and post-test design. The data of this study collected by means of written test. The sample of this study is 32 students. The results of this study showed it was effective to teaching listening by using video media. The writer found that the students’ average scores in the pre-test was 59.5 and in the post-test was 76.7. The scores showed that the average scores in the post-test was higher than the students’ average in the pre-test. The writer also found that the result of the matched t-test calculation between the students’ scores in post-test and pre-test was 13.983. The scores were higher than the critical value of the t-table with 5% (0.05) significance level in one-tailed testing 1.695. It means that video media could improve the students’ listening skills.

TEACHING SPEAKING BY USING 'ELSA AI' TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 42 PALEMBANG Salsabilla, Dinda; Tahrun; Rosmiyati, Evi
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i2.17085

This study investigates the effectiveness of the ELSA Speak application in enhancing English speaking skills among eighth-grade students at SMP Negeri 42 Palembang. Employing a quantitative method with a quasi-experimental design (one-group pre-test and post-test design), the research involved 34 students. The instruments used included a pre-test, treatment, and post-test. The results indicate that using ELSA Speak effectively improves English pronunciation skills compared to traditional learning methods. The average pre-test score of the students was 64.9118, which increased to 85.5882 in the post-test, showing an improvement of 31.82%. Hypothesis testing revealed a significance value of 0.000, indicating a significant effect of using ELSA Speak on students' performance improvement. The Cohen's Kappa value of 0.809 demonstrates excellent inter-rater reliability, which positively supports the validity of the obtained results. Future research should examine the long-term effects of ELSA Speak on fluency and confidence, compare it with other language learning tools, and involve larger, more diverse samples for broader insights.

Strategi Demonstrasi Untuk Meningkatkan Kemampuan Menulis Teks Beragam Pada Peserta Didik Sekolah Menengah Atas Dan Sederajat Pratiwi, Etty; Kartika Sari, Dewi; Rosmiyati, Evi; Noviati, Noviati; Hatim, Magdad; Amiruddin, Amiruddin; Theriana, Ana; Akbar Zam, M. Ali
Journal Of Human And Education (JAHE) Vol. 5 No. 2 (2025): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v5i2.1941

Abstrak Program pelatihan penerapan metode demonstrasi dalam pembelajaran menulis berbagai jenis teks di tingkat SMA/SMK/MA sederajat bertujuan untuk meningkatkan kemampuan siswa dalam keterampilan menulis secara efektif. Metode demonstrasi dipilih karena dapat memberikan gambaran konkret melalui langkah-langkah praktis dan contoh nyata. Pelatihan ini diikuti oleh siswa beserta guru di SMKN 1 Indralaya Selatan. Materi yang diberikan mencakup konsep teori metode demonstrasi, penerapannya dalam pembelajaran menulis teks narative, descriptive, recount, report, procedure, exposition, spoof, anecdote, explanation, serta praktik penerapan demonstrasi. Hasil pelatihan menunjukkan adanya peningkatan keterampilan siswa dalam merancang dan melaksanakan pembelajaran menulis berbasis metode demonstrasi, sebagaimana terlihat dari hasil evaluasi langsung dilapangan. Selain itu, pelatihan ini juga berhasil mendorong guru untuk lebih inovatif dalam mengajarkan keterampilan menulis, sehingga diharapkan dapat memberikan dampak positif terhadap kemampuan menulis siswa. Kata Kunci: Penerapan, Metode Demonstrasi, Kemampuan Menulis, Jenis Teks. Abstract The training program on the application of the demonstration method in teaching writing various types of texts at the senior high school level (SMA/SMK/MA or equivalent) aims to enhance students' writing skills effectively. The demonstration method was selected for its ability to provide concrete illustrations through practical steps and real examples. This program involved both students and teachers from SMKN 1 Indralaya Selatan. The materials covered the theoretical framework of the demonstration method, its application in teaching narrative, descriptive, recount, report, procedure, exposition, spoof, anecdote, and explanation texts, as well as practical implementation of demonstrations. The training results showed significant improvement in students' ability to design and implement writing activities based on the demonstration method, as evidenced by direct field evaluations. Furthermore, the program successfully encouraged teachers to be more innovative in teaching writing skills, which is expected to have a positive impact on students' writing abilities. Keywords: Implementation, Demonstration Method, Writing Skills, Types of Text.

Strategi Optimalisasi Gaya Belajar Siswa Cerdas Istimewa Berbakat Istimewa (CIBI) di SD Baptis Palembang Nandadwirintani; Murniviyanti, Liza; Rosmiyati, Evi
Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Vol. 11 No. 1 (2025): JURNAL DIDIKA : WAHANA ILMIAH PENDIDIKAN DASAR
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/didika.v11i1.30401

Penelitian ini bertujuan untuk mengetahui strategi yang digunakan dalam mengoptimalkan gaya belajar siswa Cerdas Istimewa Berbakat Istimewa (CIBI) di SD Baptis Palembang. Latar belakang penelitian ini didasarkan pada perlunya pendekatan pembelajaran yang sesuai dengan karakteristik gaya belajar siswa CIBI agar kemampuan mereka berkembang secara maksimal. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian mengungkapkan bahwa siswa CIBI menunjukkan variasi gaya belajar, meliputi visual, auditorial, dan kinestetik. Untuk mendukung keberagaman tersebut, guru menerapkan strategi yang disesuaikan seperti penggunaan media interaktif, pendekatan pembelajaran kontekstual, serta penyediaan materi pengayaan. Sekolah turut memberikan dukungan melalui program tambahan dan fasilitas penunjang. Kolaborasi antara guru, sekolah, dan orang tua menjadi faktor penting dalam menciptakan pembelajaran yang efektif bagi siswa CIBI. Penelitian ini dapat menjadi acuan bagi pengembangan strategi pembelajaran yang inklusif dan berfokus pada keunikan siswa berbakat.

THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS Syarani, Arinda; Rosmiyati, Evi; Hidayad, Ferri; Soudaphone Vongphachanh; Khamsavanh Phommasane
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18733

This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.

THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS Syarani, Arinda; Rosmiyati, Evi; Hidayad, Ferri; Soudaphone Vongphachanh; Khamsavanh Phommasane
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18733

This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.

Title

Found 12 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 12 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 12 Documents
Search