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All Journal Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN English Teaching Journal : A Journal of English Literature, Language, and Education Papanda Journal of English Education
Arri Kurniawan, Arri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHING READING BY USING GIST STRATEGY VIEWED FROM THE STUDENTS’ COGNITIVE ASPECT ON THE EXTENSIVE LEVEL OF ENGLISH DEPARTMENT STUDENTS IKIP PGRI MADIUN Ningsih, Nuri Ati; Kurniawan, Arri
English Teaching Journal Vol 2, No 2 (2014)
Publisher : English Teaching Journal

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Abstract

This research aimed at (1) describing the implementation of GIST strategy in the process of teaching reading viewed from the cognitive aspect having by the students; (2) finding the positive aspects of the implementation of GIST strategy; (3) knowing the weaknesses of the implementation of GIST strategy in the process of teaching reading viewed from the cognitive aspect. The method in this research was descriptive qualitative. In doing the research, there were some steps to be implemented to collect the data. They were observation, interview, and documentation. Then, analyzing data was done by reducing the data, presenting the data and drawing conclusion or verification. The result of the research showed that (1) GIST has been implemented maximally by the lecture based on the characteristics of this teaching strategy. To dig up the students’ cognitive aspects, the lecture provide the specific worksheet which represents the students’ cognitive level for higher order thinking skill, (2) GIST creates the students’ character in a good manner, such as; active, responsible and confidence. They also learn how to work in a team; (3) Some weaknesses found in this research are; It needs a long time to create the instrument  to support  the implementation of GIST and Evaluation must be done by combining both cognitive level and  the level of reading ability.
TEACHING READING BY USING GIST STRATEGY VIEWED FROM THE STUDENTS’ COGNITIVE ASPECT ON THE EXTENSIVE LEVEL OF ENGLISH DEPARTMENT STUDENTS IKIP PGRI MADIUN Ningsih, Nuri Ati; Kurniawan, Arri
English Teaching Journal Vol 3, No 2 (2015)
Publisher : English Teaching Journal

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Abstract

This research aimed at (1) describing the implementation of GIST strategy in the process of teaching reading viewed from the cognitif aspect having by the students; (2) finding the positif aspects of the implementation of GIST strategy; (3) knowing the weaknesses of the implementation of GIST strategy in the process of teaching reading viewed from the cognitive aspect. The method in this research was descriptive qualitative. In doing the research, there were some steps to be implemented to collect the data. They were observation, interview, and documentation. Then, analyzing data was done by reducing the data, presenting the data and drawing conclusion or verification.            The result of the research showed that (1) GIST has been implemented maximally by the lecture based on the characteristics of this teaching strategy. To dig up the students’ cognitive aspects, the lecture provide the specific worksheet which represents the students’ cognitive level for higher order thinking skill, (2) GIST creates the students’ character in a good manner, such as; active, responsible and confident.They also learn how to work in a team; (3) Some weaknesses found in this research are; It needs a long time to create the instrument  to support  the implementation of GIST and Evaluation must be done by combining both cognitif level and  the level of reading ability.
EFEKTIFITAS TEKNIK PAPER SEMINAR UNTUK MENGAJAR MENULIS DITINJAU DARI AKTUALISASI DIRI MAHASISWA Kurniawan, Arri; Lestari, Sri; Martha, Reni
Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Vol 3, No 1 (2015)
Publisher : IKIP PGRI MADIUN

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Orientation: Using technique in teaching is used to improve students cerativity and ability in writing that help students in process of prewriting, writing, editing phase, revising, and evaluatin. Researcher tried to campare in using teaching technique based on students self-actualization.. Research purpose: This research is aimed at finding out whether: (1) Paper Seminar technique is more effective than Peer Editing Technique to teach writing skill; (2) the students having high selfactualization have better writing skill than those having low self-actualization; and (3) there is an interaction between teaching techniques and students self-actualization in teaching writing to the third semester students of English Department, IKIP PGRI Madiun in the academic year of 2013/2014. Research design: The research method was an experimental study. The researcher used cluster random sampling to get the sample. There were two classes used as sample. One class consisted of 30 students who were experimental class taught by Paper Seminar technique and the other 30 students were as control class taught by Peer Editing technique. The instruments of collecting data are writing test and questionnaire. The data were analyzed by using multifactor analysis of variance 2x2. Then, it was analyzed by using Tukey test. Main Finding: The research findings show that: (1) Paper Seminar technique is more effective than Peer Editing technique; (2) The students having high selfactualization have better writing skill than those having low self-actualization; and (3) There is an interaction between teaching techniques and students self-actualization in teaching writing. Based on the research findings, in general it can be concluded that Paper Seminar technique is an effective echnique to teach writing. Therefore, the teacher is suggested to apply Paper Seminar technique for teaching writing. Keywords: Paper Seminar technique; Peer Editing Technique; Self Actualization.
The effect of pair work to student’s ability on writing recount text for junior high school students Tamami, Aulia Ihktiar; Styati, Erlik Widiyani; Kurniawan, Arri
English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i1.20774

Abstract

The research aim at investigating the effect of pair work to students ability in writing recount for junior high school students. The quasi-experimental research used in this study. The participants were the students of MTsN Kota Madiun. The researchers used writing test to collect the data. In analyzing the data, the researchers use independent t-test. The result shows that there is a significant difference in writing skills of students taught using pair work and conventional teaching between the experimental class and the control class. Students who are taught using pair work gain higher scored than students who are taught using conventional teaching. The results obtained that the significance value of equal variances is assumed to be 0.001, it could be concluded that it is smaller than 0.05 (0.001 < 0.05). This means that pair work method brings many benefits for students to write their writing skills.
The Relationship between EFL Students’ Critical Thinking and Their Reading Comprehension Salsabilla Kharisma Dewi; Ati Ningsih, Nuri; Kurniawan, Arri
Papanda Journal of English Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v4i1.1992

Abstract

Students often face challenges in reading comprehension, such as distinguishing main ideas and supporting details, connecting topics and background knowledge in the text, and concluding the contents of the reading. Therefore, it is important to investigate whether there is a relationship between students’ critical thinking ability and their reading comprehension performance. Using a quantitative correlational research design, the research involved 25 eleventh-grade students from SMAN 1 Jiwan, selected through cluster random sampling. To measure the ability of both variables, the critical thinking instrument used was the critical thinking questionnaire by Jie et al., while the reading comprehension instrument was a collection of validated questions that are arranged based on learning objectives in the classroom. The results showed the not statistically significant relationship between critical thinking and reading comprehension (sig. 0.184), although there was a tendency for a weak positive correlation (r = 0.274). This may be due to an imbalance between critical thinking and reading comprehension skills, limited language and basic linguistic skills, and a lack of practice in applying critical thinking in reading. Therefore, the application of critical thinking in reading comprehension activities is needed, and the development of students' language skills is needed in EFL learning.
Co-Authors A.A. Ketut Agung Cahyawan W Ati Ningsih, Nuri Erlik Widiyani Styati, Erlik Widiyani Nuri Ati Ningsih Rachmawati, Lusiana Reni Martha, Reni Rosita Ambarwati Salsabilla Kharisma Dewi Tamami, Aulia Ihktiar