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All Journal Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Solidaritas: Jurnal Pengabdian Kurikula Jurnal Pendidikan Edu Research : Jurnal Penelitian Pendidikan Jurnal Ilmiah Dan Karya Mahasiswa Jurnal Pendidikan, Bahasa dan Budaya PESHUM
Absharini Kardena
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Optimalisasi Belajar Menyenangkan di Hari Bermutu pada SD IT BAiturrahim Parik Putuih Iltavia Iltavia; Bambang Trisno; Absharini Kardena; Yulifda Elin Puspita; Puti Andam Dewi; Elviana Elviana; Fathur Rahmi; Hidra Ariza; Fenny Ayu Monia; Wira Wahyuni
Solidaritas: Jurnal Pengabdian Vol. 2 No. 1 (2022): Solidaritas: Jurnal Pengabdian
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat UIN Prof. K.H. Saifuddin Zuhri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/sjp.v2i1.6524

Abstract

Pembelajaran di sekolah mesti menyenangkan baik oleh guru apalagi bagi peserta didiknya. Karena dengan belajar yang menyenangkan peserta didik bisa mengembangkan dirinya dalam proses aktivitas belajar. Peserta didik mengekspresikan diri tanpa terpaksa atau dikendalikan oleh peserta didik lain yang berada disekitarnya. Sehingga prinsip belajar dan bermain yang menyenangkan dapat diwujudkan dan potensi yang ada dalam dirinya dapat dioptimalkan. Sementara dilapangan masih banyak guru yang belum mengoptimalkan kreatifitasnya dalam mengembangkan model pembelajaran yang menyenangkan. Padahal, kreativitas guru di dalam pembelajaran yang menyenangkan sangat diharapkan dan sangat dibutuhkan oleh siswa. Oleh karenanya pengabdian ini bertujuan untuk mengoptimalkan belajar yang menyenangkan di hari bermutu pada SDIT Baiturrahim Parik Putuih. Hasil dari kegiatan pengabdian ini memperlihatkan peserta didik terlihat sangat antusias mengikuti pembelajaran yang kreatif dan inovatif dari pemateri, seperti integrasi permainan dan teknologi pada proses pembeajaran di sekolah
AN ANALYSIS OF FACTORS AFFECTING STUDENTS PRONUNCIATION AT 8TH GRADE OF SMP N 4 GUNUNG TALANG Sherly Sri Arsifa; Merry Prima Dewi; Eliza; Absharini Kardena
Kurikula : Jurnal Pendidikan Vol 9 No 1 (2024): Kurikula: Jurnal Pendidikan Vol 9 No 1 Tahun 2024
Publisher : Fakultas Tarbiyah Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/kurikula.v9i1.1588

Abstract

This study was conducted to find out whether pronunciation is the most important problem in students' speaking and what factors affect students' pronunciation the most. This research has been completed at SMP N 4 Gunung Talang. This research was conducted because students pronounce sentences according to what is written, students do not pay attention to the teacher when learning takes place, and students feel embarrassed when pronouncing sentences in English. This research is a quantitative research with purposive sampling method with a sample size of 30 people. To collect research data, researcher used documents and questionnaires. In analyzing the data, the researcher analyzed the results of the assessment of the four aspects of student speaking and calculating mean score, for the research questionnaire was calculated using the percentage formula and Likert scale formula. From the results of the analysis of the four aspects of speaking namely pronunciation, grammar, vocabulary and fluency it was found that, pronunciation aspect was the lowest score. And from the results of the questionnaire analysis it was found that native language was the dominant factor that most influenced students' pronunciation. The findings of this study contain two findings, the first is that pronunciation is the main problem in students' speaking assessment, and identity and language ego is the factor that most affects students' pronunciation with percentage 79, 96%.
The Effect Of Using Semantic Mapping Strategy Toward Students Vocabulary Mastery At 8th Grade At Boarding School Jama’atul Mualimin Rahmawati Rahmawati; Loli Safitri; Genta Sakti; Absharini Kardena
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i2.2006

Abstract

This research was done to find out the effect of using semantic mapping toward students vocabulary mastery. It has been done at boarding school Jama‟atul Mualimin. Most of students still have limited vocabulary. The students were difficult remember vocabulary that they have learned, they cannot use correct vocabulary in sentences and the student were not interested in the classroom. In this research, the researcher used pre- experimental research with one group pretest and post-test design. The population of this research was the 8th grade students at boarding school Jama‟atul Mualimin which consisted of one class. The sample was taken by total sampling because the school just had one class. The sample of this research was the students of 8th grade which consisted of 19 students. The result of the research indicated the score of the student‟s posttest is higher than the score of pretest. The mean score of pretest is 47,31, where the mean score of students posttest is 88,26. It means that semantic mapping gave contribution toward student‟s vocabulary mastery. In addition to test the hypothesis, the t-obtained 18,17 while t-table on = 0,05 is 1.734. It means that the t-obtained is higher than t-table. In other words, the (Ha) was accepted and Ho was rejected. Which stated there was significant effect of using semantic mapping strategy at 8th grade at boarding school Jama‟atul Mualimin. It can be concluded that, using semantic mapping strategy gave significant effect of using semantic mapping strategy toward students vocabulary mastery.
The Effect of Using Paragraph Shrinking Strategy Toward Students Reading Comprehension in Narrative Text at Ninth Grade of MTS Koto Tinggi Rara Vanesia; Reflinda Reflinda; Melyan Melani; Absharini Kardena
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 3 (2023): Desember : Jurnal Pendidikan dan Sastra Inggris
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i3.2879

Abstract

This research was conducted to determine the effect of using the paragraph reduction strategy on students' reading comprehension in Narrative Text in class nine at MTS Koto Tinggi. The background of this research is based on students' problems in reading comprehension when learning English. First, students cannot find the main idea and identify important information in the text. Second, students are lazy to read and understand texts because students do not know the meaning of the vocabulary in the text. Third, some students got low scores in reading. In this research, researchers used quantitative methods with a quasi-experimental research design by comparing two classes. The sample for this research was class 9 students at MTS Koto Tinggi, IX B as the experimental class, totaling 15 students, and IX C as the control class, totaling 15 students. The instrument of this research is a reading test. Data were analyzed using SPSS 22. The results showed that there was a significant influence on students' reading comprehension between students who were taught using the paragraph reduction strategy and without using the paragraph reduction strategy. This can be seen from the data calculations in the one sample t test and paired sample t-test showing a 2-Tailed significance of 0.000 < 0.05 so that Ha is accepted and Ho is rejected. It can be concluded that there is a significant effect of using the paragraph reduction strategy on students' reading comprehension and there is a difference between the reading comprehension of students taught using the paragraph reduction strategy and students taught using conventional methods. It can be concluded that the use of the paragraph reduction strategy has a significant influence on students to improve reading comprehension.
THE EFFECTIVENESS OF SIMON SAYS GAME TO IMPROVE STUDENTS VOCABULARY MASTERY IN LEARNING ENGLISH Suci Humairoh; Absharini Kardena; Rahmi Novianti
Jurnal Pendidikan, Bahasa dan Budaya Vol. 2 No. 1 (2023): Maret : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v1i2.975

Abstract

This research was conducted based on the problems found in the learning process about vocabulary. To understand language well, speak better, or good writing requires a good vocabulary to be successful in any of these areas. Teachers must be good at choosing methods or techniques in learning to be used in teaching, not all methods or techniques can be used, because learning methods are real forms in the form of steps for implementing a lesson in order to achieve learning goals. In this research to teach vocabulary, the researcher choose to use a game. Game is an activity that can help the process of learning and creating students are more active in learning because they feel happy and relaxed in learning. The purpose of this research is to find out whether the Simon Says game is effective or not for use in learning, especially vocabulary. Because what we are going to examine now is the effectiveness of the Simon Says game in increasing student vocabulary. The method used in this research is descriptive qualitative research. Which aims to describe or give an idea of how effective the Simon Says game is for students vocabulary in learning process. The researcher gave vocabulary from descriptive text material and asked students to memorize it. Then the vocabulary will be played in the Simon Says game. The results of this study indicate that the Simon Says game is very effective for teaching vocabulary. Because judging from the many changes after several meetings with students and playing this Simon Says game for learning.
THE IMPLEMANTATION OF JIGSAW TECHNIQUE ON STUDENTS’ READING COMPREHENSION IN THE ELEVENTH GRADE OF SMAN 3 BUKITTINGGI Fadiah Lestari; Absharini Kardena; Loli Safitri; Elsi Amiza
EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i3.460

Abstract

This research was motivated by the discovery of students who were less enthusiastic about reading and had difficulty understanding the text due to the lack of vocabulary they possessed. Students faced challenges in finding important information in the text. Therefore, the teacher used the jigsaw technique to facilitate knowledge sharing among peers. This study aimed to determine the implementation and constraints of the jigsaw technique. This research design was qualitative and conducted at SMAN 3 Bukittinggi. The informants in this study included an English teacher and two classes of eleventh-grade students. Data were collected through interviews and observations, which were then analyzed by gathering data, reducing data, and drawing conclusions. Based on the results of the research conducted, it was found that Teacher implemented 9 indicators, namely; (1) Divide the students into jigsaw groups of 5 or 6 participants. (2) Appoint one student as the leader for each group (3) Divide the day's lesson into five until six segments. (4) Each student is assigned to learn one chapter. (5) Give students time to read and familiarize themselves with their section, at least twice. (6) Shape temporary "expert groups". (7) Put the students back into their jigsaw groups. (8) Ask each student to present her or his chapter to the group. (9) Move from group to group, and watch the cycle. Teacher not implemented one indicator, namely; (1) Give a quiz on the content at the end of the session so that the students easily know that these sessions are not only fun and games but actually count. From the results of interviews with teachers and students, three problems were identified from five indicators: 1) Students lacked confidence in discussing the material with their peers; 2) Sufficient time and careful preparation were needed before this learning model could be effectively implemented; 3) The application of this method in larger classes (more than 40 students) proved to be very difficult.
STUDENTS’ ANXIETY AND THEIR LEARNING ACHIEVEMENT : A CORRELATION STUDY Putri Chantika Herman; Lena Sastri; Absharini Kardena; Elsi Amiza
EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i3.478

Abstract

Students in junior high school felt anxiety and were afraid in learning English, so that their grades was quite good. They felt afraid and anxious when they made mistakes in speaking English because they were laughed by their friends. Then, they had no experience an learning English in primary school. The aim of this study is to identify the correlation between students’ anxiety and their Learning Achievement. The design of this research was correlation design. The population of this research were 67 students’ of seventh-grade students at SMP N 6 Padang. This research used cluster random sampling the sample was 31 students. To get the data this research used a questionnaire and test. To measure students’ anxiety using a tool the Foreign Language Classroom Anxiety Scale (FLCAS). The data in this research were analyzed by using the Pearson Product Moment Correlation Coefficient with SPSS 20 programs. The research result showed that the Coefficient of Product Moment was-0,784. It meant, there was a negative correlation between students‘ anxiety and their learning achievement ∝ was 0.05, so sig 0.00 less than 0.05. Negative science shows a significant relationship in reverse if the anxiety value is high then the value is low and if the value is high then the anxiety is low. It could be concluded that Ho was rejected and Ha was accepted. So the implication is that if the anxiety is high then the student's score is low and vice versa if the anxiety is low then the score is high.
THE CORRELATION BETWEEN STUDENTS’ INTEREST IN ENGLISH TEACHING TOPICS AND THEIR LEARNING ACHIEVEMENT AT SMA N 1 2X11 ENAM LINGKUNG Riyana Apalda; Eliza Eliza; Genta Sakti; Absharini Kardena
EDU RESEARCH Vol 6 No 1 (2025): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v6i1.565

Abstract

This study was conducted to find out the correlation between students’ interest in English teaching topics and their learning achievement at 11th grade of SMA N 1 2X11 Enam Lingkung. This study used correlational design. The sample was the XI F 1 and XI F 3 which consisted of 64 students which selected by using cluster random sampling technique. The technique data collection was questionnaire and students’ achievement test scores. The researcher developed 20 statement of questionnaire based on Arlianty (2016) and students’ achievement test scores were from the mid - term test that had been carried out by teacher at school. Analysis the data was using Pearson’s Product Moment. Based on the data analysis conducted, a correlation coefficient of 0.693 was obtained. The magnitude between these variables was moderate because it lies between the interpretation of 0.40 – 0.699. It means that there is a significant correlation between these variables. So, higher students’ interest in English teaching topics are associated with higher their learning achievement, whereas lower students’ interest in English teaching topics corresponds to lower learning achievement.
The Effect Of Noticing Technique Toward Teaching Simple Present Tense And Simple Past Tense At The First Grade At The First Grade In SMPN 3 Sungai Pua Nova Melia Ramadani; Absharini Kardena; Genta Sakti; Merry Prima Dewi; Imelia Nova
Jurnal Ilmiah Dan Karya Mahasiswa Vol. 1 No. 3 (2023): JUNI : JURNAL ILMIAH DAN KARYA MAHASISWA
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jikma.v1i3.429

Abstract

This research was due to by several problems of students’ in the first grade in SMP N 3 Sungai Pua related to students’ achievement in English learning especially in lesson simple present tense and simple past tense. This research to determine whether there was a significant effect and whether there was significant difference using the Noticing technique on students’ achievement in lesson simple present tense and simple past tense and to determine whether students’ achievement using the noticing technique was the best than not using the noticing technique. This study was classified as a quasi-Experiment design. There was experimental group, namely the VII.B class (19 students’) and the control group namely VII.A (20 students’). Data obtained through pre-test and post-test . Pre- test was given to both groups before treatment and post-test was given after treatment.Treatment using the noticing technique was only given to the experimental group. After the data was collected, the researcher analyzed the data with a significant of α = 0,05. From the results of statistical analysis, the first hypothesis was obtained; there was a significant effect using the noticing technique on students' achievement in simple present tense and simple past tense lesson. The analyzes of the data showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted because tobtained (26,46) was higher than ttable (20,93) with the level significant α of 0,05. The second hypothesis there was a significant difference using noticing technique on teaching simple present tense and simple past tense. The analyzes of the data showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted because tobtained (50,13) was higher than ttable (20,86) with the level significant of α 0.05. Finally, the third hypothesis that teaching simple present tense and simple past tense for the students who were taught by using noticing technique better than the students who were taught conventional method toward student’s achievement . The analyzes of the data showed that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted because tobtained (50,13) was higher than ttable (20,86) with the significant of α 0,05. In this manner, it may well be conclude that the noticing technique seem influenced for understandies accomplishment in learning simple present tense and simple past tense to be way better than without utilizing the taking noticing technique.
ENGLISH TEACHERS’ CHALLENGES IN IMPLEMENTING MERDEKA CURRICULUM Robiatul Aminah Hasibuan; Absharini Kardena
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 4: Juni 2024
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v3i4.4088

Abstract

This study investigated the challenges that found by English teachers in implementing Merdeka curriculum at MAS Al – Amin Mompang. This research is descriptive qualitative research. The data collected by using interview. The participants of the study was four English teachers at MAS Al – Amin Mompang. The findings of this study highlight the need for the Ministry of Education, Culture, Research, and Technology to provide more support and resources to teachers to facilitate the implementation of the Merdeka Curriculum. This includes providing training and guidance on how to teach using the new curriculum, as well as providing access to resources and infrastructure that support technology-enhanced learning.
Co-Authors Ayu Monia, Fenny Ayu Monia Bambang Trisno Eliza Eliza Eliza Elsi Amiza Elviana Elviana Fadiah Lestari Fathur Rahmi Genta Sakti Hidra Ariza Iltavia Iltavia Imelia Nova Lena Sastri Loli Safitri Melyan Melani Merry Prima Dewi Nova Melia Ramadani Puti Andam Dewi Putri Chantika Herman Rahmawati Rahmawati Rahmi Novianti Rara Vanesia Reflinda, Reflinda Riyana Apalda Robiatul Aminah Hasibuan Sherly Sri Arsifa Suci Humairoh Wira Wahyuni Wahyuni Yulifda Elin Puspita