Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

3.138

P-Index

This Author published in this journals

All Journal EXPOSURE JOURNAL LITERARY CRITICISM Research and Innovation in Language Learning JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Pembelajaran JIMAKUKERTA Teaching English and Language Learning English Journal Prawara Jurnal Pengabdian Masyarakat

Baluqiah, Kiagus

Univeristas Muhammadiyah Bengkulu

Author-ID : 5560952

Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 22 Documents Claim Missing Document

Claim Missing Document

Articles

Title

1 2

Unraveling Studentsâ€™ Strategies in Overcoming the Listening Comprehension Problems Agung Suhadi; Kiagus Baluqiah; Hanniffa Putri Pertiwi
Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Understanding the listening comprehension strategy plays important role for students successfull to upgrade their listening test and TOEFL score as well. This aims to investigate deeply the studentsâ€™ strategies in overcoming listening comprehension problems. The descriptive qualitative method is applied toward the third semester students of English Education study program Muhammadiyah University of Bengkulu. This research took 51 students who have taken listening courseworks (listening 1 and 3). Data collection technique were conducted by giving questionnaires in the light of Rebbicaâ€™s theory (1993); direct and indirect strategies. The results of study showed there were some problems faced by the third semester students in conducting listening comprehension test, such as unfimiliar words, complex grammatical structure, lack of concentration, pronunciation, obscure form of speech, long answer question, and accents. Whilst, most of students used cognitive strategy in overcoming their problem in listening comprehension. To sumpÂ up, students must to learn some listening strategies as an effort to anticipate their problems when conduct listening comprehension test.

An Analysis of An English Textbook “English in Mind Second Edition - Students’ Book 3” for The Tenth Grade of The Vocational High School Based on Ur’s Criteria Gita Anggreyni; Kiagus Baluqiah
Teaching English and Language Learning English Journal Vol. 2 No. 2 (2022): Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Abstract This research had an objective to find out whether the English textbook of technical vocational high school is suitable for Ur’s criteria. The method used in this research was a descriptive quantitative method. The object in this research was an English book at the Vocational High School (SMK) entitled English in Mind Second Edition – Student’s book 3. The data were analyzed by the instrument of this research namely a table checklist consisting of a good criteria of English textbook by Ur (1996). The findings showed that the textbook met the criteria by Ur (1996) with a score of 55. It means that this textbook has level of a fair textbook, so this textbook could be used for technical vocational high school. This textbook fulfilled 11 criteria of 20 criteria by Ur (1996). Meanwhile, 9 criteria were unavailable in the textbook. Therefore, it is a challenge for the teacher in using the textbook for English teaching and learning. The teacher should complete the unavailable criteria of textbook by adding the materials or media from others. Finally, the researcher suggests that this research can be references to find detailed information about this textbook by using other theories of textbook assessment. Keywords: English Textbook, Suitability, Ur’s criteria.

Concept-Oriented Reading Instruction (CORI) Strategy in Improving Students’ Reading Comprehension Liska Oktavia; Fetriani; Ririn Putri Ananda; Kiagus Baluqiah
Teaching English and Language Learning English Journal Vol. 2 No. 3 (2022): Desember
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

The aim of this research was to know whether has an effect of Concept-Oriented Reading Instruction (CORI) Strategy in improving students’ reading comprehension at second semester English Study Program of UMB. This research is a quasi experimental research. In this research, the population on the research included all second semester English Study Program of UMB in academic year 2021/2022. There were 32 students for the class. One class is an experiment class, it used concept-oriented reading intruction (CORI) and another without using concept-oriented reading intruction (CORI). The instrument on this research was reading test and aimed to measure students’ reading comprehension. The researcher used essay form with total 10 questions. Those question have been valid and reliable since it was adopted from Reading for Intermediate textbook. The finding of the research showed that there is a significant difference in post-test results between the group that was taught with CORI strategy and the group that was taught with conventional technique at second semester English Study Program Students of University Muhammadiyah Bengkulu. Moreover, the finding of this research confirmed the hypothesis of this research. Keywords : Concept-Oriented Reading Instruction (CORI) Strategy, Reading Comprehension

STUDENTS’ EXPERIENCES IN FOLLOWING TEACHING AND LEARNING PROCESS OF MICROTEACHING CLASSES AT ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU Lisa Rusmeini; Kiagus Baluqiah
Teaching English and Language Learning English Journal Vol. 3 No. 2 (2023): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i2.6025

The purpose of this research was to determine students’ experiences in following teaching and learning process of microteaching classes at English Education Program Muhammadiyah University of Bengkulu. This research designed using qualitative research that uses descriptive methods as a procedure to obtain descriptive data. The researcher taken sixth semester students to collect research data. The instrument of this research used questionnaire to get the data about students’ experiences in following teaching and learning process of microteaching classes, in the form of open-ended questions with a choice of Yes or No. In addition, there are 16 question items given to the sixth semester students based on the adoption of the Microteaching Book (Sofendi, 2014). And video observations are used to ensure the student answers so that the data is more valid. The results showed that the students gained overall experience in following teaching and learning process of the microteaching class at English Education Program of Muhammadiyah University of Bengkulu. Keywords: Experience, Teaching and Learning, Microteaching Class

TEACHERS’ ROLES IN OVERCOMING SPECIAL NEEDS STUDENTS DIFFICULTIES IN LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN BENGKULU CITY Lidya Agustina; Kiagus Baluqiah; Dian Susyla; Eki Saputra
Teaching English and Language Learning English Journal Vol. 3 No. 2 (2023): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i2.6026

The purpose of this study is to determine teachers roles in overcoming special needs students difficulties in learning English at elementary schools In Bengkulu city. This research method is descriptive qualitative. The research instrument is in the form of Question Lists which are based on Harmer in (Naibaho, 2019). The results of the study, of the 10 roles of the teacher according to Harmer in (Naibaho, 2019) almost all the roles of the teacher in overcoming the difficulties of learning English for special needs students in Bengkulu elementary school are applied. There are 10 teacher roles in teaching special needs students, namely (1) controller (2) organizer (3) assessor (4) prompter (5) participant (6) resource (7) observer (8) tutor (9) performer and (10) teaching aids. only one role was not implemented, namely the tutor by the teacher at SD Fatma Kenanga because the special needs students had been accompanied by a companion teacher or shadow teacher to assist in learning activities, the researchers suggested that the role of the teacher in teaching special needs students to be emphasized more because teaching special needs students required extra skills for the teaching process. For future researcher who are interested in conducting similar research, it is advisable to conduct research on large samples or research subjects and also at other levels of education Key words : Teachers Roles, Special Needs Students, Difficulties

DIFFICULTIES FACED BY STUDENTS WITH SPECIAL NEEDS IN LEARNING ENGLISH AT ALAM MAHIRA ELEMENTARY SCHOOL OF BENGKULU Mela Ayu Saputri; Kiagus Baluqiah; Yupika Maryansyah; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 3 No. 2 (2023): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i2.6027

Inclusive education is an alternative education for the students with special needs because the students with specials needs and other students learn in the same class. The purpose of this research is to find out what difficulties are experienced by the students with special needs at Alam Mahira Bengkulu elementary school. The method used in this research is qualitative method. The research subjects were elementary school students in grades 1-6 with special needs at Alam Mahira Bengkulu. Data collection techniques through observation, and interviews. The results showed that; the difficulties faced by students with special needs at Alam Mahirah Bengkulu elementary school are not too dominating, in learning, the students can still follow learning in class even though there are some students who do not follow class learning. The researcher gives advice to schools, and English teachers, shadow teachers to establish good relationships, and pay attention to interactions in special needs students and normal students. Keywords: Difficulties, Special Needs, Learning, Inclusive Education

Students’ Perceptions Of Lecturers’ Roles In Online Classes At English Education Study Program Of Muhammadiyah University Of Bengkulu Rinti Safetri; Kiagus Baluqiah
Teaching English and Language Learning English Journal Vol. 4 No. 2 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i2.6934

The purpose of this study is to determine students’ perceptions of lecturers’ roles in online clasroom in the second, fourth and sixth semester students of English Education Program of Muhammadiyah University of Bengkulu. The researchers used the qualitative research method. The qualitative research was used to obtain more in-depth information on the students perceptions of lecturers’ roles in online classes. The research subjects were all the second, fourth and sixth semester students of English Education Study Program at Muhammadiyah University of Bengkulu. There were 107 students in total. The researchers used the questionnaire as the instrument in this study. The questionnaire was adopted from Huang (2017). The findings indicated that the perception of the second semester students was positive response with the criteria good. The fourth semester students’ perception is mostly positive response with the criteria very good, while many of the sixth semester students chose positive responses with the criteria very good. It means that the findings can guarantee that the students of English study study program of Muhammadiyah University of Bengkulu averagely have a good perception of the lecturers’ role in online classes. Keywords : Students’ Perceptions, Lecturers’ Roles, Online Classes

ENGLISH TEACHERS’ STRATEGIES TO TRAIN STUDENTS’ CRITICAL THINKING SKILLS Persada Zuhri, Fuji; Eki Saputra; Kiagus Baluqiah; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 5 No. 1 (2025): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i1.7869

The objectives of this study are to investigate the strategies used by English teachers to train students' critical thinking skills and to investigate the most dominant strategy used by English teachers to train students' critical thinking skills at SMAN 1 Bengkulu Utara. The design of this research was a descriptive qualitative research. The population of this research were three English teachers who teach English at SMAN 1 Bengkulu Utara. The English teachers were qualified as professional teachers who have been taught English for more than five years. All of the population above became the sample of this research. In order to collect the data for this study, the researcher employed observation checklist and interview as the instruments of this research. The instruments of this research were designed by theory of Bean (2011) who divided nine strategies in critical thinking, namely; the problem-posing strategy, the frame strategy, the question-generating strategy, the believing and doubting strategy, the evidence-finding strategy, the case strategy, the norming session strategy, the “rough draft workshop” strategy, and the metacognitive strategy. This research found that the teachers implemented six strategies. All of the teachers implemented The Problem-Posing Startegy, the Question-Generating Strategy, The Believing And Doubting Strategy, and The Evidence-Finding Strategy. Thirty three percent of the norming session strategy and the metacognive strategy. There was no teacher who implemented the frame strategy, the case strategy, and the “Rough Draft Workshop” strategy. Moreover, the dominant startegies implemented by the teachers to train students’ critical thinking were the Problem-Posing Startegy, the Question-Generating Strategy, the Believing And Doubting Strategy, and the Evidence-Finding Strategy. Keywords: English Teacher, Strategies, Critical Thinking Skilss

An Analysis of Reading Questions in an English Textbook for Junior High School Merdeka Curriculum Edition Based on Revised Bloom’s Taxonomy nurfadillah nova; Kiagus Baluqiah; Ivan Achmad Nurcholis; Eki Saputra; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9683

Abstract The Revised Bloom's Taxonomy provides a framework for evaluating cognitive levels in learning materials, and achieving a balanced distribution of lower- and higher-order thinking skills in textbooks is essential to fulfilling the objectives of the Merdeka Curriculum. This study aims to analyze the cognitive levels of reading comprehension questions in Interactive English 2 for Junior High School, Merdeka Curriculum edition, based on the Revised Bloom's Taxonomy. Using a qualitative descriptive design with document analysis, 114 reading comprehension questions across 10 chapters were examined and classified into six cognitive domains: Remembering (CI), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The analysis revealed that lower-order thinking skills dominated, with Remembering (62.28%) and Understanding (18.42%) comprising the majority, while higher-order thinking skills such as Analyzing (7.02%), Evaluating (6.14%), and Creating (3.51%) were underrepresented. These findings indicate that the textbook emphasizes factual recall and basic comprehension over critical, analytical, and creative thinking. which is inconsistent with the goals of the Merdeka Curriculum. Therefore, it is recommended that future textbook development ensure a more balanced distribution of cognitive levels to better support students' higher-order thinking skills. Keywords: English Textbook, Reading Questions, Revised Bloom's Taxonomy. Merdeka Curriculum.

THE TEACHER CANDIDATES’ PERCEPTION ON TEACHING ENGLISH TO YOUNG LEARNERS: PERSEPSI CALON GURU DALAM MENGAJAR BAHASA INGGRIS UNTUK ANAK USIA MUDA AFRIZANUR ASWAD; Kiagus Baluqiah
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9816

This study aims to determine the perception of prospective teachers about how important it is to teach English to children at an early age or golden age. Researchers used quantitative descriptive methods. The subjects of this study were students from sixth semester who were taking English for Young Leaners courses in the English Language Study program at the University of Muhammadiyah Bengkulu who were referred to as teacher candidates. Data samples were taken from 42 active students. Researchers used questionnaires and interviews as instruments in this study. Using questionnaires to collect data from prospective teachers (frankel & wallen, 2009:395). The questions in the questionnaire were adapted from Supriyanti's theory (2012). This study resulted in a positive response from prospective teachers with a percentage of 95.24% neutral response and 2.78% negative response. The interview results of prospective teachers revealed the perception of prospective teachers that English for young learners is very important to learn when they are in their golden age easier to improve students ' new vocabulary in learning English, helping them communicate well in the era of globalization Around the world using English in communication. Keywords: Perception, Prospective teacher, English Young Learner

Co-Authors AFRIZANUR ASWAD Agung Suhadi Ananda, Ririn Putri Candra Fangesti Desti Handayani Desva Andusti Dian Susyla Eki Saputra Eki Saputra Fetriani Fetriani, Fetriani Fransiska, Meta Gita Anggreyni Hanniffa Putri Pertiwi Hesty Nandya Anggraini Kurnia Santosa Lestari, Fetri Novita Indah Lidya Agustina Lisa Rusmeini Liska Oktavia Mela Ayu Saputri nurfadillah nova Persada Zuhri, Fuji Rensi Kumala Sari Ria Anggraini Ria Angraini Ria Angraini Rinti Safetri Ririn Putri Ananda Selvi Riwayati Seva Silfia Andriani Sheren Novitasari Setio Washlurachim Safitri Washlurachim Safitri Yupika Maryansyah, Yupika

Title Search

Found 11 Documents Search Journal : teaching english and language learning english journal

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search
Journal : teaching english and language learning english journal