Articles
<![CDATA[PROMOTING LOCAL CULTURE BY USING 4-F APPROACH IN ELT CLASSROOM ]]>
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ Jurnal Dosen Universitas PGRI Palembang Prosding PPs tanggal 26 November 2016 ]]>
Publisher : <![CDATA[Jurnal Dosen Universitas PGRI Palembang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstract: English as a kind of language is a tool for people to communicate. At the same time, language is an important and prominent part of culture. This paper emphasizes the importance cultural awareness in preserving the local culture for English Language Teaching (English Language Teaching). By using 4F approach (Folk Dance, Festival, Fair and Food), the students can get cultural understanding in promoting the local culture itself. Through this approach, it also shapes the studentsâ character that involves internal changes in terms of attitudes and values. Increasing cultural awareness means to see aspects of cultural differences. Through this approach also develops the studentsâ motivation to promote their local culture. Keywords: local culture,4F approach, cultural awareness]]>
<![CDATA[Improving Studentsâ Writing Achievement ByUsing Collaborative Writing ]]>
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ JURNAL DIDASCEIN BAHASA Vol 2, No 1 (2016): November ]]>
Publisher : <![CDATA[UNIVERSITAS TRIDINANTI PALEMBANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (13.059 KB)
<![CDATA[ABSTRACT: Teaching English for Senior High School involves writing skill though not as much as reading skill. Writing is used to identify, analyze and develop ideas. They must learn how to compose sentences, build texts and express ideas within the standards of written English. However, there are still many students who have low achievement in writing. Therefore, the objective of the study was to find out whether the collaborative writing technique through Facebook could improve students writing skill especially in narrative writing. The randomized control group pretest-posttest design was applied in this study. Forty out of 100 third grade students of SMA Methodist 2 Palembang in academic year 2010/2011 were taken as the sample. There were 3 groups, each of which consisted of 20 students. The obtained data were analyzed using paired sample t-test and independent sample test. The findings showed that there was significant progress in writing achievement of the students who were taught using collaborative writing technique through Facebook. Keywords: collaborative writing technique, facebook, improving writing skill and narrative text.    ]]>
<![CDATA[USING THINK-PAIR-SHARE TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG ]]>
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ English Community Journal Vol 1, No 2 (2017): English Community Journal ]]>
Publisher : <![CDATA[English Education Study Program Universitas Muhammadiyah Palembang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The study aimed at improving the speaking achievement of the second semester students of Tridinanti Palembang by using Think-Pair-Share strategy (TPR). This study was an action research study. The steps in conducting the study were planning, actions and observation of action and reflections. The population of the study was all of the second semester students of Tridinanti University in the academic year 2016/2017. The sample used one class (10students). The data collections used by the researcher were tests and observation. The learning improvement indicators included in two things; (1) learning achievement, (2) teaching and learning process. In the study, the implementation was conducted into two cycles. The results showed that the average score of studentsââ¬â¢ speaking achievement was 66 in cycle I and the observation result was 62.82. The result had not been reached the target yet that was >70. At least more than 85% students could achieve the score above 70. Thus, cycle II was necessary to be implemented. In cycle II, the average score of speaking test was 81and the observation result was 81.06. The students had reached the target and the cycle was stopped. In conclusion, the implementation of TPR had brought significant improvement to the studentsââ¬â¢ speaking achievement.]]>
<![CDATA[ Cultivating Local Culture Awareness by Using InsideOutside Fishbowl to the Students of Tridinanti University Palembang ]]>
<![CDATA[Ilma, Ridha]]>;
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ UICELL No 1 (2017): UICELL Conference Proceedings 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Local culture provides a sense of identity for rural communities and residents. This study aimed to describe the improvement of local culture awareness by applying inside-outside fishbowl to the students of Tridinanti University Palembang. Seventeen people of sixth semester students of English study program became the sample of the study. The researchers used a classroom action research as a method of study. This study consisted of two cycles; cycle I and cycle II. Test and observation were used to collect the data. Data calculation showed that there was a significant improvement on studentsâ local culture awareness, the mean score in cycle I was 67.47 and the mean score in cycle II was 82.35. In other words, the local culture awareness was improved by using inside-outside fishbowl.]]>
<![CDATA[USING ANNOTATING TEXT STRATEGY TO IMPROVE READING COMPREHENSION ON REPORT TEXT OF THE ELEVENTH GRADE STUDENTS OF SMA NURUL IMAN PALEMBANG ]]>
<![CDATA[Manurung, Jenny Elvinna]]>;
<![CDATA[Syaputri, Heti]]>
<![CDATA[ JURNAL DIDASCEIN BAHASA Vol 3, No 2 (2018): Jurnal Volume 3 Nomor 2 ]]>
Publisher : <![CDATA[UNIVERSITAS TRIDINANTI PALEMBANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[ABSTRACT: The aimed of this research was to find out whether the use of Annotating Text Strategycould help teacher or not in teaching and learning process, especially in teaching report text. There were 58 students of eleventh grade SMA Nurul Iman Palembang in academic year 2016/2017. They were divided to be two groups, experimental (29 students) and control group (29 students). In this study, the writers used Non-equivalent group design. We taught the experimental group students to read a report text by using Annotating Text Strategy. Meanwhile, we taught the control group students to read a report text by using lecturing method. The data from two groups were collected from the results of pre-test and post-test scores which were analyzed to get mean score differences. The writers find out that mean score of the experimental group improved significantly from 54,48 pre-test to be 74,14 in post-test. Based on the independent sample t-test analysis, it was found that the significant level was 0,04< 0,05. It meant that there was any significant difference in reading comprehension between students who were taught by using Annotating Text Strategy and those who were not. Keywords: reading comprehension, report text and annotating text strategy.]]>
<![CDATA[USING THINK-PAIR-SHARE TO IMPROVE SPEAKING ACHIEVEMENT OF THE SECOND SEMESTER ENGLISH STUDY PROGRAM OF TRIDINANTI UNIVERSITY PALEMBANG ]]>
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ English Community Journal Vol 1, No 2 (2017): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32502/ecj.v1i2.765
<![CDATA[The study aimed at improving the speaking achievement of the second semester students of Tridinanti Palembang by using Think-Pair-Share strategy (TPR). This study was an action research study. The steps in conducting the study were planning, actions and observation of action and reflections. The population of the study was all of the second semester students of Tridinanti University in the academic year 2016/2017. The sample used one class (10students). The data collections used by the researcher were tests and observation. The learning improvement indicators included in two things; (1) learning achievement, (2) teaching and learning process. In the study, the implementation was conducted into two cycles. The results showed that the average score of students’ speaking achievement was 66 in cycle I and the observation result was 62.82. The result had not been reached the target yet that was >70. At least more than 85% students could achieve the score above 70. Thus, cycle II was necessary to be implemented. In cycle II, the average score of speaking test was 81and the observation result was 81.06. The students had reached the target and the cycle was stopped. In conclusion, the implementation of TPR had brought significant improvement to the students’ speaking achievement.]]>
<![CDATA[Analyzing non-English major students’ needs, attitudes, and English language learning strategies ]]>
<![CDATA[Sari, Farnia]]>;
<![CDATA[Atmanegara, Yunani]]>;
<![CDATA[Manurung, Jenny Elvinna]]>;
<![CDATA[Ali, Helena Verusha]]>;
<![CDATA[Amaliah, Amaliah]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v11i1.19423
<![CDATA[Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.]]>
<![CDATA[The Cognitive Style Inventory, Reading Habit, and Reading Achievement Among Undergraduate EFL Students ]]>
<![CDATA[Ariyani, Hastin Yoka]]>;
<![CDATA[Budiyanto, Darmawan]]>;
<![CDATA[Manurung, Jenny Elvinna]]>
<![CDATA[ Journal of English Education Vol. 2 No. 1 (2024): Journal of English Education ]]>
Publisher : <![CDATA[CV. Doki Course and Training ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61994/jee.v2i1.448
<![CDATA[Reading requires the ability to detect and evaluate words inside sentences, as well as extract underlying information. This research focused on finding out whether or not there was any significant correlation among cognitive style inventory, reading habit and reading achievement of undergraduate EFL students at Tridinanti University. This study used quantitative design with correlational approach and involved 65 students as the sample through total sampling. The data were collected by using cognitive style inventory questionnaire, a reading habit questionnaire, and a reading achievement test. The data were analyzed by using Rank-Spearmen to investigate the correlation among cognitive style inventory, reading habits and reading achievement. After analyzing and calculating the data, it was found that there was significant correlation among cognitive style inventory, reading habits and reading achievement of undergraduate EFL students at Tridinanti University, since the p-value (0,301) was higher than r-table (0,244). It means that, Ho (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The degree of correlation coefficients was weak category.]]>
<![CDATA[ENGLISH FOR GENERAL PURPOSES; TEACHING MATERIAL APPROPRIATENESS RESEARCH AT TRIDINANTI UNIVERSITY ]]>
<![CDATA[Hendrety, Yuyun]]>;
<![CDATA[Manurung, Jenny Elvinna]]>;
<![CDATA[Firmansyah, M. Ardhi]]>
<![CDATA[ English Community Journal Vol 8, No 2 (2024): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32502/ecj.v8i2.8752
<![CDATA[This study investigated how lecturers designed their teaching materials and what constraints they encountered in using the materials. It was a qualitative research using a phenomenological design which involved lecturers of English as general subject at faculties of economic, engineering and teacher training and education as the respondents. To obtain data, the respondents were scheduled to deliver their responses in semi-structured interview. The findings revealed that the respondents selected their material on the basis of RPS. In order to fulfill students’ need related to the major they have chosen, they used some eBooks of English for Business, Business Communication, Cambridge Online, Bursa Efek Jakarta and English for Engineering to select the material. The respondents realized the importance of integrating four language skills, since the limitation of time some of them focused their teaching on reading skill and vocabulary while some others put much pressure on practicing speaking and writing which they thought more important. Another finding also revealed that some constraints the respondents encountered during the teaching and learning process were: 1) some students were not very enthusiastic in learning, 2) some students were not confident, they did not join the class seriously and tended to show low comprehension in learning English, 3) some respondents stated that time allocation in teaching EGP was not enough and 4) they also had not enough time to check or give comment on students’work]]>
<![CDATA[Analyzing non-English major students’ needs, attitudes, and English language learning strategies ]]>
<![CDATA[Sari, Farnia]]>;
<![CDATA[Atmanegara, Yunani]]>;
<![CDATA[Manurung, Jenny Elvinna]]>;
<![CDATA[Ali, Helena Verusha]]>;
<![CDATA[Amaliah, Amaliah]]>
<![CDATA[ Englisia Journal Vol 11 No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22373/ej.v11i1.19423
<![CDATA[Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.]]>
