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All Journal ETERNAL(english, teaching, learning, and Research Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni ACITYA Journal of Teaching & Education Linguists: Journal of Linguistics and Language Teaching EDUTEC : Journal of Education And Technology PANYONARA: Journal of English Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang ELP (Journal of English Language Pedagogy) Journal of English Development Education Achievement: Journal of Science and Research Journal Of Academia In English Educations (JADEs) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Solidaritas: Jurnal Pengabdian Kurikula Jurnal Pendidikan Edu Research : Jurnal Penelitian Pendidikan Jurnal Dedikasia : Jurnal Pengabdian Masyarakat JURNAL TUNAS PENDIDIKAN Jurnal Masyarakat Madani Indonesia Education: Jurnal Sosial Humaniora dan Pendidikan Jurnal Ilmiah Dan Karya Mahasiswa Teaching English and Language Learning English Journal Jurnal Pendidikan, Bahasa dan Budaya PESHUM Jurnal Pendidikan dan Sastra Inggris International Journal of Teaching and Learning (INJOTEL)
Absharini Kardena
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Problems Behind Fostering Autonomous Learning During Learner-Centered Instruction Paradigm in EFL Class Absharini Kardena
PANYONARA: Journal of English Education Vol. 4 No. 2 (2022): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v4i2.6754

Abstract

Promoting students to be independent learners is challenging for English teachers. Students accustomed to learning based on the teacher's instruction and usually waiting for any materials will find learning through autonomous learning difficult. Moreover, English teachers would also obligate to lead the students to foster their learning independently. This article aims to analyze any difficulties found in EFL classes during fostering students' autonomous learning. The research was conducted under a qualitative approach by using a phenomenology design. The research was conducted at MAN Kota Solok and further developed by involving 4 English teachers and 160 students in four classes. The research found that the problems in fostering autonomous learning in EFL classes lie in 4 reasons: time availability, teachers' creativity, and competence, materials resources, and class size. The finding strengthens that all elements in the educational system should be ready to run autonomous learning, which involves the readiness of teachers, students, institutions, and the government to support the implementation of autonomous learning in EFL class.
Curriculum Approach used in Teaching English : A Case Study Elda Selja Putri; Absharini Kardena
JADEs Journal of Academia in English Education Vol 3 No 2 (2022): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v3i2.4642

Abstract

The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.
THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS’ VOCABULARY MASTERY IN SENIOR HIGH SCHOOL Sisi Yusra, Irwandi, Eliza, Absharini Kardena
Jurnal Tunas Pendidikan Vol 5 No 2 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LP3M STKIP Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v5i2.994

Abstract

This research was based on facts that the students’ vocabulary mastery in low level.. This was due to the fact that teaching vocabulary is not only about having a lot of vocabulary but students must also understand the form and meaning of the word. In addition, semantic mapping is not applied in English textbook to teaching vocabulary at Senior high school. The goal of this research was to improve students’ vocabulary mastery. To achieve this goal, this research offered the use of semantic mapping in understanding word forms and word meanings so that students can improve their vocabulary mastery. Through analysis of the data, the researcher found that vocabulary can be taught using word formation and meaning of the word. There are several ways to explain word formation namely etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, and derivation. In addition, semantic mapping used in understanding meaning of the word through antonym, synonym, meronym, taxonomy,monosemy, homonym, and polysemy. It is concluded that semantic mapping can be used in explain the word and its meaning. In addition, Semantic mapping is not only uses tree diagrams in explaining words but can also use various forms such as star diagram, spider diagram, fishbone diagram, cycle diagram and vocabulary graphic organizer.
The Use of Active Learning Method in Teaching English Speaking Skill Reni Safitri; Absharini Kardena; Gustina Gustina
Education : Jurnal Sosial Humaniora dan Pendidikan Vol 3 No 1 (2023): Maret : Jurnal Sosial Humaniora dan Pendidikan
Publisher : Sekolah Tinggi Ilmu Ekonomi - Studi Ekonomi Modern

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (775.376 KB) | DOI: 10.51903/education.v3i1.284

Abstract

. The purpose of the study was to know the intended to find out the description about the process of teaching speaking skill using active learning method that is applied by the researcher. In this study the researcher conducted quantitative research and the method used was a quasi-experimental design, which focused on the results obtained by students. Where the sample consisted of 37 children. The instrument of data collection is through a test where each students get all the test from the researcher to speaking every time the researcher get to do this research. To get a score researcher give all the students change to it involves students directly and actively in the learning process itself. This means that instead of simply receiving information verbally and visually, students are receiving and participating and doing. The result of this study showed that there ware 81.14 % from these results indicating that the used of active learning method in teaching speaking skill.
Students Reading Achievement Based on Their Intelligence Quotient (IQ): A Case Study Aufa Rahmah; Absharini Kardena; Irwandi Irwandi; Elsi Amiza
Education Achievement: Journal of Science and Research Volume 5 Issue 2 July 2024
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v5i2.1838

Abstract

This research was conducted to determine the factors that caused some students to have high IQ but low English reading achievement and vice versa. The research aimed to find out what factors caused students to have high intellectual intelligence but low reading achievement and vice versa. This type of research was a qualitative method with a case study research design. Participants in this research were grade VIII students at SMPN 4 Bukittinggi, and using purposive sampling techniques, the researchers selected 9 participants for this research. The instruments used in this research were interviews and observations checklist of students. The results of the analysis showed that there were two factors that caused students to have high IQ but low English reading achievement and vice versa. This could be seen from the results of interviews and observation checklists with students, namely internal factors are physiological, intelligence, talents, interests, student activity during the learning process, and also external factors, namely the role of parents, teachers, learning media, infrastructure, curriculum, school time, and mass media. It can be concluded that the factors causing students to have high IQ but low achievement in learning English and vice versa were internal and external factors, and were also supported by aspects of student activity in the English learning process.
THE USE OF SEMANTIC MAPPING TO IMPROVE STUDENTS’ VOCABULARY MASTERY IN SENIOR HIGH SCHOOL Absharini Kardena, Sisi Yusra, Irwandi, Eliza,
Jurnal Tunas Pendidikan Vol. 5 No. 2 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v5i2.994

Abstract

This research was based on facts that the students’ vocabulary mastery in low level.. This was due to the fact that teaching vocabulary is not only about having a lot of vocabulary but students must also understand the form and meaning of the word. In addition, semantic mapping is not applied in English textbook to teaching vocabulary at Senior high school. The goal of this research was to improve students’ vocabulary mastery. To achieve this goal, this research offered the use of semantic mapping in understanding word forms and word meanings so that students can improve their vocabulary mastery. Through analysis of the data, the researcher found that vocabulary can be taught using word formation and meaning of the word. There are several ways to explain word formation namely etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, and derivation. In addition, semantic mapping used in understanding meaning of the word through antonym, synonym, meronym, taxonomy,monosemy, homonym, and polysemy. It is concluded that semantic mapping can be used in explain the word and its meaning. In addition, Semantic mapping is not only uses tree diagrams in explaining words but can also use various forms such as star diagram, spider diagram, fishbone diagram, cycle diagram and vocabulary graphic organizer.
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 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.
Co-Authors Annisah Arino Susanto Arino Susanto Aufa Rahmah Bambang Trisno Devri Aldian Elda Selja Putri Elda Selja Putri Eliza Eliza Chio Eliza Eliza Elsi Amiza Elsi Amiza Elsi Amiza Elviana Elviana Endang Kurnia Fadiah Lestari Farhania Farhania Fathur Rahmi Febria Sri Artika Fenny Ayu Monia Genta Sakti Genta Sakti Hamdani Hamdani Hamdani Hidra Ariza Iltavia Iltavia Imelia Nova Irwandi Julia Anugerah Putri Leni Afrizola Loli Safitri Loli Safitri Loli Safitri Lusyani Mardiyanti Nur Melyan Melani Melyan Melani Merry Prima Dewi Mesi Oktavia Nova Melia Ramadani Puti Andam Dewi Putri Chantika Herman Putri Meldia Rahma Wahidha Rahmawati Rahmawati Rahmawati Rahmawati Rahmi Novianti Rara Vanesia Rara Vanesia Reflinda Reflinda Reflinda, Reflinda Reni Safitri Riyana Apalda Robiatul Aminah Hasibuan Robiatul Aminah Hasibuan Sastri, Lena Sherly Sri Arsifa Suci Humairoh Syahrul Syahrul Syahrul Veni Roza Wahyuni, Wira Widya Syafitri Wiliyono Swinandes Yenita Hastuti Yulifda Elin Puspita Yusna Hannum Zulhadi Zulhadi