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<![CDATA[THE IMPLEMANTATION OF JIGSAW TECHNIQUE ON STUDENTS’ READING COMPREHENSION IN THE ELEVENTH GRADE OF SMAN 3 BUKITTINGGI ]]>
<![CDATA[Fadiah Lestari]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Loli Safitri]]>;
<![CDATA[Elsi Amiza]]>
<![CDATA[ EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v5i3.460
<![CDATA[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.]]>
<![CDATA[STUDENTS’ ANXIETY AND THEIR LEARNING ACHIEVEMENT : A CORRELATION STUDY ]]>
<![CDATA[Putri Chantika Herman]]>;
<![CDATA[Lena Sastri]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Elsi Amiza]]>
<![CDATA[ EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v5i3.478
<![CDATA[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.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ INTEREST IN ENGLISH TEACHING TOPICS AND THEIR LEARNING ACHIEVEMENT AT SMA N 1 2X11 ENAM LINGKUNG ]]>
<![CDATA[Riyana Apalda]]>;
<![CDATA[Eliza Eliza]]>;
<![CDATA[Genta Sakti]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ EDU RESEARCH Vol 6 No 1 (2025): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v6i1.565
<![CDATA[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.]]>
<![CDATA[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 ]]>
<![CDATA[Nova Melia Ramadani]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Genta Sakti]]>;
<![CDATA[Merry Prima Dewi]]>;
<![CDATA[Imelia Nova]]>
<![CDATA[ Jurnal Ilmiah Dan Karya Mahasiswa Vol. 1 No. 3 (2023): JUNI : JURNAL ILMIAH DAN KARYA MAHASISWA ]]>
Publisher : <![CDATA[Institut Teknologi dan Bisnis (ITB) Semarang ]]>
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DOI: 10.54066/jikma.v1i3.429
<![CDATA[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.]]>
<![CDATA[ENGLISH TEACHERS’ CHALLENGES IN IMPLEMENTING MERDEKA CURRICULUM ]]>
<![CDATA[Robiatul Aminah Hasibuan]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 3 No. 4: Juni 2024 ]]>
Publisher : <![CDATA[CV. Ulil Albab Corp ]]>
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DOI: 10.56799/peshum.v3i4.4088
<![CDATA[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.]]>
<![CDATA[GOOGLE TRANSLATE AND PAPER DICTIONARY ON STUDENTS’ VOCABULARY AT SMK N 2 BUKITTINGGI: A COMPARATIVE STUDY ]]>
<![CDATA[Leni Afrizola]]>;
<![CDATA[Lena Sastri]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Elsi Amiza]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i01.40334
<![CDATA[Vocabulary plays a central role in students’ ability to understand and use English effectively, particularly in vocational education where learners are expected to apply language skills in practical, work-related contexts. This study examines whether there is a significant difference in vocabulary achievement between students who use Google Translate and those who use a paper dictionary during English learning. A comparative quantitative design was employed, involving two groups of tenth-grade students at SMK N 2 Bukittinggi. Ninety students were selected through simple random sampling and divided evenly into a Google Translate group and a paper dictionary group. A vocabulary test consisting of multiple-choice items was administered to measure students’ knowledge of word form, meaning, and use. The test results were analyzed using an independent sample t-test to compare the performance of the two groups. The findings show that the mean score of the paper dictionary group was slightly higher than that of the Google Translate group; however, the difference was not statistically significant. This indicates that both tools provide comparable support for vocabulary learning. The results suggest that the effectiveness of vocabulary acquisition does not depend solely on the type of tool used, but rather on how learners interact with the tool and apply vocabulary in meaningful contexts. The study underscores the value of allowing students to use either resource according to their preferences and highlights the importance of integrating both digital and traditional tools to promote balanced and strategic vocabulary learning in vocational classrooms.]]>
<![CDATA[THE EFFECT OF USING THINK PAIR SHARE TECHNIQUE TOWARD STUDENTS’ SPEAKING ABILITY AT THE 10TH GRADE OF MAN 3 AGAM ]]>
<![CDATA[Endang Kurnia]]>;
<![CDATA[Eliza]]>;
<![CDATA[Febria Sri Artika]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i01.40856
<![CDATA[This study aimed to examine the effect of the Think Pair Share (TPS) technique on students' speaking ability at MAN 3 Agam, where many tenth grade students had difficulty in speaking English. Vocabulary limitations hindered communication during class activities, causing students to prefer using local language which is “Minang language.” Inaccurate pronunciation also caused misunderstandings, making it difficult for them to express ideas spontaneously. This study used quantitative methods with a quasi-experimental research design of nonequivalent control group design. The population of this study were all tenth grade students at MAN 3 Agam, with samples selected by cluster random sampling. Class XE.2 was selected as the experimental group and XE.3 as the control group. The instrument used was an extensive speaking test (monologue), which was validated by content validation and tested for reliability using Inter-rater reliability with Intraclass Correlation Coefficient (ICC) method. Data analysis included normality and homogeneity tests, followed by hypothesis testing using paired sample t-Test and independent sample t-Test. The results of the paired sample t-test in the experimental class showed Sig (2-tailed) <0.05, indicating a significant effect of TPS. The independent sample t-test comparing the two classes also showed Sig (2-tailed) < 0.05, indicating a significant difference between students taught with TPS and those not taught with TPS. The post-test scores showed that the experimental class achieved a higher mean score than the control class, indicating that the speaking ability of the class taught using TPS technique was better than the class not taught using TPS technique.]]>
<![CDATA[The Effect Of Using Semantic Mapping Strategy Toward Students Vocabulary Mastery At 8th Grade At Boarding School Jama’atul Mualimin ]]>
<![CDATA[Rahmawati Rahmawati]]>;
<![CDATA[Loli Safitri]]>;
<![CDATA[Genta Sakti]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
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DOI: 10.55606/jupensi.v3i2.2006
<![CDATA[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.]]>
<![CDATA[The Effect of Using Paragraph Shrinking Strategy Toward Students Reading Comprehension in Narrative Text at Ninth Grade of MTS Koto Tinggi ]]>
<![CDATA[Rara Vanesia]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Melyan Melani]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 3 (2023): Desember : Jurnal Pendidikan dan Sastra Inggris ]]>
Publisher : <![CDATA[Lembaga Pengembangan Kinerja Dosen ]]>
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DOI: 10.55606/jupensi.v3i3.2879
<![CDATA[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.]]>
<![CDATA[THE DEVELOPMENT AND IMPLEMENTATION OF MERDEKA CURRICULUM IN 21 CENTURY ]]>
<![CDATA[Zulhadi Zulhadi]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Arino Susanto]]>
<![CDATA[ International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL ]]>
Publisher : <![CDATA[Adisam Publisher ]]>
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<![CDATA[This study aims to collect information about the steps of curriculum development based on Kerangka Kualifikasi Nasional Indonesia (KKNI) and Kurikulum Merdeka. On the other side, this study examines the similarities and compatibility between these two development approaches with the principles of Educational Technology and the implementation of the Kurikulum Merdeka in 21st-century learning. The methodology used in this research is qualitative descriptive, which will present data in descriptive statements. Data were obtained from literature review of previous studies and government policies. The results of this study indicate the need for steps to accelerate the development of the Kurikulum Merdeka implemented in educational institutions where teachers can play a role as learning leaders capable of utilizing the Merdeka Mengajar Platform and prioritizing project based learning. Based on the literature review and research findings, it can be concluded that there is continuity between the KKNI curriculum and the Kurikulum Merdeka, and there are similarities and compatibility in accordance with the principles of Educational Technology. Therefore, in the implementation of the Merdeka Curriculum, all of these are essentially oriented towards improving the competencies of students and all supporting systems that aim to achieve high- quality graduates.]]>
