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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Bahasa, Sastra, Pembelajaran Jurnal Bahasa dan Sastra Transformasi: Jurnal Pengabdian Masyarakat Jurnal Gramatika Journal of English and Education ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya BASINDO : jurnal kajian bahasa, sastra Indonesia, dan pembelajarannya IJoLE: International Journal of Language Education Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Pendas : Jurnah Ilmiah Pendidikan Dasar Cetta: Jurnal Ilmu Pendidikan ETNOLINGUAL Curricula : Journal of Teaching and Learning Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Metalingua: Jurnal Penelitian Bahasa SALINGKA Jurnal Review Pendidikan dan Pengajaran (JRPP) Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Rangkiang: Jurnal Pengabdian Pada Masyarakat Kelasa : Kelebat masalah bahasa dan sastra Buletin Pengembangan Perangkat Pembelajaran Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia Kode : Jurnal Bahasa Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia JASL - Journal of Applied Studies in Language Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Indonesian Research Journal on Education Metamorfosis: Jurnal Bahasa Sastra Indonesia dan Pengajarannya RANGKIANG: Jurnal Pengabdian Pada Masyarakat BAHASTRA INTEGRATIF: Jurnal Pengabdian Kepada Masyarakat Jurnal Pembelajaran Bahasa dan Sastra Journal of Social and Scientific Education Jurnal Pengabdian Masyarakat Mandira Cendikia (JPKM-MC) Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Journal of Educational Studies Deiksis: Jurnal Pendidikan Bahasa dan Sastra Indonesia Majalah Ilmiah Bahasa dan Sastra Indonesian Language Education and Literature
Dina Ramadhanti
Universitas PGRI Sumatera Barat
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Hubungan Hubungan Keterampilan Membaca Pemahaman dengan Keterampilan Menulis Teks Pidato Persuasif Siswa Kelas IX SMP Negeri 26 Padang Yananda Alfino; Dina Ramadhanti; Asri Wahyuni Sari
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 1 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i1.434

Abstract

Tujuan dari penelitian ini adalah mendeskripsikan hubungan membaca pemahaman dengan keterampilan menulis teks pidato persuasif siswa kelas IX SMP Negeri 26 Padang. Jenis penelitian yang digunakan adalah penelitian kuantitatif. Metode penelitian ini adalah metode korelasional. Populasi dari penelitian ini adalah keseluruhan siswa kelas IX SMP Negeri 26 Padang yang terdaftar pada tahun 2022/2023 yang berjumlah 252 orang. Pemilihan sampel penelitian dilakukan menggunakan teknik purposive sampling. Teknik pengumpulan data dalam penelitian ini yaitu memberikan tes pilihan ganda untuk keterampilan membaca pemahaman teks pidato persuasif siswa dan tes unjuk kerja digunakan untuk keterampilan menulis teks pidato persuasif siswa. Berdasarkan hasil penelitian didapatkan kesimpulan. Pertama, keterampilan membaca pemahaman teks pidato persuasif siswa kelas IX SMP Negeri 26 Padang berdasarkan keempat indikator dengan rata-rata hitung 59,17 tergolong Cukup. Kedua, keterampilan menulis teks pidato persuasif siswa kelas IX SMP Negeri 26 Padang berdasarkan keseluruhan indikator dengan rata-rata hitung 60,99 tergolong Cukup. Ketiga, berdasarkan Uji-t keterampilan membaca pemahaman dengan keterampilan menulis teks pidato persuasif siswa kelas IX SMP Negeri 26 Padang, diperoleh nilai thitung > ttabel (1,82 >1,70) yang berarti hipotesis nihil (H0) ditolak dan hipotesis alternatif (H1) diterima. Dapat disimpulkan, bahwa terdapat hubungan yang signifikan antara keterampilan membaca pemahaman dengan keterampilan menulis teks pidato persuasif.
Pengaruh Penggunaan Metode Image Streaming Terhadap Kemampuan Menulis Cerita Pendek Siswa Kelas XI SMA Negeri 1 Hulu Kuantan Ririndasari; Dina Ramadhanti; Yulia Pebriani
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 1 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i1.466

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan metode image streaming terhadap kemampuan menulis cerita pendek siswa kelas XI SMA Negeri 1 Hulu Kuantan. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode pre experimental design. Populasi penelitian ini adalah siswa kelas XI IPA 2. Teknik pengumpulan data adalah memberikan tes untuk kerja menulis cerpen sebelum dan sesudah menggunakan image streaming. Hasil penelitian ini adalah Pertama, kemampuan menulis cerita pendek siswa kelas XI SMAN 1 Hulu Kuantan sebelum menggunakan metode image streaming diperoleh nilai rata-rata 67,54 dengan kualifikasi Lebih dari Cukup (LdC). Kedua, kemampuan menulis cerita pendek siswa kelas XI SMAN 1 Hulu Kuantan sesudah menggunakan metode image streaming diperoleh nilai rata-rata yaitu 87,10 dengan kualifikasi Baik Sekali (BS). Ketiga, terdapat pengaruh yang signifikan penggunaan metode image streaming terhadap kemampuan menulis cerita pendek siswa kelas XI SMAN 1 Hulu Kuantan dengan pengujian thitung > ttabel yaitu 4,63 > 1,71. Hal ini menunjukkan bahwa penerapan metode image streaming yang berpusat pada konsentrasi belajar siswa memiliki pengaruh yang signifikan terhadap kemampuan menulis cerita pendek siswa kelas XI SMAN 1 Hulu Kuantan. Kemampuan berkonsentrasi yang akhirnya membantu siswa memunculkan imajinasi dan mengembangkan ide serta gagasan ke dalam bentuk tulisan menjadi cerita pendek.
Pengaruh Model Pembelajaran Multiliterasi Terhadap Keterampilan Menulis Teks Eksposisi Siswa Kelas X SMA Negeri 1 Singingi Heni Rahma Gini; Dina Ramadhanti; Indriani Nisja
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 1 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i1.467

Abstract

Penelitian ini bertujuan mendeskripsikan pengaruh model pembelajaran multiliterasi terhadap keterampilan menulis teks eksposisi siswa kelas X SMA Negeri 1 Singingi. Jenis penelitian ini adalah penelitian kuantitatif menggunakan metode eksperimen dengan rancangan penelitian One Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMA Negeri 1 Singingi yang berjumlah 92 siswa. Teknik pengambilan sampel dalam penelitian ini adalah teknik purpose sampling. Sampel penelitian yaitu seluruh siswa kelas X IPS 2 yang terdiri dari satu kelas sebanyak 22 orang siswa. Instrumen yang digunakan dalam penelitian ini adalah tes unjuk kerja. Hasil hasil penelitian ini sebagai berikut. Pertama, keterampilan menulis teks eksposisi siswa kelas X SMA Negeri 1 Singingi sebelum menggunakan model Multiliterasi dengan klasifikasi Cukup. Kedua, keterampilan menulis teks eksposisi kelas X SMA Negeri 1 Singingi sesudah menggunakan model Multiliterasi diperoleh klasifikasi Lebih dari Cukup. Ketiga, terdapat pengaruh yang signifikan penggunaan model Multiliterasi terhadap keterampilan menulis teks eksposisi siswa kelas X SMA Negeri 1 Singingi berdasarkan hasil pengujian yang membuktikan bahwa thitung>ttabel yaitu 7,92>1,72. Hal ini menunjukkan bahwa penerapan model Multiliterasi memiliki pengaruh yang signifikan terhadap keterampilan menulis teks eksposisi siswa kelas X SMA Negeri 1 Singingi. Kreativitas, berpikir kritis dan komunikasi yang akhirnya membantu peserta didik dalam memunculkan ide-ide serta gagasan kedalam bentuk tulisan menjadi teks eksposisi.
Pengaruh Model Pembelajaran STAND (Student Team Achievement Divisions) Terhadap Kemampuan Menulis Cerpen Siswa Kelas XI SMA Negeri 1 Sutera Marta Ririn Putri Ririn; Dina Ramadhanti; Asri Wahyuni Sari
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 2 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i2.518

Abstract

The purpose of this study was to describe how the Student Team Achievement Divisions (STAD) model influences the ability to write short stories for class XI students of SMA Negeri Sutera. This type of research is quantitative using experimental methods. The population in this study were class XI students of SMA Negeri Sutera. The design of this research is One Group Pretest-Posttest Design. The sample in this study were 26 students of class XI at SMA Negeri 1 Sutera. The data in this study were scores of skills in writing short story texts before and after using the Student Team Achievement Divisions (STAD) model for students of XI SMA Negeri 1 Sutera. The results of this study were first, the ability to write short stories for class XI students of SMA N 1 Sutera before using the Student Team Achievement Division (STAD) model obtained an average score of 61.11 in the range of 56-65% with the qualification that is Enough (C). Second, the ability to write short stories for class XI students of SMA Negeri 1 Sutera after using the Student Team Achievement Division model obtained an average score of 76.49 in the 76-85% range with good qualifications (B). Third, based on the t-test there is an effect of the Student Team Achievement Division model on the ability to write short stories for class XI students of SMA Negeri 1 Sutera because tcount = 4.40 and ttable = 1.71 The criteria for testing t is accepted if tcount> ttable, in other words H1 is accepted and H0 is rejected. Thus the Student Team Achievement Divisions (STAD) model can be used in learning to write short stories.
Pengaruh Penggunaan Teknik Think Talk Write Terhadap Keterampilan Menulis Teks Berita Siswa Kelas VIII SMP N 17 Padang Putri Ramadhani Ramadhani; Dina Ramadhanti; Ria Satini
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 2 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i2.535

Abstract

This study aims to describe the effect of using the Think-Talk-Write technique on the news writing skills of grade VIII students of SMP Negeri 17 Padang. This type of research is quantitative research, the method uses the pre-experimental method with the one group pretest-posttest design. The population in this study were all eight graders of SMPN 17 Padang consisting of eight classes, namely VIII.a, VIII.b, VIII.c, VIII.d, VIII.e, VIII.f, VIII.g, VIII.h and the sample class in this study is class VIII.f. The X variable is the Think Talk Write technique, while the Y variable is the ability to write news texts. The research instrument used is the test. Data collection techniques by providing performance tests. The results of learning to write news texts for Grade VIII students of SMP Negeri 17 Padang before and after using the Think Talk Write technique are then interpreted based on arithmetic averages. The results of this study are that there is an effect of using news texts for class VIII students of SMP Negeri 17 Padang before using the Think Talk Write technique because tcount = 3.17 and ttable = 1.71 The criteria for testing t are accepted if tcount>ttable, in other words H1 is accepted and H0 rejected.
Kemampuan Memahami Teks Prosedur Siswa Kelas VII Pesantren Thawalib Padang Suci Pitaloka; Dina Ramadhanti; Asri Wahyuni Sari
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 2 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i2.536

Abstract

The purpose of this study was to describe the ability to understand procedural texts for class VII students of the Padang Thawalib Islamic Boarding School. This type of research is quantitative. This research method is descriptive method. The subjects of this study were class VII students at the Thawalib Padang Islamic Boarding School who were enrolled in 2022/2023 with a total of 58 people. The instrument used in this study is a multiple choice test. The data analysis technique used in this study was to analyze the data obtained from the structure and language reading tests of students' procedural texts by reading and checking student work according to the grid studied, then processing scores into scores using the percentage formula. The next step is to classify students' ability to read procedural texts by using the ability to understand grade VII students of the Thawalib Islamic Boarding School in Padang using a scale of 10. Presenting the values ??obtained into a frequency distribution table. Finally discuss the results of the analysis and make conclusions. The result of this research is that students' ability to understand procedural text is good enough, this can be seen from the results obtained by students.
Students’ metacognition growth in reading: the effectiveness of flipped metacognitive strategy Dina Ramadhanti; Diyan Permata Yanda; Rizki Nofriadi
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.26824

Abstract

Metacognitive functions as a means to regulate cognitive abilities, such as reading. The greater a person’s awareness of their metacognitive processes during reading, the more effectively they will comprehend the material. This research aims to assess the effectiveness of a flipped metacognitive strategy (FMS) as a learning approach that incorporates metacognitive skills with a focus on technology in education. A random selection method was employed to choose 28 participants for the study. The findings indicated a notable difference in the average scores of students’ metacognitive awareness before and after the implementation of the FMS. Specifically, metacognitive awareness in reading improved from a score of 56.42, categorized as “good enough”, to 80.79, classified as “very good”. The effectiveness assessment revealed that the N-Gain percent value for students’ metacognitive awareness stands at 54.81%, placing it in the less effective category. Therefore, the FMS can be utilized to enhance metacognitive awareness in reading. Nonetheless, this strategy requires ongoing implementation to be optimally effective in tracking the advancement of students’ metacognitive awareness, particularly in reading. As long as learning strategies are in place, educators must elevate the quality of instructional materials and pay greater attention to the learning needs of students. To enhance reading comprehension, teachers should foster students’ metacognitive awareness, which encompasses understanding various reading strategies, recognizing problem-solving techniques during reading, and being aware of the factors that contribute to reading comprehension.
Individual Attention and Comprehension Identity Educators' ICT Competence on Indonesian Language Course with Integration of Multimedia at Secondary Education Lira Hayu Afdetis Mana; Laspida Harti; Nurul Haniza Samsudin; Dina Ramadhanti; Rahayu Fitri
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2963

Abstract

The integration of multimedia in secondary education promises increased attention and comprehension, yet classroom practice is often hindered by infrastructure readiness and educators' ICT competence. This research aims to: (1) map patterns of multimedia use by teachers; (2) identify barriers and institutional support; (3) assess students' attitudes and experiences toward multimedia-based learning; and (4) formulate recommendations for improving practice. A mixed methods approach was used through structured interviews with 53 teachers from 52 schools (total 424 response segments) and a 10-item Likert questionnaire with 49 students. Qualitative data were analyzed thematically (keyword/theme extraction), while quantitative data were analyzed descriptively; questionnaire reliability was calculated using Cronbach's ?. Results show the dominant theme of platforms (61.1%) with WhatsApp, video, and PowerPoint most frequently mentioned followed by benefits (47.9%), barriers (27.6%), and support (21.2%). Major barriers include device availability, internet access, and technical disruptions. Student attitudes were positive: composite mean 4.09 (SD 0.47) after reversing negative items; reliability ? = 0.76 (adequate). Pedagogically, teacher practices are primarily at the Substitution-Augmentation level (SAMR), which enhances presentation and material distribution; transformation of tasks toward Modification/Redefinition remains limited. Main recommendations include designing student product-based tasks, offline-first strategies, TPACK-based micro-PD, infrastructure standards and troubleshooting SOPs, and targeted content curation.
E-Modul Pembelajaran Menulis Esai Berbasis Problem Based Learning untuk Perguruan Tinggi Diyan Permata Yanda; Dina Ramadhanti
Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 9 No 2 (2024): Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bb.v9i2.2936

Abstract

This article aims to describe the learning product in the form of an e-module for learning to write essays based on problem-based learning. This e-module was prepared with the hope of being able to answer the needs of learning to write essays, that learning to write requires teaching materials that are appropriate to student's learning needs and to foster students' independence in writing essays. With problem-based learning, students are expected to be able to write essays based on problems that are close to their daily environment. This research is development research with a 4D model, namely: definition, design, development, and distribution. After validation, evaluation, and revision, this e-module was declared valid, practical, and effective. This learning e-module is declared suitable for learning to write essays. By using problem-based learning, students can write based on problems, conduct investigations, develop and present problems in an essay, and evaluate solutions to problems presented in an essay.
Analisis Kebutuhan Media Pembelajaran Mengevaluasi Informasi dalam Teks Negosiasi di SMA Al Abil Hidayatullah; Dina Ramadhanti; Trisna Helda
Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 10 No 2 (2025): Belajar Bahasa: Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indones
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/bb.v10i2.3463

Abstract

This research aims to describe the needs analysis of learning media to evaluate information in negotiation text at SMAN 15 Padang. The needs analysis includes learning needs analysis, learning objectives, learners' characteristics, and learning environment to evaluate information in negotiation text. By using qualitative approach and description method, the data obtained through observation, interview, and questionnaire were analyzed in depth. The results showed that students at SMAN 15 Padang, in terms of learning needs, need access to technology in the form of negotiation simulation videos with interactive animations that visualize the negotiation process; in terms of learning objectives, students need media that help them unravel the structure of negotiation texts, assess arguments, and practice negotiations; in terms of learner characteristics, students generally like visual media and gamification so they need media that can facilitate various learning styles of students; and in terms of learning environment, students need access to interactive media, google docs for joint evaluation, and comfortable classrooms. Thus, students need learning media that is contextual/relevant to their daily lives, participatory/demanding students to be creative, adaptive to their diverse learning styles, and feedback such as quizzes to measure their skills.
Co-Authors Abdul Malik Abdurahman . Adlia Alfi Riani Afdetis Mana, Lira Hayu Afrini Rahmi Al Abil Hidayatullah Aldifron Aldifron Aldifron, Aldifron Alfino, Yananda Anggun Gusti Pratama Ariesta, Nisha Aryu Arta Losena Br Sinaga Arumaisya, Syifana Aruna Laila Aruna Laila ASRI WAHYUNI SARI Defril Syafrin Dhea Mutia Putri Dhea Mutia Putri Dian Lestari Dirona Surya Diyan Permata Yanda Elka Dola Safitri Emil Yenti Endang Lestari Fabio Testy Ariance Loren Fariq, M Febri Fransisca Febrina Riska Putri Fransisca, Febri Gani, Rifchan Ghazali, A Syukur Harry Andheska Heni Rahma Gini Heni Rahma Gini Hidayatullah, Al Abil Indriani Nisja Indriani Nisja Irfani Basri Ista Maharsi KARTINI Laspida Harti Laspida Harti Legi Elfitra Lira Hayu Afdetis Mana Lita, Mutiara M. Bayu Firmansyah, M. Bayu Mahmuddah, Liya Nur Mannivannan Murugesan Marta Ririn Putri Ririn Miftakhul Huda Miftakhul Huda Muakibatul Hasanah Muhajirah Idman Muhajirah Idman Muhsyanur Muhsyanur Muhsyanur Muhsyanur Mutiara Lita Nabila, Fira Nilfa Yenti Nisa Nonik Eva Harijati Nurdi Layli Nurul Haniza Samsudin Oktayarni, Rila Perpisa Lili Putri Ramadhani Ramadhani Putri, Messy Septina Putri, Rahma Aulia Putri, Siska Destiani Rafitri, Suci Rahayu Fitri Rahayu Fitri Rahayu Fitri Rahmi, Afrini Ramadhani, Putri Ramadhani Raula Syah Desra Rayhan Nur Azizah Reza Putri Ria Satini Ririn, Marta Ririn Putri Ririndasari Ririndasari Rizki Nofriadi Rumalean, Iwan Rusli, Sri Mulyani Samsiarni Samsiarni Sari, Rani Novita Sartika Ningsih Satini, Ria Silvia Lestari Silvia Marni Sri Imelwaty Sri Mulyani Rusli Sri Nopembril Rozanti Suci Pitaloka Suci Pitaloka Syukrina Rahmawati Tatalia, Ricci Gemarni Tessa Dwi Leoni Titik Harsiati Trisna Helda Wiranti Gusman Yananda Alfino Yenti, Emil Yenti, Nilfa Yulia Pebriani Yulia Pebriani Zaitun Zaitun