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All Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Geuthee Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan
Rasyimah Rasyimah
UNIVERSITAS MALIKUSSALEH
Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Improving exposition writing proficiency through the application of problem based learning method for senior high school students Rasyimah Rasyimah; Ayadi Ayadi; Dewi Kumala Sari
Jurnal Geuthèë: Penelitian Multidisiplin Vol 6, No 1 (2023): Jurnal Geuthèë: Penelitian Multidisiplin
Publisher : Geuthèë Institute, Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52626/jg.v6i1.204

Abstract

The low level of proficiency among students, coupled with the fact that teaching writing in schools in particular receives little attention, is the driving reason behind the research. The majority of students psychologically perceive writing assignments as a hardship since they feel less capable of using the Indonesian language accurately and effectively. Teachers typically lack variety in the methods they use from a methodological standpoint. These factors led to the use and testing of a problem-based learning approach at SMA Negeri No 2 Dewantara, North Aceh. This study sought to ascertain whether problem-based learning techniques could enhance students' expository writing skill. From the result, it can be inferred that there are differences between how well students who learn using the PBL model and those who learn using a traditional approach write exposition texts. The pupils in the experimental class's mean post-test score of 91.3 serves as evidence for this. This is greater than the control class students' post-test mean score of 62.0. It is concluded that using a problem-based approach enhances students' ability to produce expositions that adhere to the exposition's criteria.  
Edukasi Lingkungan melalui Pengenalan Kosakata Bahasa Inggris untuk Siswa Sekolah Dasar Menggunakan Media Ajar Flash Card Rasyimah Rasyimah; Marina Marina; Dewi Kumala Sari; Emilda Emilda; Rani Mauliyana; Armaya Wikana
Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan Vol 4, No 6 (2024): JPM: Pemberdayaan, Inovasi dan Perubahan
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpm.v4i6.951

Abstract

This program aimed to give an opportunity for children to acquire new English words by tying environmental education with flashcard learning media. This community service program was held in SD Negeri Nomor 6 which located in Jambo Timur Kecamatan Blang Mangat Kota Lhokseumawe. The proper disposal of waste by its category might count as one method of environmental education. During this community service project, students were instructed on how to dispose waste based on three classifications recycled, reusable, and organic waste. Students were provided with English expressions related to this topic. The community service program was carried out through two primary activities, i.e,. Focus Group Discussions with the principal and the teachers and environmental education through English vocabulary introduction. This education program took place in two stages: (1) waste management by categorizing trash according to the classifications; (2) vocabulary mastery related the various forms of waste.ABSTRAKTujuan dari pengabdian ini adalah agar anak-anak bisa belajar kosakata bahasa Inggris baru dengan menggunakan media pembelajaran flash card serta mengaitkannya dengan edukasi lingkungan Program pengabdian kepada masyarakat ini dilaksanakan di SD Negeri Nomor 6 yang terletak Jambo Timur Kecamatan Blang Mangat Kota Lhokseumawe. Metode kegiatan diawali dengan tahap identifikasi, tahap pemilihan mitra, tahap pelaksanaan pengabdian dan tahap evaluasi. Dalam kegiatan pengabdian ini, para siswa diajarkan untuk membuang sampah sesuai dengan klasifikasi yaitu menjadi tiga jenis yaitu sampah daur ulang (recycle), pakai ulang (reusable) dan organik (organic) sembari diberikan kosa kata bahasa Inggris yang berkaitan. Pelaksanaan pengabdian dilakukan melalui dua kegiatan utama yaitu FGD bersama para guru dan kepala sekolah dan pelatihan edukasi lingkungan melalui pengenalan kosa kata bahasa Inggris. Pelaksanaan edukasi ini terdiri dari dua tahapan yaitu: (1) edukasi lingkungan melalui klasifikasi sampah sesuai jenisnya yaitu organic, reusable, and recycle (2) pengayaan kosakata yang berkaitan dengan jenis-jenis sampah.
TEACHER’S CORRECTIVE FEEDBACK STRATEGIES AND THEIR INFLUENCE ON STUDENTS’ SPEAKING FLUENCY IN EFL CONTEXTS Henny Merizawati; Rasyimah Rasyimah; Hendra Sudarso; Rinda Riztya; Muhammad Wahyudi; Desty Endrawati Subroto
Jurnal Review Pendidikan dan Pengajaran Vol. 8 No. 1 (2025): Volume 8 No. 1 Tahun 2025
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v8i1.44005

Abstract

This study aims to analyze the role and effectiveness of corrective feedback in improving students' speaking performance in English as a Foreign Language (EFL) classrooms. Corrective feedback is considered one of the essential strategies in the language learning process, especially in addressing students' language errors both directly and indirectly. Various types of corrective feedback, such as recasts, prompts, and explicit correction, are known to facilitate effective learner uptake and positively impact students' speaking accuracy and fluency. Based on a comprehensive review of academic literature, this study reveals that timely and context-appropriate corrective feedback significantly contributes to the development of students' speaking skills. Additionally, both teachers' and students' perceptions of the importance of corrective feedback play a crucial role in determining its effectiveness. Teachers who can select the appropriate feedback techniques based on students' characteristics and learning situations help learners build confidence and self-correct their language errors more effectively. This study suggests that English teachers should actively and consistently provide corrective feedback during speaking activities. The selection of feedback types and timing should be adjusted to maximize their impact on students' speaking development. Thus, corrective feedback serves not only as a correction tool but also as a pedagogical strategy that encourages students to engage more actively in the language learning process.
Co-Authors Armaya Wikana Ayadi Ayadi Desty Endrawati Subroto Dewi Kumala Sari Dewi Kumalasari Emilda, Emilda Hendra Sudarso Henny Merizawati Marina Marina Muhammad Wahyudi Rani Mauliyana Rinda Riztya