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PEMANFAATAN GRUP WHATSAPP SEBAGAI MEDIA PEMBELAJARAN ONLINE DI SMPTRI SUKSES KOTA JAMBI Ria Dian Pertiwi; Dewi Hasanah; Eliza Trimadona; Yulia Oktarina
Islamic Education Studies : an Indonesia Journal Vol. 4 No. 1 (2021): Islamic Education Studies: An Indonesian Journal
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ies.v4i1.23

Penelitian ini membahas tentang pemanfaatan grup WhatsApp sebagai media pembelajaran online Di Sekolah Menengah Pertama Tri Sukses Boarding School Kota Jambi. Tujuan penelitian ini untuk mengetahui (1) Aspek-aspek yang ada dalam pemanfaatan grup WhatsApp Sebagai media pembelajaran online, (2) Hambatan dalam pemanfaatan grup WhatsApp sebagai media pembelajaran online. Penelitian ini menggunakan metode penelitian kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara dan dokumentasi. Teknik analisis data berupa data reduction, data display dan conclution drawing/verification. Hasil penelitian ini menunjukkan bahwa guru telah memanfaatkan grup WhatsApp. Aspek-aspek yang ada dalam pemanfaatan grup whatsapp sebagai media pembelajaran online aspek kognitif, afektif, dan psikomotorik dalam bentuk penugasan dan menyesuaikan dengan fitur yang ada dalam aplikasi WhatsApp fitur chat (pesan teks), panggilan suara, dokumen, foto, video, voice note. Adapun kendala dalam penerapan pemanfaatan grupWhatsApp seperti terkendalanya sinyal, terbatasnya kuota, tugas yang menumpuk, Tidak memiliki handphone, dan kesulitan dalam memahami materi yang diberikan.

PENANAMAN NILAI-NILAI TOLERANSI PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH MENENGAH PERTAMA NEGERI 3 KERITANG INDRAGIRI HILIR RIAU Hasnaini Hasnaini; Muhammad Hurmaini; Eliza Trimadona; Mukhlis Mukhlis
Islamic Education Studies : an Indonesia Journal Vol. 5 No. 1 (2022): Islamic Education Studies: An Indonesian Journal
Publisher : Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi

Penelitian ini di latarbelakangi dari observasi awal peneliti di Sekolah Menengah Pertama Negeri 3 Keritang Indragiri Hilir Riau tentang penanaman nilai-nilai toleransi pada mata pelajaran Pendidikan Agama Islam. Untuk menghargai dan menghormati perbedaan haruslah menanamkan nilai-nilai toleransi terutama pada lembaga sekolah yang mana para peserta didik adalah generasi penerus bangsa. Pendekatan penelitian ini adalah penelitian kualitatif dengan metode deskriftif. Pengumpulan data dilakukan dengan teknik observasi, wawancara, dan dokumentasi. Teknik analisis data dilakukan dengan redukasi data, penyajian data, dan penarikan kesimpulan serta verifikasi keterpercayaan. Hasil penelitian ini adalah cara guru Pendidikan Agama Islam menanamkan nilai-nilai toleransi dengan cara menggunakan metode pembelajaran yang meningkatan pemahaman siswa, memotivasi siswa, dan guru bersikap simpatik. Adapun nilai-nilai toleransi di tenamakan pada mata pelajaran pendidikan Agama Islam sesuai dengan RPP yang dibuat oleh guru Adapun nilai toleransi yang di tanamkan adalah :Menghormati, Menghargai, Bersaudara, Bekerjasama, dan Berbagi, dan guru berharap siswa dapat menerapkan di lingkungan sekolah dan lingkungan masyarakat. Faktor pendorong penanaman nilai-nilai toleransi adalah dari dorongan kepala sekolah dan majelis guru, kurangnya multikultural, dan komunikasi antar guru dan siswa terjalin dengan baik. Adapun faktor penghambat yaitu dari lingkungan di luar sekolah.

Communicative Language Teaching in CEFR-Based English Learning Trimadona, Eliza; Amalia, Shynta; Sumardi, Mayang Sastra; Pratama, Aryawira; Saputri, Vioni
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.451-467

The objective of this study is to evaluate and enhance the effectiveness of Communicative Language Teaching in the context of CEFR-based English language learning. The population consisted of students from State Junior High School (SMPN) 8 in Jambi. The samples were collected using convenience sampling. A total of 32 students participated in this study. This investigation utilized a quantitative research approach with a pre-experimental design. The CEFR Test was utilized as an assessment tool for data collection. Three primary methodologies were employed in this investigation. The study consisted of pre-test, treatment procedures, and post-test assessments. The pretest was administered to assess the students' proficiency in spoken English according to the CEFR standard. Subsequently, the researchers administered eight rounds of treatments utilizing Communicative Language Teaching. The concluding phase involved administering a post-test to determine if there was any improvement in students’ performance. The researchers analyzed the results of the pre-test and post-test following the implementation of the Communicative Language Teaching treatment in CEFR-based English learning. The two-tailed significance value obtained from the calculation of the paired samples t-test was 0.017, which is less than the significance level of 0.05. The value of this computation can be interpreted as the progressive improvement in student performance resulting from the implementation of Communicative Language Teaching in CEFR-based English education.

Communicative Language Teaching in CEFR-Based English Learning Trimadona, Eliza; Amalia, Shynta; Sumardi, Mayang Sastra; Pratama, Aryawira; Saputri, Vioni
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.451-467

The objective of this study is to evaluate and enhance the effectiveness of Communicative Language Teaching in the context of CEFR-based English language learning. The population consisted of students from State Junior High School (SMPN) 8 in Jambi. The samples were collected using convenience sampling. A total of 32 students participated in this study. This investigation utilized a quantitative research approach with a pre-experimental design. The CEFR Test was utilized as an assessment tool for data collection. Three primary methodologies were employed in this investigation. The study consisted of pre-test, treatment procedures, and post-test assessments. The pretest was administered to assess the students' proficiency in spoken English according to the CEFR standard. Subsequently, the researchers administered eight rounds of treatments utilizing Communicative Language Teaching. The concluding phase involved administering a post-test to determine if there was any improvement in students’ performance. The researchers analyzed the results of the pre-test and post-test following the implementation of the Communicative Language Teaching treatment in CEFR-based English learning. The two-tailed significance value obtained from the calculation of the paired samples t-test was 0.017, which is less than the significance level of 0.05. The value of this computation can be interpreted as the progressive improvement in student performance resulting from the implementation of Communicative Language Teaching in CEFR-based English education.

THE EFFECT OF COLLABORATIVE STRATEGIC READING (CSR) ON STUDENTSâ€™ READING COMPREHENSION AT ISLAMIC SENIOR HIGH SCHOOL Adila, Rima; Eliza Trimadona; Uyun Nafiah
JR-ELT (Journal of Research in English Language Teaching) Vol. 7 No. 1 (2023): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v7i1.40

The purpose of this study was to determine the effect of Collaborative Strategic Reading (CSR) on studentsâ€™ reading comprehension in class X MA Al-Khairiyah Tanjung Jabung Barat and to find out the significant difference between students who were taught with CSR and those who were not. This research is quantitative research with quasi experimental designusing total sampling. The population and research sample were class X IPK and X IPS MA Al-Khairiyah Tanjung Jabung Barat. Total population was 44 students. In sampling 22 students in the experimental class and 22 students in the control class. Quasi experiment has been applied in this study with the design of 2 groups pre-test and 2 group post-test. The result of this study show that there is a significant effect on studentsâ€™ reading comprehension after being taught using CSR. This result can be seen from the T-test which show average value of the experimental class pre-test is 54.73 and the average of the control class pre-test is 51.82 while the average value of the control class post test is 63.82 and the average of the experimental class post test is 74.18 higher than the pre-test is 54.73. In the paired sample T-test result sig (2-tailed)0,000 is smaller than 0.05 this proves ð»ð‘Ž is accepted while the independent sample test result sig (2-tailed) is 0,002 < 0.05 it means that there is a significant difference. The researcher concluded that using Collaborative Strategic Reading can improve studentsâ€™ reading comprehension and there is a significant difference betwen student who are taught with CSR and student who are not taught with CSR.

THE STUDENT DIFFICULTIES IN THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM AT AL-AZHAR JUNIOR HIGH SCHOOL Trimadona, Eliza; Andriani, Reni; Dwiputri Ferdi, Sherly
JR-ELT (Journal of Research in English Language Teaching) Vol. 4 No. 2 (2020): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v4i2.57

The primary goal of this research is to determine what processes and materials are required to implement the Cambridge curriculum at Al-Azhar Junior High School Jambi. The second objective of the research is to identify the factors and challenges that students encounter during the application and learning of English using the Cambridge curriculum. This investigation employs a qualitative methodology. The subjects of this investigation were the Al-Azhar Junior High School Jambi principal, English teacher, and eighth grade students. Interviews, observations, and documentation were used to collect the research data. Based on the findings and discussions encountered by the researcher during the application of the Cambridge curriculum at AlAzhar Junior High School Jambi via multiple processes, including the planning, implementation, and evaluation processes, as well as the implementation of the curriculum at AlAzhar Junior High School Jambi by the education unit and teachers. At ALAzhar Junior High School Jambi, certain students encountered difficulties with the Cambridge curriculum's learning process during its implementation. Lack of vocabulary comprehension, lack of motivation to learn, pronunciation errors, and anxiety during the learning process are some of the challenges faced by students. It has been going well for the implementation of the Cambridge curriculum at Al-Azhar Junior High School, despite the fact that there are still some impeding factors. However, this is not a major issue, as the implementation of the Cambridge curriculum at Al-Azhar Junior High School Jambi has been operating as optimally as possible.

UNCOVERING THE EXPERIENCES AND CHALLENGES OF EFL LEARNERS IN MBKM PROGRAM Alfian, Alfian; Trimadona, Eliza; Noprival, Noprival; Berliana, Idea
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Despite existing research on the implementation of the Independent learning- independent campus (MBKM) program, limited attention has been given to the experiences of EFL learners participating in the student exchange and entrepreneurship programs. To fill this gap, this study aims to explore the perceptions and experiences of EFL learners participating in the MBKM program. Utilizing a case study design, data were gathered from four EFL learners at a university in Indonesia. Interviews were conducted, and the data were analyzed using thematic analysis aided by computer-assisted qualitative data analysis software (CAQDAS), MAXQDA. The findings reveal that the EFL learners exhibited a highly positive attitude toward the program. The findings also indicated that the EFL learners perceive the MBKM program favorably due to its diverse benefits, including opportunities to study at other universities and entrepreneurship skill development. Challenges identified include issues related to fund distribution from the government, as well as culture shock and homesickness. This study informs policy and practice to enhance support for MBKM participation and maximize its benefits.

UNCOVERING THE EXPERIENCES AND CHALLENGES OF EFL LEARNERS IN MBKM PROGRAM Alfian, Alfian; Trimadona, Eliza; Noprival, Noprival; Berliana, Idea
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Despite existing research on the implementation of the Independent learning- independent campus (MBKM) program, limited attention has been given to the experiences of EFL learners participating in the student exchange and entrepreneurship programs. To fill this gap, this study aims to explore the perceptions and experiences of EFL learners participating in the MBKM program. Utilizing a case study design, data were gathered from four EFL learners at a university in Indonesia. Interviews were conducted, and the data were analyzed using thematic analysis aided by computer-assisted qualitative data analysis software (CAQDAS), MAXQDA. The findings reveal that the EFL learners exhibited a highly positive attitude toward the program. The findings also indicated that the EFL learners perceive the MBKM program favorably due to its diverse benefits, including opportunities to study at other universities and entrepreneurship skill development. Challenges identified include issues related to fund distribution from the government, as well as culture shock and homesickness. This study informs policy and practice to enhance support for MBKM participation and maximize its benefits.

ENHANCEMENT OF TEACHERS' LANGUAGE SKILLS IN WRITING RESEARCH ARTICLES THROUGH THE ABCD MODEL Armida, Armida; Sumardi, Mayang Sastra; Andriani, Reni; Pratama, Aryawira; Trimadona, Eliza; Mesalina, Juliana; Fitria, Wahyuni; Sari, Mesita
Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Vol. 8 No. 4 (2024): DESEMBER
Publisher : LPPM Univ. Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/abdidos.v8i4.2552

This community service program, conducted for teachers of the PGRI Association in Sabak Timur Subdistrict, Tanjung Jabung Timur Regency, aimed to enhance their language proficiency in writing research articles, particularly in English. Using the Asset-Based Community Development (ABCD) approach, the program focused on leveraging the community's existing potential and resources to address common challenges faced by teachers, such as mastering basic grammar, selecting appropriate vocabulary, and understanding scientific writing structures. The activities included intensive training sessions, workshops, and individual consultations, covering aspects like grammar, sentence construction, vocabulary enrichment, and the development of a clear and concise academic writing style. Teachers were also guided through the structure and format of scientific articles, enabling them to produce well-organized drafts. The program's outcomes included a collection of draft articles ready for submission and improved confidence among participants in contributing to academic publications. This initiative successfully empowered teachers to elevate their research writing skills, fostering a culture of academic excellence and innovation within their community.

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