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p-Index From 2021 - 2026
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All Journal JELT: Journal of English Language Teaching
Suyadi Suyadi
English Education Study Program, Faculty of Teacher Training and Educational Sciences, Batanghari University
Education Languange, Linguistic, Communication & Media

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The Students’ Perception in Implementing Blended Learning Model on Reading Comprehension at Ninth Grade of Junior High School 6 Jambi City Berliana Safitri; Suyadi Suyadi; Nurul Fitri
JELT: Journal of English Language Teaching Vol 6, No 2 (2022): SEPTEMBER
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (669.196 KB) | DOI: 10.33087/jelt.v6i2.114

Abstract

This study aims was to determine students' perceptions in implementing blended learning model on reading comprehension in class IX students of SMP Negeri 6, Jambi City. The pandemic situation forced schools to issue new rules in the implementing of learning model in the classroom using blended learning model. This also changes perception of students in the learning carried out by the teacher in the classroom to help the process of students' thinking skills in reading comprehension a text or edulogy application. The research methodology in this study is a qualitative research design whose analysis requires in-depth observation. The subjects in this research were students of class IX A SMPN 6 Jambi City, using purposive sampling, which collected six students as participants, consisting of grades 1-6 and ages 14–15 years. This research gave 7 interviews in class. The results showed that IX students of SMP Negeri 6 Jambi City had difficulty comprehension English in the implementing of the blended learning model, but students also became more independent, disciplined, responsible, and diligent during the implementing of this blended learning model. because of the short learning time. The implementing of the blended learning model is carried out if the teacher wants to teach the material face-to-face and online alternately or using shifts during the learning process.
The Factors Affecting Students’ Difficulties in Conducting Thesis at English Language Educational the University of Batanghari Jambi Fitria Inda Yani; Suyadi Suyadi; Ridho Praja Dinata
JELT: Journal of English Language Teaching Vol 6, No 2 (2022): SEPTEMBER
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (859.135 KB) | DOI: 10.33087/jelt.v6i2.115

Abstract

This research was included in quantitative research which aims to find out the problems and factors experienced by students so that it affects their difficulties in completing the thesis. The subjects of this study were 19 students of the 2018 English Department of Batanghari Jambi University who had completed their thesis. This research collected data through questionnaires distributed online using Google form. In this research, three main factors are identified that affecting undergraduate thesis writing. First, psychological factors which include self-esteem, anxiety, and motivation. Furthermore, the second factor is socio-cultural factors which include the social distance among each student and the social distance between students and supervisors. Lastly, linguistic factors which include domain error analysis and extent of error analysis. The results showed that psychology factors got a percentage of 40.36%, socio-cultural factors got a percentage of 29.66%, and linguistic factors got a percentage of 29.96%. Thus, it can be concluded that the most influencing factor in the difficulty of students completing the thesis is the psychological factor.
Co-Authors Berliana Safitri Fitria Inda Yani Nurul Fitri Ridho Praja Dinata