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<![CDATA[STUDENTS ERROR IN CONSTRUCTING COMPLEX SENTENCES ]]>
<![CDATA[Faradiba, Aulia]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1488
<![CDATA[ABSTRACT The paper entitled Students Error in Constructing Complex Sentences†is aimed to find out the error that students make in constructing complex sentences in interrogative form with the noun clause as dependent clause. In conducting this research, the writer applies descriptive method to describe the studentss error. The research was conducted in the fifth semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes the students who got score less than 70 in Text Based Structure. The data were gained from three instruments: documentation, questionnaire and interview. The documentation is taken from the students work, questionnaires are distributed to the 60 students who become the participants and the interview is done to the lecturer who taught Text Based Structure. The writer finds out there are four types of error that students made. Those errors are omission, addition, misformation and misordering. The result shows that the highest error made by students is misformation. The writer suggests that the students should learn more about the pattern of complex sentence so they will know the verb that should be used in the noun clause as dependent clause. Keywords : students error, complex sentence, noun clause]]>
<![CDATA[TEACHERS WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES ]]>
<![CDATA[Zulfa, Wafa Dwi]]>;
<![CDATA[Rahmah, Mursidah]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3417
<![CDATA[The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.]]>
<![CDATA[STUDENTS ERRORS IN CONSTRUCTING REPORTED SPEECH ]]>
<![CDATA[Gerhanawati, Maria Gabrielis]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1490
<![CDATA[ABSTRACTThe paper entitled Students Errors in Constructing Reported Speech†is aimed to find out students errors in constructing reported speech. In constructing the research, the writer applies descriptive method to analyze students errors in constructing reported speech. The research was conducted to the third semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes 15 from three classes who learn reported speech. The data were gained from three instruments: documentation, questionnaire and interview. The documentations were taken from students works, questionnaires were distributed to 15 students who became the participants of this research and interview was also done to the lecturer who teaches reported speech. The research finding shows that the students make errors in constructing reported speech. The writer finds out four types of error: they are omission, addition, misinformation and misordering. The result shows that most common error found in constructing reported speech in misinformation. The writer suggests that the students should do more exercises in constructing reported speech appropriately by paying attention more to the rules of sentence transformation, especially in tense changes.Keywords: Direct Speech, Reported Speech, Error, Error Analysis.]]>
<![CDATA[Utilizing Wordwall Puzzles as Teaching Materials for Theme 3 in Fifth Grade ]]>
<![CDATA[Windiyani, Tustiyana]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Novita, Lina]]>;
<![CDATA[Patricia, Regina]]>
<![CDATA[ Jurnal Prima Edukasia Vol. 12 No. 1 (2024): January 2024 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v12i1.57979
<![CDATA[Technology serves a crucial role in supporting teachers as a valuable teaching tool. Class activities require engaging and creative teaching materials that can motivate students to actively participate in the learning process. The study aims to develop educational materials in the form of puzzles using Wordwall, with the goal of enhancing students' creativity and promoting effective learning. A Research and Development (R&D) approach was utilized to create puzzle products using Wordwall. An experimental design was then implemented to examine the impact of using puzzle teaching materials from Wordwall on reading literacy, creativity, and learning outcomes. The product's viability was assessed by media and materials experts. Following an assessment of its viability, a small-scale product trial was conducted with a group of 10 students, followed by a larger-scale test involving 32 students. A study discovered the practicality and efficiency of the product for implementation in primary schools. The findings of this study suggest that utilizing wordwall puzzles media in theme 3 material is both practical and beneficial for facilitating learning. According to this, the research findings can serve as a valuable teaching strategy for educators to effectively guide their students. This research can serve as an effective strategy for teachers to support and guide students in their learning.]]>
<![CDATA[Kemampuan Komunikasi Matematis Siswa SMP Kelas VIII di Kampung Cigulawing ]]>
<![CDATA[Ismayanti, Sri]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2021): Maret ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i1.889
<![CDATA[Penelitian ini dilatarbelakangi oleh kemampuan komunikasi matematis siswa yang masih rendah. Tujuan penelitian untuk memperoleh deskripsi kemampuan komunikasi matematis siswa kelas VIII pada pembelajaran matematika. Metode penelitiannya deskriptif kualitatif. Subjek penelitian adalah 4 siswa kelas VIII SMP Negeri 7 Garut. Hasil penelitian menunjukkan (1) Kemampuan komunikasi matematis siswa pada materi Penyajian Data kelas VIII SMP Negeri 7 Garut di Kampung Cigulawing, secara umum dikatakan kurang baik. Dikarenakan sebagian besar siswa belum mampu memenuhi semua indikator; (2) Siswa dengan kemampuan matematika tinggi mampu mencapai hampir seluruh indikator kemampuan komunikasi matematika; (3) Siswa dengan kemampuan matematika sedang kurang menguasai beberapa indikator kemampuan komunikasi matematis; (4) Siswa dengan kemampuan matematika rendah belum mampu menguasai indikator kemampuan komunikasi matematis. This research is motivated by the students' low mathematical communication skills. The research objective was to obtain a description of the students' mathematical communication skills in class VIII in mathematics learning. The research method is descriptive qualitative. The research subjects were 4 grade VIII students of SMP Negeri 7 Garut. The results showed (1) the students' mathematical communication skills in the data presentation material of class VIII SMP Negeri 7 Garut in Cigulawing Village, were generally said to be less good. Because most students have not been able to meet all the indicators; (2) Students with high mathematical abilities can achieve almost all indicators of mathematical communication skills; (3) Students with moderate mathematical abilities have not mastered several indicators of mathematical communication skills; (4) Students with low math abilities have not been able to master the indicators of mathematical communication skills.]]>
<![CDATA[Kemampuan Komunikasi Matematis Siswa SMP di Kampung Paledang Suci Kaler pada Materi Segiempat dan Segitiga ]]>
<![CDATA[Syah, Jaki Maulana]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2021): Juli ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i2.911
<![CDATA[Beberapa penelitian terdahulu mengungkapkan bahwa tingkat kemampuan komunikasi matematis siswa berada pada kategori rendah dan harus ada upaya untuk mengatasinya. Tujuan penelitian untuk menganalisis kemampuan komunikasi matematis siswa pada materi Segiempat dan Segitiga yang dilakukan di kampung Paladeng Suci Kaler. Metode penelitiannya yaitu penelitian deskriptif dengan menggunakan pendekatan kualitatif. Subjek penelitian sebanyak enam siswa SMP dengan kemampuan matematika tinggi, sedang, dan rendah, juga yang sudah mempelajari materi Segiempat dan Segitiga. Teknik pengumpulan data pada penelitian ini adalah wawancara dan tes tertulis. Teknis analisis datanya menggunakan empat tahapan, yaitu: pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis jawaban siswa terhadap soal komunikasi matematis dan dari hasil wawancara menyimpulkan bahwa kemampuan komunikasi matematis (tertulis) dari enam siswa yang diteliti diantaranya siswa masih sulit untuk memberikan alasan atas jawabannya, masih sulit membuat gambar dan mengekspresikan peristiwa sehari-hari ke dalam bahasa atau simbol matematik. Several previous studies revealed that the level of students' mathematical communication skills was in the low category and efforts should be made to overcome them. The purpose of the study was to analyze students' mathematical communication skills on the material of Quadrilaterals and Triangles conducted in Paladeng Suci Kaler village. The research method is descriptive research using a qualitative approach. The research subjects were six junior high school students with high, medium, and low mathematical abilities, also those who had studied the quadrilateral and triangle material. Data collection techniques in this study were interviews and written tests. Technical analysis of the data uses four stages, namely: data collection, data reduction, data presentation, and drawing conclusions. The results of the analysis of students' answers to mathematical communication questions and from the interviews concluded that the mathematical communication skills (written) of the six students studied were still difficult to give reasons for their answers, still difficult to take pictures and express everyday events into language or math symbols.]]>
<![CDATA[Kemampuan Representasi dan Disposisi Matematis Siswa Melalui CTL dan SAVI ]]>
<![CDATA[Rahlan, Ismawati]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 3 (2021): November ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v1i3.955
<![CDATA[Fakta menunjukkan kemampuan representasi dan disposisi matematis yang penting dimiliki siswa masih rendah dan perlu ditingkatkan. Misalnya dengan model pembelajaran Contextual Teaching and Learning (CTL) dan model pembelajaran Somatic Auditory Visualization Intellectually (SAVI). Tujuan penelitian untuk menganalisis perbedaan kemampuan representasi dan disposisi matematis antara siswa yang mendapatkan model pembelajaran CTL dan SAVI. Metode penelitian adalah kuasi eksperimen dengan populasi seluruh siswa kelas VIII salah satu SMP Negeri di Garut. Sampel penelitian terdiri dari dua kelas yaitu kelas VIII-H sebanyak 32 siswa sebagai kelas eksperimen 1 dengan model pembelajaran CTL dan kelas VIII-I sebanyak 35 siswa sebagai kelas eksperimen 2 dengan model pembelajaran SAVI. Instrumen penelitian berupa tes uraian dan angket. Hasil penelitian menunjukkan bahwa terdapat perbedaan dan peningkatan kemampuan representasi dan disposisi matematis antara siswa yang mendapatkan model pembelajaran CTL dengan SAVI. The facts show that the mathematical representation and disposition skills that are important for students are still low and need to be improved. For example, the Contextual Teaching and Learning (CTL) learning model and the Somatic Auditory Visualization Intellectually (SAVI) learning model. The purpose of the study is to analyze the differences in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models. The research method is quasi-experimental with a population of all eighth-grade students of one of the public junior high schools in Garut. The research sample consisted of two classes, namely class VIII-H as many as 32 students as experimental class 1 with CTL learning model and class VIII-I as many as 35 students as experimental class 2 with SAVI learning model. The research instrument was in the form of a description test and a questionnaire. The results showed that there were differences and increases in mathematical representation and disposition abilities between students who received the CTL and SAVI learning models.]]>
<![CDATA[Kemampuan Berpikir Kreatif Matematis Siswa SMP ditinjau dari Self Confidence ]]>
<![CDATA[Dalilan, Rati]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2022): Maret ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v2i1.1092
<![CDATA[Penelitian dilatarbelakangi atas rendahnya kemampuan berpikir kreatif yang dalah satunya disebabkan kurangnya self-confidence siswa. Penelitian bertujuan menganalisis bagaimana kemampuan berpikir kreatif matematis ditinjau dari self-confidence. Penelitian deskriptif kualitatif ini melibatkan lima orang siswa kelas VIII di Desa Simpang Kecamatan Cikajang Kabupaten Garut sebagai subjek penelitian. Instrumen yang digunakan berbentuk soal tes tertulis, Wawancara, dan Observasi. Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa self-confidence siswa mempengaruhi kemampuan berpikir kreatif matematis siswa. Siswa yang mempunyai semua indikator self-confidence cenderung memiliki satu indikator kemampuan berpikir kreatif yaitu elaboration atau menguraikan secara runtut langkah penyelesaian masalah. Sedangkan siswa yang hanya mempunyai satu indikator self-confidence cenderung tidak memiliki indikator kemampuan berpikir kreatif. Dengan demikian self-confidence merupakan salah satu faktor yang mempengaruhi kemampuan berpikir kreatif matematis. The background of this research is the low ability of creative thinking skills, one of which is the lack of student self-confidence. This study aims to analyze how mathematics creative thinking in terms of self-confidence. This qualitative descriptive study involved five eighth-grade students in Simpang Village, Cikajang District, Garut Regency as research subjects. The instruments used are in the form of written test questions, interviews, and observations. Based on the results of data analysis, it was concluded that students' self-confidence influenced students' mathematical creative thinking abilities. Students who have all indicators of self-confidence tend to have one indicator of creative thinking skills, namely elaboration or describing coherently the problem-solving steps. Meanwhile, students who only have one indicator of self-confidence tend not to have indicators of creative thinking skills. Thus, self-confidence is one of the factors that affect to mathematics creative thinking.]]>
<![CDATA[Kemampuan Komunikasi Matematis Ditinjau dari Self Regulated Learning pada Materi Sistem Persamaan Linear Dua Variabel ]]>
<![CDATA[Sulastri, Ega]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2022): Juli ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v2i2.1105
<![CDATA[Kemampuan komunikasi matematis masih rendah. Perlu analisis untuk mendeskripsikan kemampuan komunikasi matematis, diantaranya ditinjau dari self-regulated learning siswa pada materi sistem persamaan linear dua variabel. Penelitian dilakukan secara kualitatif dengan metode deskriptif. Subjek penelitian yaitu tiga siswa kelas VIII SMP di Cimuncang, dipilih secara purposive. Teknik pengumpulan data menggunakan tes kemampuan komunikasi matematis, angket self-regulated learning siswa, dan wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dua subjek dengan kategori self-regulated learning tinggi, salah satunya belum memenuhi keempat indikator yang diaplikasikan dalam tes kemampuan komunikasi matematis. Sedangkan satu lainnya mampu memenuhi dua indikator. Satu siswa dengan self-regulated learning sedang belum memenuhi satupun indikator kemampuan komunikasi matematis. Self-regulated learning menjadi faktor yang perlu diperhatikan terkait dengan kemampuan komunikasi matematis siswa. Mathematical communication skills are still low. An analysis is needed to describe mathematical communication skills, including in terms of students' self-regulated learning of the material of a two-variable linear equation system. The research was conducted qualitatively with a descriptive method. The research subjects were three grade VIII junior high school students in Cimuncang, selected purposively. Data collection techniques used mathematical communication skills tests, student self-regulated learning questionnaires, and interviews. The data analysis technique was carried out by data reduction, data presentation, and conclusion. The results showed that in two subjects with a high self-regulated learning category, one of them did not meet the four indicators applied in the mathematical communication ability test. While the other one can meet two indicators. One student with moderate self-regulated learning has not met any of the indicators of mathematical communication skills. Self-regulated learning is a factor that needs to be considered related to students' mathematical communication skills.]]>
<![CDATA[Perbedaan Kemampuan Pemahaman Matematis Siswa yang Mendapatkan Model Pembelajaran Kooperatif antara Tipe Index Card Match dan Think-Pair-Share ]]>
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Sindi Rahmasari]]>;
<![CDATA[Puspitasari, Nitta]]>;
<![CDATA[indrajaya, Undang]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v4i1.1684
<![CDATA[Kemampuan pemahaman matematis merupakan dasar yang krusial dalam pembelajaran matematika. Siswa dengan kemampuan pemahaman matematis yang baik cenderung mampu menguasai konsep-konsep matematika dengan lebih mendalam dan mampu mengaplikasikannya dalam berbagai konteks. Penelitian ini bertujuan untuk mengidentifikasi perbedaan kemampuan pemahaman matematis siswa yang mendapatkan model pembelajaran kooperatif tipe index card match dengan siswa yang mendapatkan model pembelajaran kooperatif tipe think-pair-share. Metode yang digunakan adalah kuasi eksperimen. Instrumen yang digunakan dalam penelitian ini berupa tes dan non-tes. Populasi dalam penelitian ini adalah siswa SMP YP 17 Nagreg dan sampel diambil sebanyak dua kelas yaitu kelas VII-A dan kelas VII-B. Berdasarkan hasil pengolahan data, tidak terdapat perbedaan yang signifikan dalam kemampuan pemahaman matematis siswa yang mendapatkan model pembelajaran kooperatif tipe index card match dengan siswa yang mendapatkan model pembelajaran kooperatif tipe think-pair-share. Hasil dari penelitian ini dapat memberikan rekomendasi yang bermanfaat bagi para pendidik dalam merancang pembelajaran matematika yang lebih efektif. The ability to understand mathematics is a crucial basis for learning mathematics. Students with good mathematical understanding abilities tend to be able to master mathematical concepts in more depth and can apply them in various contexts. This research aims to identify differences in the mathematical understanding abilities of students who receive the index card match type cooperative learning model and students who receive the think-pair-share type cooperative learning model. The method used is quasi-experimental. The instruments used in this research were tests and non-tests. The population in this study were students at SMP YP 17 Nagreg and samples were taken from two classes, namely class VII-A and class VII-B. Based on the results, there is no significant difference in the understanding ability of students who received the index card type cooperative learning model matched with students who received the think-pair-share type cooperative learning model. The results of this research can provide useful recommendations for educators in designing more effective mathematics learning.]]>
