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All Journal Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Edu Research : Jurnal Penelitian Pendidikan Journal of Educational Management and Strategy
Loli Safitri
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Humanities Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Edu Research : Jurnal Penelitian Pendidikan

 1 
AN ANALYSIS OF STUDENTS’ ABILITY IN USING PREPOSITION WITHIN DESCRIPTIVE TEXT AT SEVENTH GRADE OF MTSN 6 AGAM Fathul Muntazia; Eliza Eliza; Reflinda Reflinda; Loli Safitri
EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i3.438

Abstract

Prepositions were part of grammar used in speaking, listening, reading and writing. In learning English, the students must be able to grasp the meaning. There were several problems that the researcher found in the process of learning English at seventh grade of MTSN 6 Agam. There first problem was the students did not know the meaning of the prepositions. The second problem was that students still found difficulties to distinguish preposition in arranging the sentence correctly. In fact, prepositions are of several types. Therefore, the purpose of this research was to find out how the students’ ability in using prepositions within descriptive text and which types of prepositions are most frequently misused by students’ in descriptive text. This research was a quantitative research. The population of this research was seventh grade students at MTSN 6 Agam which consists of 10 classes with total students 329, meanwhile the sample of this research 76 students. In this research, the researcher used purposive sampling. Instrument of this research was a test. The data had been of this research obtained, then analyzed, to find the percentage of ability. Regarding the result of the data analysis, the conclusion were types of prepositions are most frequently misused by students were prepositions place with 265 misused, and related to the second research question found that, students ability in using preposition within descriptive text have categories is sufficient 65%.
THE IMPLEMANTATION OF JIGSAW TECHNIQUE ON STUDENTS’ READING COMPREHENSION IN THE ELEVENTH GRADE OF SMAN 3 BUKITTINGGI Fadiah Lestari; Absharini Kardena; Loli Safitri; Elsi Amiza
EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i3.460

Abstract

This research was motivated by the discovery of students who were less enthusiastic about reading and had difficulty understanding the text due to the lack of vocabulary they possessed. Students faced challenges in finding important information in the text. Therefore, the teacher used the jigsaw technique to facilitate knowledge sharing among peers. This study aimed to determine the implementation and constraints of the jigsaw technique. This research design was qualitative and conducted at SMAN 3 Bukittinggi. The informants in this study included an English teacher and two classes of eleventh-grade students. Data were collected through interviews and observations, which were then analyzed by gathering data, reducing data, and drawing conclusions. Based on the results of the research conducted, it was found that Teacher implemented 9 indicators, namely; (1) Divide the students into jigsaw groups of 5 or 6 participants. (2) Appoint one student as the leader for each group (3) Divide the day's lesson into five until six segments. (4) Each student is assigned to learn one chapter. (5) Give students time to read and familiarize themselves with their section, at least twice. (6) Shape temporary "expert groups". (7) Put the students back into their jigsaw groups. (8) Ask each student to present her or his chapter to the group. (9) Move from group to group, and watch the cycle. Teacher not implemented one indicator, namely; (1) Give a quiz on the content at the end of the session so that the students easily know that these sessions are not only fun and games but actually count. From the results of interviews with teachers and students, three problems were identified from five indicators: 1) Students lacked confidence in discussing the material with their peers; 2) Sufficient time and careful preparation were needed before this learning model could be effectively implemented; 3) The application of this method in larger classes (more than 40 students) proved to be very difficult.
Co-Authors Absharini Kardena Eliza Eliza Elsi Amiza Fadiah Lestari Fathul Muntazia Fatmawati Fatmawati Genta Sakti Hanifah Fajriati Hilma Pami Putri Irwandi Irwandi Parni Meri, Elatri Rahmawati Rahmawati Reflinda Reflinda, Reflinda Syahrul Syahrul Wat Yurismawati Widya Syafitri