Article Per Year (5 Year)
p-Index From 2021 - 2026
1.953
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Literacy: Journal of Linguistics, Literature, and Language Teaching BUAH HATI Jurnal Eduscience (JES) Getsempena English Education Journal Arus Jurnal Pendidikan Studies in English Language and Education ICONESTH
Zahria Amalina
Universitas Bina Bangsa Getsempena
Arts Humanities Computer Science & IT Dentistry Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Improving Students' Procedural Writing Skills Through Project-Based Learning At Sma Negeri 1 Sinabang Bela Rahnum; Sariakin; Zahria Amalina
Arus Jurnal Pendidikan Vol 6 No 1: April (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v6i1.3054

Abstract

Menulis merupakan salah satu keterampilan produktif yang penting dalam pembelajaran bahasa Inggris; namun, banyak siswa sekolah menengah atas masih mengalami kesulitan dalam mengorganisasi ide, mengembangkan teks yang koheren, serta mempertahankan ketepatan tata bahasa. Penelitian ini bertujuan untuk mengetahui efektivitas Project-Based Learning (PjBL) dalam meningkatkan keterampilan menulis teks prosedur siswa di SMA Negeri 1 Sinabang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimen one-group pre-test and post-test. Sebanyak 27 siswa kelas X berpartisipasi dalam penelitian ini. Data dikumpulkan melalui tes menulis yang diberikan sebelum dan sesudah penerapan Project-Based Learning. Hasil tulisan siswa dinilai menggunakan rubrik penilaian teks prosedur yang mencakup aspek organisasi, isi, penggunaan bahasa, urutan langkah, tata bahasa, dan mekanika penulisan. Data dianalisis menggunakan statistik deskriptif, Wilcoxon Signed Rank Test, dan analisis N-Gain. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kemampuan menulis siswa setelah diberikan perlakuan. Nilai rata-rata meningkat dari 69,00 pada pre-test menjadi 89,07 pada post-test. Hasil Wilcoxon Signed Rank Test menunjukkan adanya perbedaan yang signifikan secara statistik antara nilai pre-test dan post-test (p < 0,05), sedangkan analisis N-Gain menunjukkan tingkat peningkatan pada kategori sedang. Temuan ini mengindikasikan bahwa Project-Based Learning memberikan pengalaman belajar yang bermakna dengan mendorong kolaborasi, berpikir kritis, dan praktik menulis yang autentik, sehingga mampu meningkatkan kemampuan siswa dalam menulis teks prosedur. Oleh karena itu, Project-Based Learning dapat dianggap sebagai salah satu pendekatan pembelajaran yang efektif untuk pengajaran keterampilan menulis di tingkat sekolah menengah atas .
REASSESSING FIGURATIVE LANGUAGE IN DISNEY’S ALADDIN (2019): A CONTEXT-SENSITIVE ANALYSIS OF DIALOGUE Zahria Amalina; Juni Febriyanti; Salsa Arnas; Serly Sunanti; Agil Adrian; Rudi Ansyah; Rizatul Khatimah
Getsempena English Education Journal Vol. 13 No. 1 (2026)
Publisher : Universitas Bina Bangsa Getsempena

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

Abstract

This study reassesses the classification and communicative functions of figurative language in the English dialogue of Disney’s live-action film Aladdin (2019). Rather than treating every expression containing like, as, or an indirect meaning as figurative, the study applies a context-sensitive qualitative content analysis to 26 candidate utterances compiled in the original dataset. Each utterance was examined by comparing its lexical composition with its scene-based meaning, speaker intention, discourse function, and—where relevant—auditory and visual cues. The audit substantially refines the initial taxonomy. Eleven items are best described as idiomatic or conventional figurative formulae, while only one of seven comparison constructions is a clear figurative simile; the remaining six are literal comparisons, degree constructions, or contextual analogies. Three items previously classified as metaphors are superlative power claims and may function as intensification, but they do not establish cross-domain metaphorical mappings. Two items previously labeled ambiguity are more accurately analyzed as a direct directive and an indirect request. The remaining items comprise a context-dependent temporal symbol, a potential instance of verbal irony, and a literal evaluative address to a monkey rather than personification. Across the defensible cases, figurative language supports characterization, humor, interpersonal positioning, intensification, and narrative economy. The findings demonstrate that surface markers alone are insufficient for identifying figurative language and that multimodal context is essential in film dialogue. The study offers a more transparent coding framework for film-based figurative-language research and cautions against deriving broad moral themes from frequency counts without a separate thematic analysis. It also identifies methodological priorities for transcript verification, independent coding, and future multimodal comparison.
MINDOMO-ASSISTED MIND MAPPING AS A PREWRITING SCAFFOLD FOR EFL DESCRIPTIVE WRITING: A ONE-GROUP PRETEST-POSTTEST STUDY Zahria Amalina; Riski Mayusandra; T. Asiqal Qalif Abdullah; Vanessa Melia; Eka Susanti; Fitri; Cut Putri Sari Indah
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

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

Abstract

Planning ideas before drafting is a persistent challenge for learners who write in English as a foreign language. This quantitative pre-experimental study examined changes in descriptive writing performance after Grade XI students at SMAN 3 Teupah Selatan used Mindomo-assisted mind mapping as a prewriting scaffold. Nineteen students from class XI-1 were selected purposively from a population of 140 students. Using a one-group pretest-posttest design, students completed an initial descriptive paragraph, participated in four instructional sessions on constructing and using digital mind maps, and completed a posttest. The writing tasks were assessed in terms of content, organization, vocabulary, grammar, and mechanics. The available summary data showed that the mean score increased from 46.44 to 77.72, a difference of 31.28 points. The reported mean normalized gain was 57.06%, with individual values ranging from 26.67% to 76.79%. These descriptive results indicate substantial within-group improvement and suggest that digital mind mapping can help learners generate details, visualize relationships among ideas, and use a plan while drafting. The findings do not establish a causal effect, however, because the study had no comparison group, involved a small purposive sample, and did not provide student-level paired scores for an appropriate inferential reanalysis. Further controlled research should examine whether the observed improvement is attributable to Mindomo-assisted planning rather than repeated practice or teacher support.
Co-Authors Adrian Rodgers Agil Adrian Agustisa, Mutia Akmaluddin Akmaluddin Andika, Wiwi Andriansyah Andriansyah Bela Rahnum Cut Dewi, Cut Cut Putri Sari Indah Eka Susanti Fitri Hestika Dewi Intan Kemala Sari Intan Zuhra Juni Febriyanti Lili Kasmini Mulyadi Syahputra Nurjannah Nurjannah Nurul Fadhilah Regina Rahmi Reni Reni Riski Mayusandra Rizatul Khatimah Rizka Marlisa Aini Rosdiana Rudi Ansyah Safrina Junita Said Miftahul Fahmi Said Miftahul, Fahmi Salsa Arnas Sariakin Sariakin Serly Sunanti Siti Mayang Sari Siti Sarah Fitriani, Siti Sarah T. Asiqal Qalif Abdullah Vanessa Melia Wahidah Nasution Wiwik Handayani Zahraini Zahraini Zulfadli A. Aziz, Zulfadli A.