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An Experimental Study of Teaching Vocabulary by Using Hyponymy Games on the Seventh Grader F MTs Syech Ibrahim Payakumbuh Taslim, Fadilla
AT-TALIM Vol 21, No 3 (2014)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Language is an effective tool to get communication, interaction, and information about other people, society and other groups. Whenever people think about language, they usually think of mastering vocabulary. Mastering vocabulary means that they know all the words in the language which we use. In this research, the writer would like to carry out the research under title âAn Experimental Study of Teaching Vocabulary by Using Hyponymy Games on the Seventh Grader of MTs Syech Ibrahim Payakumbuh. It was quasi experimental method. The population was all of the seventh grader at Seventh Grader of MTs Syech Ibrahim Payakumbuh. But, the writer just took one class as the sample. The objects of the study was the seventh grade of 7c class. From the result of statistic calculation, it is obtained the value of to is 8,9 and tt is 2,64. So to>tt. The comparison between t-score with t-table (2,64 <8,9). It means that hypothesis of the research is accepted, or there is significant difference between the results of teaching vocabulary through hyponymy games for the Seventh Grader of MTs Syech Ibrahim Payakumbuh.Â Copyright Â© 2014 by Al-Talim All right reserved

Improving Studentsâ Mastery on Simple Present Tense Through Climbing Grammar Mountain Game Taslim, Fadilla
AT-TALIM Vol 23, No 2 (2016)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

This study aims to determine whether the use of Climbing Grammar Mountain Game gave significant improvement on students in learning simple present tense. Classroom action research was used in this study where the data were analyzed by using quantitative and qualitative approaches. The population of the study was the students of grade eleventh at SMPN 1 Luak 50 Kota. There were 21 students in this class. Six kinds of instruments were used to collect data, namely teaching ,scenario, observation sheet, questionnaire, test, interview, and teacherâs journal. This study ran for two cycles. In the second cycle, it was shown that there was gradual improvement from the previous cycle which changed from 64 (insufficient) to 79 (sufficient) of the mean score. it was more than criteria of the studentsâ mean score which were determined in this study and it was significant because it proved that the students enthusiasm to study simple present tense, it mean that the students liked and were not bored again so this was a motivation for them to more concentrate to study simple present tense and they could use it in daily life for communication. They understand that simple present tense is important in learning English because it is used in daily life, either in writing and spoken language. It could be concluded that Climbing Grammar Mountain Game could improve the ability of the students in class VII B of SMPN 1 Luak 50 Kota in using Simple Present Tense.

Awareness-Raising Technique in Teaching English to ESP Students Dwi Settya Mahaputri; Fadilla Taslim
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.604 KB)

College students whose major study not English is called non-English Department students. The non-English department students usually learn English under the branch of ESP (English for Specific Purpose).Teaching and learning English in ESP context is not same with the teaching English as general. ESP is built the process of teaching and learning English of purposes related to students’ needs and useful to perform particular job related to their field of study major. But, in fact, since the students’ realize that their major is not English; they usually don’t interest more in learning English. They think that English is not important to them because there is no correlation with their subject field of study. By that situation, lecturers whose take responsibility in teaching English to non-English department students have to solve that problems. Lecturers can increase student’s interests’ of English by raising their awareness of learning English. Awareness Raising is activities that can be used by lecturers in order to make the students’ notice of English, aware of the useful of English, and make the students’ understand of English subject. The concept of awareness-raising comes from cognitive learning theories which argue as a prerequisite for the restructuring of the learners’ mental representation of the language. In proposing this, lecturers have to guide ESP students in creating their personal cognitive knowledge of patterns and rules in language. To be effective, the technique of awareness-raising must meet and maintain the mutual needs and interest of the students involved.

Penggunaan Gaya Bahasa dalam Menulis Cerpen Hendrisman Hendrisman; Fadilla Taslim
Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran) Vol 5 No 2 (2022): Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kibasp.v5i2.3508

Penelitian ini bertujuan mengetahui klasifikasi jenis gaya bahasa dan keterampilan siswa menggunakan gaya bahasa dalam menulis cerpen. Penelitian ini menggunakan metode deskriptif kulitatif dengan objek penelitian lembaran kerja siswa kelas X SMK N 2 Kec. Guguak yang berjumlah 24 lembaran. Hasil penelitian menunjukkanbahwa, jenis gaya bahasa yang yang digunakan siswa dalam menulis cerpen adalah sebagai berikut (1) Gaya bahasa Tautologi, Pleonasme, Paralisme, Hiperbola, Paradoks, Enumerasi dan Personifikasi, (2) Gaya bahasa yang sering digunakan adalah gaya bahasa Hiperbola. Digunakan sebanyak 10 kali dan gaya bahasa paradoks digunakan sebanyak 2 kali, gaya bahasa paralisme digunakan sebanyak 4 kali, dan gaya bahasa enumerasi digunakan sebanyak 2 kali. Sedangkan gaya bahasa pleonasme digunakan sebanyak 4 kali, gaya bahasa tautologi digunakan sebanyak 4 kali dan gaya bahasa personifikasi digunakan sebanyak 3 kali dalam cerpen yang ditulis siswa. (3) Gaya bahasa yang paling sedikit digunakan dalam cerpen yang ditulis siswa adalah gaya bahasa Enumerasi dan gaya bahasa Paradoks yang masing-masingnya digunakan sebanyak 2 kali. Simpulan, gaya bahasa yang paling dominan digunakan siswa dalam menulis cerpen adalah gaya bahasa hiperbola. Kata Kunci: Cerpen, Gaya Bahasa, Menulis

Communication Strategies in Classroom Discussion of Graduate Students Fadilla Taslim; Hervina Hervina
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal IAIN Bukittinggi

Abstrak Dalam berkomunikasi diperlukan beberapa strategi agar komunikasi tersebut dapat berjalan sesuai dengan yang diinginkan. Strategi tersebut dilakukan ketika si pembicara menemukan kesulitan dalam kosakata terutama ketika mereka berbicara bukan dalam bahasa asli mereka. Penelitian ini bertujuan untuk mengidentifikasi strategi komunikasi yang di pakai oleh mahasiwa Pasca UNP ketika mereka bertanya dan menjawab pertanyaan selama diskusi kelas dan juga mengekplorasi alasan dalam memakai strategi tersebut. Tiga kelas di pilih sebagai subjek penelitian dengan menggunakan teknik purposive sampling. Data diambil dari pengamatan kelas dan wawancara. Dari hasil pengamatan dan wawancara inilah diketahui bahwa Mahasiswa Pasca UNP Program Studi Bahasa Inggris dalam menjawab dan bertanya mengunakan semua jenis Strategi komunikasi.. Namun strategi yang paling banyak diaplikasikan mahasiswa baik ketika mempresentasikan dan ketika bertanya adalah strategi stalling dan time gaining— filler dan gambits yang digunakan untuk mengambil kesempatan untuk berfikir sejenak dalam melanjutkan kalimat berikutnya. Pada umumnya baik dari pihak pemakalah dan penanya dalam menggunakan strategi komunikasi tersebut beralasan untuk menjaga komunikasi tetap berjalan lancar , berusahan untuk membuat pembicaraan lebih jelas dan untuk mengurangi kegugupan dan kecemasan.Kata Kunci: Strategi Komunikasi, Tanya Jawab, Diskusi Kelas AbstractIn communicating, several strategies are needed so that the communication can run as desired. The strategy is carried out when the speaker finds difficulties in vocabulary especially when they speak not in their native language. This study aims to identify the communication strategies used by Post-UNP students when they ask and answer questions during class discussions and also explore the reasons for using these strategies. Three classes were selected as research subjects using purposive sampling technique. Data were taken from class observations and interviews. From the results of these observations and interviews, it is known that Post-UNP Students of the English Study Program in answering and asking questions use all types of communication strategies. However, the strategies that are mostly applied by students both when presenting and when asking are stalling and time gaining strategies -filler and gambits- which are used to take the opportunity to think for a moment in continuing the next sentence. In general, both the presenter and the questioner use this communication strategy for reasons to keep the communication going smoothly, trying to make the conversation clearer and to reduce nervousness and anxiety.Keywords: Communication Strategies, Question and Answer, Classroom Discussion

Communication Strategies in Classroom Discussion of Graduate Students Fadilla Taslim; Hervina Hervina
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Abstrak Dalam berkomunikasi diperlukan beberapa strategi agar komunikasi tersebut dapat berjalan sesuai dengan yang diinginkan. Strategi tersebut dilakukan ketika si pembicara menemukan kesulitan dalam kosakata terutama ketika mereka berbicara bukan dalam bahasa asli mereka. Penelitian ini bertujuan untuk mengidentifikasi strategi komunikasi yang di pakai oleh mahasiwa Pasca UNP ketika mereka bertanya dan menjawab pertanyaan selama diskusi kelas dan juga mengekplorasi alasan dalam memakai strategi tersebut. Tiga kelas di pilih sebagai subjek penelitian dengan menggunakan teknik purposive sampling. Data diambil dari pengamatan kelas dan wawancara. Dari hasil pengamatan dan wawancara inilah diketahui bahwa Mahasiswa Pasca UNP Program Studi Bahasa Inggris dalam menjawab dan bertanya mengunakan semua jenis Strategi komunikasi.. Namun strategi yang paling banyak diaplikasikan mahasiswa baik ketika mempresentasikan dan ketika bertanya adalah strategi stalling dan time gaining— filler dan gambits yang digunakan untuk mengambil kesempatan untuk berfikir sejenak dalam melanjutkan kalimat berikutnya. Pada umumnya baik dari pihak pemakalah dan penanya dalam menggunakan strategi komunikasi tersebut beralasan untuk menjaga komunikasi tetap berjalan lancar , berusahan untuk membuat pembicaraan lebih jelas dan untuk mengurangi kegugupan dan kecemasan.Kata Kunci: Strategi Komunikasi, Tanya Jawab, Diskusi Kelas AbstractIn communicating, several strategies are needed so that the communication can run as desired. The strategy is carried out when the speaker finds difficulties in vocabulary especially when they speak not in their native language. This study aims to identify the communication strategies used by Post-UNP students when they ask and answer questions during class discussions and also explore the reasons for using these strategies. Three classes were selected as research subjects using purposive sampling technique. Data were taken from class observations and interviews. From the results of these observations and interviews, it is known that Post-UNP Students of the English Study Program in answering and asking questions use all types of communication strategies. However, the strategies that are mostly applied by students both when presenting and when asking are stalling and time gaining strategies -filler and gambits- which are used to take the opportunity to think for a moment in continuing the next sentence. In general, both the presenter and the questioner use this communication strategy for reasons to keep the communication going smoothly, trying to make the conversation clearer and to reduce nervousness and anxiety.Keywords: Communication Strategies, Question and Answer, Classroom Discussion

Model Pembelajaran Cooperative Teams Games Tournament terhadap Keterampilan Menulis Surat Lamaran Pekerjaan Sri Mures Walef; Ifna Nifriza; Fadilla Taslim; Agnesia Ningrum
Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Vol 6 No 1 (2022): Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kibasp.v6i1.4881

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan model pembelajaran cooperative teams games tournament terhadap keterampilan menulis surat lamaran pekerjaan siswa kelas XII SMA Negeri 1 Mungka. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode eksperimen. Jumlah populasi 106 siswa, penarikan sampel menggunakan purposive sampel sampling, dengan jumlah sampel 50 siswa yang tersebar dari kelas eksperimen 25 siswa dan kelas kontrol berjumlah 25 siswa. Instrumen penelitian ini menggunakan tes unjuk kerja dengan indikator penilaian sistematika surat lamaran pekerjaan dan unsur kebahasaan surat lamaran pekerjaan. Hasil analisis data dapat disimpulkan bahwa hasil uji t (t-test) dalam kelas eksperimen membuktikan t-hitung dengan t-tabel (4,201>2,064), karena thitung lebih besar dari t-tabel maka H1 (hipotesis alternatif) diterima. Selanjutnya hasil uji t (t-test) dalam kelas kontrol membuktikan t-hitung dengan t-table (2,270>2,064), karena thitung lebih besar dari maka H1 (hipotesis alternatif) diterima. Hasil uji t (t-test) hasil perbandingan t-hitung dengan t-tabel (2,706>2,021), karena t-hitung lebih besar dari t-tabel maka H1 (hipotesis alternatif) diterima. Simpulan, keterampilan menulis surat lamaran pekerjaan berpengaruh kuat dengan menggunakan model pembelajaran cooperative teams games tournament. Kata Kunci: Model Cooperative Teams Games Tournament, Surat Lamaran Pekerjaan

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