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An Analysis of Written Commentary Technique on Students’ Writing Given by Teachers Yuniko, Fajrilhuda; Ilahi, Rahma Kurnia
International Journal of Multidisciplinary Approach Research and Science Том 2 № 01 (2024): International Journal of Multidisciplinary Approach Research and Science
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/ijmars.v2i01.557

This research was based on a phenomenon that the students’ writing ability was still low. It was assumed that there were two main factors influencing the students’ writing. One of them was about facilitating the students with appropriate written feedbacks. In line with that, this research was a kind of descriptive study, which was aimed at finding a deep description of the implementation of written feedback at MAN Koto Baru Padang Panjang. Participants of the research were all English teachers there. Furthermore, the data were collected by using two instruments, documents and interview. There were two findings of the research. First, almost all of the written feedback items were provided to help students working on their grammatical mistakes or forms of the writing, it was proven by the percentage that 99.66% of the written feedback items were focused on forms whereas only 0.34% of the written feedback items were focused on contents. Second, the technique used in giving the written feedback was written commentary. This technique was used due to its effectiveness in helping the students’ writing. In short, giving written feedback through the written commentary technique is really worth for the development of students’ writing, especially for non-native of English.

The Effect of Estacoll and Reading Habit on the Eleventh Grade Students’ Writing Recount Text: A Lesson Learned from Private Schools Ilahi, Rahma Kurnia; Amna, Fitra Afrida
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12947

Writing is a crucial skill that students need to develop. In the process of writing, both writing techniques and reading habits play significant roles in shaping students' writing abilities. Therefore, selecting an appropriate teaching method is essential. The Estacoll technique can be employed as an alternative approach in teaching writing. This study aimed to examine the impact of the Estacoll technique on students' ability to write recount texts. The research utilized a quasi-experimental design, targeting eleventh-grade students in senior high schools. Two classes were randomly selected as the study sample. During the intervention, the experimental group was taught using the Estacoll technique, while the control group participated in small group discussions. The objective was to enhance the recount text writing skills of eleventh-grade students through the application of the Estacoll technique. This method serves as a strategy to improve students' knowledge and ability to produce well-structured recount texts. The study employed quasi-experimental methods, collecting data through writing tests and questionnaires. Statistical analysis was conducted using a t-test to evaluate the results. The data analysis aimed to demonstrate the effect of the Estacoll technique and reading habits on the recount text writing skills of eleventh-grade students. The findings revealed significant differences in students' writing abilities after the application of the Estacoll technique. In conclusion, this research highlights the potential of the Estacoll technique to offer students more opportunities to enhance their writing skills.

HUBUNGAN ANTARA GAYA HIDUP DAN HIPERTENSI PADA MASYARAKAT: STUDI CROSS-SECTIONAL DI PUSKESMAS BELIMBING Fridalni, Nova; Ilahi, Rahma Kurnia; Pratiwi, Windi
Jurnal Kesehatan Saintika Meditory Vol 8, No 1 (2025): Mei 2025
Publisher : STIKES Syedza Saintika Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30633/jsm.v8i1.3103

Hipertensi merupakan masalah kesehatan yang prevalensinya terus meningkat, terutama di masyarakat perkotaan. Gaya hidup yang tidak sehat menjadi salah satu faktor risiko utama terjadinya hipertensi. Penelitian ini bertujuan untuk mengetahui hubungan antara gaya hidup dengan kejadian hipertensi di wilayah kerja Puskesmas Belimbing. Penelitian ini menggunakan metode analitik dengan pendekatan cross sectional. Sampel penelitian sebanyak 95 responden yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan kuesioner yang mencakup komponen gaya hidup seperti pola makan, aktivitas fisik, pola tidur, dan kebiasaan merokok. Hasil analisis data menunjukkan bahwa sebagian besar responden yang mengalami hipertensi memiliki gaya hidup tidak sehat. Uji statistik menunjukkan terdapat hubungan yang signifikan antara gaya hidup dengan kejadian hipertensi (p=0,0001). Hasil penelitian ini menunjukkan bahwa semakin tidak sehat gaya hidup seseorang, maka semakin besar risikonya untuk mengalami hipertensi. Oleh karena itu, diperlukan upaya peningkatan promosi gaya hidup sehat di masyarakat untuk mencegah dan mengendalikan hipertensi secara efektif.Kata kunci: Gaya hidup; Hipertensi; Aktivitas fisik; Pola makan; Merokok

The Effect of Estacoll and Reading Habit on the Eleventh Grade Studentsâ€™ Writing Recount Text: A Lesson Learned from Private Schools Ilahi, Rahma Kurnia; Amna, Fitra Afrida
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12947

Writing is a crucial skill that students need to develop. In the process of writing, both writing techniques and reading habits play significant roles in shaping students' writing abilities. Therefore, selecting an appropriate teaching method is essential. The Estacoll technique can be employed as an alternative approach in teaching writing. This study aimed to examine the impact of the Estacoll technique on students' ability to write recount texts. The research utilized a quasi-experimental design, targeting eleventh-grade students in senior high schools. Two classes were randomly selected as the study sample. During the intervention, the experimental group was taught using the Estacoll technique, while the control group participated in small group discussions. The objective was to enhance the recount text writing skills of eleventh-grade students through the application of the Estacoll technique. This method serves as a strategy to improve students' knowledge and ability to produce well-structured recount texts. The study employed quasi-experimental methods, collecting data through writing tests and questionnaires. Statistical analysis was conducted using a t-test to evaluate the results. The data analysis aimed to demonstrate the effect of the Estacoll technique and reading habits on the recount text writing skills of eleventh-grade students. The findings revealed significant differences in students' writing abilities after the application of the Estacoll technique. In conclusion, this research highlights the potential of the Estacoll technique to offer students more opportunities to enhance their writing skills.

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