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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Edu Research : Jurnal Penelitian Pendidikan Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Elsi Amiza
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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An Analysis of Writing Assignments Through The Critical Thinking Skills in The Sixth Semester of English Department UIN Sjech M. Djamil Djambek Bukittinggi Bagus Purnomo; Elsi Amiza; Irwandi Nashir; Widya Syafitri
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 2 No. 2 (2024): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v2i2.714

Abstract

The purpose of the research was to find out the implementation of the indicators of critical thinking skills in the writing assignments of sixth-semester students in the English department. This analysis involved an in-depth understanding of writing structure, language choices, and students' ability to formulate arguments critically. The research proved useful for increasing knowledge about pedagogical writing and providing an in-depth analysis of students' writing assignments. This research was a quantitative descriptive analysis method research. The population of this research were all of the students in the Sixth semester of English Department UIN Sjech M. Djamil Djambek Bukittinggi year 2022/2023. According to the findings of the study, students showed inadequate critical thinking skills while creating 17 specific sub-indicators with scores below of 50%. It was found that students encountered difficulties when writing a thesis assignment. It means that the majority of students were unable to organize thoughts into thesis writing assignments.
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.
STUDENTS’ ANXIETY AND THEIR LEARNING ACHIEVEMENT : A CORRELATION STUDY Putri Chantika Herman; Lena Sastri; Absharini Kardena; 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.v5i3.478

Abstract

Students in junior high school felt anxiety and were afraid in learning English, so that their grades was quite good. They felt afraid and anxious when they made mistakes in speaking English because they were laughed by their friends. Then, they had no experience an learning English in primary school. The aim of this study is to identify the correlation between students’ anxiety and their Learning Achievement. The design of this research was correlation design. The population of this research were 67 students’ of seventh-grade students at SMP N 6 Padang. This research used cluster random sampling the sample was 31 students. To get the data this research used a questionnaire and test. To measure students’ anxiety using a tool the Foreign Language Classroom Anxiety Scale (FLCAS). The data in this research were analyzed by using the Pearson Product Moment Correlation Coefficient with SPSS 20 programs. The research result showed that the Coefficient of Product Moment was-0,784. It meant, there was a negative correlation between students‘ anxiety and their learning achievement ∝ was 0.05, so sig 0.00 less than 0.05. Negative science shows a significant relationship in reverse if the anxiety value is high then the value is low and if the value is high then the anxiety is low. It could be concluded that Ho was rejected and Ha was accepted. So the implication is that if the anxiety is high then the student's score is low and vice versa if the anxiety is low then the score is high.
GOOGLE TRANSLATE AND PAPER DICTIONARY ON STUDENTS’ VOCABULARY AT SMK N 2 BUKITTINGGI: A COMPARATIVE STUDY Leni Afrizola; Lena Sastri; Absharini Kardena; Elsi Amiza
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40334

Abstract

Vocabulary plays a central role in students’ ability to understand and use English effectively, particularly in vocational education where learners are expected to apply language skills in practical, work-related contexts. This study examines whether there is a significant difference in vocabulary achievement between students who use Google Translate and those who use a paper dictionary during English learning. A comparative quantitative design was employed, involving two groups of tenth-grade students at SMK N 2 Bukittinggi. Ninety students were selected through simple random sampling and divided evenly into a Google Translate group and a paper dictionary group. A vocabulary test consisting of multiple-choice items was administered to measure students’ knowledge of word form, meaning, and use. The test results were analyzed using an independent sample t-test to compare the performance of the two groups. The findings show that the mean score of the paper dictionary group was slightly higher than that of the Google Translate group; however, the difference was not statistically significant. This indicates that both tools provide comparable support for vocabulary learning. The results suggest that the effectiveness of vocabulary acquisition does not depend solely on the type of tool used, but rather on how learners interact with the tool and apply vocabulary in meaningful contexts. The study underscores the value of allowing students to use either resource according to their preferences and highlights the importance of integrating both digital and traditional tools to promote balanced and strategic vocabulary learning in vocational classrooms.
THE EFFECT FOUR SQUARE STRATEGYTOWARD STUDENTS VOCABULARY MASTERY AT SEVENTH GRADE IN SMPN 02 KOTO BARU DHARMASRAYA Salsa Arsidilla; Elsi Amiza
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13298

Abstract

This research the reseacher found that Some of the problems were: students find itdifficult to memorize new vocabulary,the students preferred to use indonesian language duringthe teahing and leraning process than English in general the students had difficult to understandlearning English. This research used a quasi-experiment using non-equivalent control groupdesign. The samples used were class VII D as experimental class consisted of 33 students andVII E as control class consisted of 33 students. The results of this research for the first hypothesisusing a paired sample t-Test, it was found that Sig (2-tailed) < 0.05, so the hypothesis alternative(Ha) was accepted, indicating that there is a significant effect of using the four square strategy.Next, for the second hypothesis using a independent sample t-Test, it was found that Sig (2-tailed) < 0.05, so the hypothesis alternative (Ha) was accepted, indicating that there is asignificant difference between the class that used four square strategy and the class that do notused four square strategy. And for the third hypothesis using a independent sample t-Test, it wasfound that Sig (2-tailed) < 0.05, so the hypothesis alternative (Ha) was accepted, indicating thatthe vocabulary mastery of students who use the four square strategy was better than that studentswho do not used four square strategy. So, it can be concluded that the four square strategy had aeffect on students vocabulay mastery.
Co-Authors Absharini Kardena Bagus Purnomo Fadiah Lestari Irwandi Nashir Leni Afrizola Loli Safitri Putri Chantika Herman Salsa Arsidilla Sastri, Lena Widya Syafitri