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All Journal Indonesian Journal of Educational Research (IJER) The Art of Teaching English as a Foreign Language (TATEFL) International Journal of Education Research and Development
Sukma, Fitri Alya Okta
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Education Languange, Linguistic, Communication & Media Mathematics

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Analysis of Students' Learning Problem Solving Skills through the Application of Polya's Steps Amrullah, Amrullah; Chelladurai, Subathra; Zulihi, Zulihi; Ramdhani, Muhammad Iqbal; Sukma, Fitri Alya Okta; Patil, Atul Bansilal; Durgayan, Alesa
International Journal of Education Research and Development Vol. 4 No. 1 (2024): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v4i1.53

Abstract

The purpose of this study was to describe the ability to solve learning problems in the Islamic education learning system planning course (PSPP) through Polya's steps (understand the problem, devise a plan, carry out the plan, and looking back), using a quantitative descriptive approach. The results showed that the use of Polya's steps was quite effective in solving learning problems in PSPP subjects. From the skill test, 4 categories of scores were obtained, namely students who obtained a score of 100 and a score scale of A amounted to 6 people with a percentage of 13.04%. While students who obtained a score of 95 with a value scale of A were 13 people with a percentage of 28.26%. Students who scored 90 with a grade scale B were 20 people with a percentage of 43.48%. While students who scored 75 with a grade scale C were 7 people with a percentage of 15.22%.
Identifying Teachers’ Strategies in Teaching Reading Comprehension Aminah, Suci; Sukma, Fitri Alya Okta
IJER (Indonesian Journal of Educational Research) Vol. 8 No. 3 (2023): IJER Special Edition: The 3rd International Conference on Education (Icon 2023)
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/ijer.v8i3.314

Abstract

This study aimed to analyze the strategies used by teachers of English in teaching reading comprehension at SMP Islam Al-Fahd Palembang. This type of research was qualitative. The research instruments were an observation checklist and interviews. The subjects of this study were two teachers of English having experience teaching English for more than five years and being certified. The results of the study found that two strategies were used by the teacher in teaching reading comprehension, namely Scaffolding and QARs (Question-Answer Relationships). With a scaffolding strategy, teachers of English can develop the ideas that students have about reading comprehension. With QARs (Question-Answer Relationships), teachers of English can determine how well their students understand what the teacher has given them. Furthermore, this study would help teachers of English improved at teaching English, especially reading comprehension because this study discussed teacher strategies for teaching reading comprehension.
The REAP Strategy in Action: EFL Students’ Perceptions and Reading Comprehension Enchantment Rahman, Putri Ramadani Nur; Astrid, Annisa; Sukma, Fitri Alya Okta
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.914

Abstract

REAP strategy offers a systematic approach to address challenges face by the students in reading activity. The strategy is divided into managable stages: Reading, Encoding, Annotating, and Pondering. This study aimed to identifying students’ perceptions of the Implementation of REAP strategy on their reading comprehension among 11th-grade EFL grade students in Palembang through a qualitative approach. The interview method chosen was semi-structured to give more insight into the research. The data was collected from students' perceptions of the implementation of the reap strategy which was analyzed using thematic analysis which found that the REAP strategy facilitates understanding of text, REAP encourages content review and retention, REAP promotes comprehension by rephrasing key ideas, REAP increases engagement and attention during reading, REAP facilitates personal connections and critical thinking, lengthy process of REAP and time-consuming implementation of REAP. The REAP strategy effectively improved students’ reading comprehension and critical thinking skills. However, the challenges of its time-consuming and multi-step nature suggest the need for adjustments to its implementation. Educators should consider providing additional guidance during the more complex stages, such as annotation and pondering, and incorporating time management strategies to make the process more efficient and accessible for all learners.
Co-Authors Aminah, Suci Amrullah Amrullah Annisa Astrid Chelladurai, Subathra Durgayan, Alesa Patil, Atul Bansilal Rahman, Putri Ramadani Nur Ramdhani, Muhammad Iqbal Zulihi, Zulihi