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All Journal Al-Ihda' : Jurnal Pendidikan dan Pemikiran PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum EDUJ : English Education Journal Journal of English Language Teaching, Literatures, Applied Linguistics EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Martina Napratilora
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Education Languange, Linguistic, Communication & Media

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Reading Comprehension Difficulties on English Descriptive Text Martina Napratilora; Mardiah; Nova Adi Kurniawan
EDUJ : English Education Journal Vol. 2 No. 1 (2024): June 2024
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v2i1.874

Abstract

Research aims were knowing about reading comprehending of reading difficulties on English text and the solutions. It was focus on five reading aspects in comprehending, they were main idea, topic sentence, vocabulary, inference, and referent. This research was a library approach with descriptive qualitative method. Research subject was relevant literatures sources and data on the same issue to reading comprehension difficulties on English text. the research show that learners have problematic in analyzing main point in every paragraph, confused in finding topic sentence, wrong words meaning matching, confused in making inference, could not finding inference in the reading text. From five aspects, the most difficult aspect was identifying main idea and vocabulary understanding because sometime it wrote implicitly. Solving this trouble, as the teachers, it was very important to teach the students using various reading strategies, and various types of reading text. for the students, they need to do more reading practice than before, as many as experiences and background knowledge in reading text, it was very useful to help them in comprehending English reading text. Students also must use reading strategy while reading the text, using dictionary or ask the teacher about unfamiliar words. Keywords: Difficulties; English Text; Reading Comprehension;.
EFEKTIVITAS METODE GLOBAL TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR Martina Napratilora; Efiza Nurdianti
PANDU : Jurnal Pendidikan Anak dan Pendidikan Umum Vol 2 No 3 (2024): AGUSTUS
Publisher : CV. Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/pandu.v2i3.1000

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan metode global terhadap kemampuan membaca permulaan siswa Sekolah Dasar Negeri 035 Tembilahan. Berdasarkan hasil prariset deketahui bahwa kurangnya kreativitas guru menggunakan metode pengjaran sehingga siswa kurang lancar dalam membaca sebuah kalimat seperti intonasi membaca yang kurang tepat, salah menghubungkan suku kata,kurang mampu menjelaskan makna kalimat yang dibacanya. Penelitian ini menggunakan true experimental dengan design the pre-test-post test control group design. Data penelitian dikumpulkan dengan observasi dan tes kemudian dianalisis menggunakan rumus uji-t. berdasarkan hasil analisis data diketahui bahwa thitung(5,74) >tTabel(2,39) maka H0 ditolak dan Ha diterima. Maka dapat disimpulkan bahwa penggunaan metode global efektive terhadap kemampuan membaca permulaan siswa Sekolah Dasar Negeri 035 Tembilahan.
THE EFFECT OF LITERACY PROGRAMMED TOWARD STUDENTS’ READING INTEREST IN ELEMENTARY SCHOOL Della Oktafiana Akhani; Martina Napratilora; Seri Yanti Siagian
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 20 No. 1 (2025): Mei: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/alihda.v20i1.264

Abstract

Literacy programed give positive effect toward students’ reading interest. The research aimed to find out the effect of Literacy Programmed toward Students’ Reading Interest in Fourth and Fifth Grade at Public Elementary School of 010 Tembilahan Hulu. This research was quantitative research. The participants consisted of 25 students. It took by using random sampling technique. Data collection used questionnaires, and documentation. The data analyzed using simple linear regression. The results showed that the Fhitung 14,66 ≥ Ftabel 4,28, so Ha is received and H0 is rejected. It means that there is a significance effect between literacy program of reading fifteen minutes before learning toward Students Reading Interest at Public Elementary School of 010 Tembilahan Hulu. The results suggest that school should have fixed schedule for visiting library as a part of literacy program which help students achieve reading interest.
Strategies for Teaching Reading Comprehension Martina Napratilora
Journal of English Language Teaching, Literatures, Applied Linguistic (JELTLAL) Vol. 2 No. 1 (2024): May
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jeltlal.v2i1.123

Abstract

Reading comprehension refers to getting meaning from what we have read from written information. Teaching reading comprehension is different from teaching reading. In reading comprehension, the readers do not read the text but also have to comprehend the reading passage. The educators use teaching and learning strategies but in teaching activities, they are confused about choosing an appropriate strategy for their students. Consequently, the students still feel bored, inactive, uninterested, and difficult to read passages. Therefore, the teachers have to create a better learning environment and be more creative and effective by using various strategies in teaching and learning activities because using appropriate strategies in the teaching and learning process will help the students reach better comprehension and also easier to reach learning purposes.
Grammatical Errors in Using the Simple Present Tense in Writing Descriptive Texts Martina Napratilora; Ahlis Sarah
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2915

Abstract

Simple present tense was often used by students in writing and speaking, so they needed to know and understand how to use it correctly, especially in writing descriptive texts. In reality, students still make various mistakes in using the simple present tense, including errors in writing nominal sentences, such as incorrect subject-verb agreement, improper placement of "not" and "to be" in negative sentences, and incorrect word order in interrogative sentences. Additionally, students make errors in verbal sentences, such as using inappropriate verbs for the subject, incorrect spelling, misplacing the suffix "s" or "es" in verbs, and forgetting to add auxiliary verbs "do/does" in negative and interrogative sentences. Article misuse is also a common issue. The study purpose was to determine the dominant errors in using the simple present tense made by students in writing descriptive texts based on the surface strategy taxonomy. The method used in this study was a literature approach. The theory of literature research is taken from several sources such as textbooks, encyclopaedias, journals, papers, dissertations, and the internet related to errors in the use of simple present tense in writing descriptive texts. The criteria for journal articles used in this study are journals published in 2020-2024 with the keywords "errors, grammar, simple present tense, descriptive text". The results of the study showed that "omission" is the most dominant aspect of errors made by students in using simple present tense when writing descriptive texts and is followed by "misformation, addition, and misordering". This occurs due to several factors including students' lack of understanding of grammar rules in English, differences in the structure of the first and second languages, limited vocabulary, lack of focus, carelessness, lack of teacher guidance in learning activities, and the complexity of the simple present tense. Therefore, the dominant grammatical errors in using the simple present tense in writing descriptive texts were omission.
Co-Authors Ahlis Sarah Della Oktafiana Akhani Efiza Nurdianti Mardiah Nova Adi Kurniawan Seri Yanti Siagian