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All Journal JURNAL PENDIDIKAN TAMBUSAI English Education and Literature Journal (E-jou) Simple: International Journal of English Education
Kusnandar, Agus
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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USING RCRR (READ, COVER, REMEMBER, AND RETELL) IN ENHANCING THE FIRST GRADE STUDENTS' READING COMPREHENSION ABILITY Rahayu, Yayu Sri; Widiastuti, Rizki; Kusnandar, Agus
SIMPLE: International Journal of English Education Vol 2, No 1 (2024): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v2i1.12171

Abstract

Students in second grade at SMP Karya Pembangunan  Baros Bandung, a private school in Bandung, should be able to comprehend descriptive text based on the 2013 English syllabus curriculum. The researchers used Read Cover, Remember Retell (RCRR) to teach descriptive text reading comprehension to first-grade students at SMP KP Baros Bandung Junior High School. This study aimed to compare the impact of the Read Cover, Remember Retell (RCRR) approach on reading comprehension and recall of text among students taught without it. This research used a quasi-experimental method. The population consisted of 60 first-grade pupils from SMP KP Baros Bandung. The research sample comprised 30 students from VIIA (experimental) and 30 from VIIB (control). Data was collected through reading tests, pre-tests, and post-tests. Data analysis techniques include T-tests, U-Mann Whitney, and N-gain. The study indicated that the experimental class had a higher n-gain average score (0.425) than the control class's 0.315. The experimental class showed greater improvement than the control class. In conclusion, the Read Cover, Remember Retell (RCRR) technique improves students' reading comprehension of second-grade descriptive material at SMP KP Baros Bandung.
Penggunaan Model Pembelajaran Differentiated Instruction untuk Meningkatkan Prestasi Akademik Siswa SMA Negeri 1 Ciracap Khadijah, Ifah; Athori, Feri Firmansyah; Kusnandar, Agus; Sutarjo, Sutarjo; Rahmi, Rahmi
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas penerapan model pembelajaran Differentiated Instruction (DI) dalam meningkatkan prestasi akademik siswa pada mata pelajaran Pendidikan Agama Islam (PAI) di kelas XII.B SMA Negeri 1 Ciracap. Penelitian menggunakan pendekatan kuasi-eksperimen dengan dua kelompok, yaitu kelompok eksperimen yang diajar menggunakan model DI dan kelompok kontrol yang diajar dengan metode pembelajaran konvensional. Instrumen penelitian meliputi tes prestasi akademik, lembar observasi, dan wawancara. Hasil penelitian menunjukkan bahwa model DI secara signifikan meningkatkan hasil belajar siswa, dengan nilai rata-rata post-test kelompok eksperimen sebesar 85,6 dibandingkan kelompok kontrol yang hanya mencapai 74,8. Selain itu, siswa di kelompok eksperimen menunjukkan tingkat keterlibatan yang lebih tinggi dalam pembelajaran, seperti partisipasi aktif dalam diskusi kelompok dan refleksi individu. Data dari wawancara dan observasi juga mengungkapkan bahwa pendekatan DI mampu memenuhi kebutuhan belajar siswa yang beragam, meskipun terdapat tantangan dalam hal persiapan pembelajaran dan pemantauan siswa secara individual. Penelitian ini menyimpulkan bahwa penerapan model DI efektif dalam meningkatkan hasil belajar dan keterlibatan siswa pada mata pelajaran PAI. Sebagai rekomendasi, guru disarankan untuk mengadopsi model DI dalam pembelajaran, sementara penelitian lanjutan dapat mengeksplorasi penerapannya pada mata pelajaran lain atau jenjang pendidikan yang berbeda.
The Effect of Cubing Technique in Teaching Report Text Writing Rahayu, Yayu Sri; Kusnandar, Agus
English Education and Literature Journal (E-Jou) Vol 2 No 02 (2022): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (381.587 KB) | DOI: 10.53863/ejou.v2i02.479

Abstract

This article investigates the impact of employing the Cubing Strategy in the first semester students of the English Language Education Study Program while teaching writing, specifically report texts. According to the authors' teaching experience, many students struggle with creating report texts. They have difficulty on how to compose report text. In light of this issue, the lecturer must employ an engaging technique in the teaching and learning process to help students comprehend how to create the text. Cubing technique is a creative, hands-on practice that fosters critical thinking, promotes a greater grasp of a topic, and encourages in-depth investigation of it. It employs a cube-shaped visual organizer to encourage students to examine a topic from multiple perspectives. On each face of a cube, the learner writes responses to questions or suggestions. Applying the Cubing Strategy to the production of a report text can aid students in gaining a deeper grasp of the issue through the use of six viewpoints that are pertinent to the subject, enabling them to produce a quality report text. This mixed-methods study involving 48 first-semester English language Education students examined the use of the cubing strategy to the acquisition of report writing. The purpose of this study was to investigate the impact of the cubing technique on students' report writing skill and their perceptions of its implementation. The statistical evidence indicated a significant difference in the students' writing scores on the students' report text writing pre-test (M=48.75) and post-test (M=70.93,  the alternative hypothesis (Ha) was accepted because the p-value was less than 0.05, which encapsulates that the students' report text writing was improved. The qualitative findings also revealed students' perspectives of the adoption of the cubing technique, it was discovered that the technique improved students' writing skills, learning motivations, and language development for a variety of skills, such as reading and vocabulary enhancement. Future research implications and suggestions are discussed. Keywords: Cubing Technique, Report Text, Writing
Co-Authors Athori, Feri Firmansyah IFAH KHADIJAH, IFAH Rahmi Rahmi Rizki Widiastuti Sutarjo Sutarjo Yayu Sri Rahayu, Yayu Sri