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The Effect of Fly Swatter Game on Students Vocabulary Mastery At First Grade Students of SMPN 1 Inuman-Kuantan Singingi Parni Meri, Elatri; Hilma Pami Putri; Loli Safitri; Reflinda
Journal of Educational Management and Strategy Vol. 1 No. 1 (2022): January-June 2022
Publisher : Yayasan Lembaga Studi Makwa

The researcher conducted this research because researcher found several problems in the process of learning English. Those problems were related through observation in the class at SMPN 1 Inuman-Kabupaten Kuansing. The first is that the students have difficulty learning English. The second is that most of students lack vocabulary. The third is that the teacher uses monotone techniques in learning English, especially vocabulary. In this case, this research was going to find out whether there was a significant effect of the fly swatter game on students’ vocabulary mastery in first grade students of SMPN 1 Inuman-Kabupaten Kuansing. The researcher used quantitative research as the methodology for this research, as well as experimental research. The design of this research was pre-experimental research with one group pretest-posttest design. The subjects in this research were all of the students in first grade at SMPN 1 Inuman. The researcher used the random sampling technique in taking the sample, in which the VIIB class became the sample of the research, which consisted of 19 students. The data was gotten from the students’ vocabulary tests that were given before and after treatment was given. After calculating the data, it was found that the mean score of the students’ vocabulary mastery on the pre-test was 62.10, while the mean score of the students’ post-test was 73.95. It means that the fly swatter game had a significant effect on students' vocabulary mastery in first grade students of SMPN 1 Inuman-Kabupaten Kuansing. Abstrak Peneliti melakukan penelitian ini karena peneliti menemukan beberapa masalah dalam proses pembelajaran bahasa Inggris. Permasalahan tersebut terkait melalui observasi di kelas di SMPN 1 Inuman-Kabupaten Kuansing. Yang pertama adalah siswa mengalami kesulitan belajar bahasa Inggris. Kedua, sebagian besar siswa kurang kosa kata. Ketiga, guru menggunakan teknik monoton dalam pembelajaran bahasa Inggris, khususnya kosa kata. Dalam hal ini, penelitian ini akan mencari tahu apakah ada pengaruh yang sig+nifikan dari permainan pemukul lalat terhadap penguasaan kosakata siswa pada siswa kelas satu SMPN 1 Inuman-Kabupaten Kuansing. Peneliti menggunakan penelitian kuantitatif sebagai metodologi penelitian ini, serta penelitian eksperimental. Desain penelitian ini adalah penelitian pra eksperimen dengan desain one group pretest-posttest design. Subjek dalam penelitian ini adalah seluruh siswa kelas I SMPN 1 Inuman. Peneliti menggunakan teknik random sampling dalam pengambilan sampel, dimana kelas VIIB menjadi sampel penelitian yang berjumlah 19 siswa. Data diperoleh dari tes kosakata siswa yang diberikan sebelum dan sesudah diberikan treatment. Setelah menghitung data, ditemukan bahwa rata-rata skor penguasaan kosakata siswa pada pre-test adalah 62,10, sedangkan skor rata-rata post-test siswa adalah 73,95. Artinya permainan pemukul lalat berpengaruh signifikan terhadap penguasaan kosakata siswa kelas I SMPN 1 Inuman-Kabupaten Kuansing.

INVESTIGATING THE EFFECTIVENESS OF QUESTION-GENERATION STRATEGY IN ENHANCING NARRATIVE TEXT COMPREHENSION AMONG EFL LEARNERS Hatta Ira, Jamilah; Reflinda; Melani, Melyann; Roza, Veni
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1079

Many students struggle with reading comprehension because they do not know how to identify key information, are less engaged in learning, and have limited exposure to interactive strategies. This study examined the effect of the question-generation strategy on ninth-grade students’ comprehension of narrative texts at MTsN 2 Agam. Employing a quasi-experimental non-equivalent control group design, the research involved 122 students across five classes, with two classes selected: IX.1 (25 students) as the experimental group and IX.2 (24 students) as the control group. The experimental group received instruction through the question-generation strategy, while the control group was taught using conventional methods. Reading comprehension was assessed using a multiple-choice test, and the data were analyzed through normality and homogeneity checks, followed by paired-sample and independent-sample t-tests. The findings revealed a significant effect of the intervention, with the experimental group achieving greater gains from pre-test to post-test compared to the control group (Sig. < 0.05). These results suggest that the question-generation strategy effectively enhances reading comprehension and encourages more active and meaningful learning in EFL classrooms.

THE IMPACT OF CHARACTER QUOTES STRATEGY ON EFL LEARNERS’ READING COMPREHENSION OF NARRATIVE TEXTS Harahap, Nurlela; Safitri, Loli; Irwandi; Reflinda
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1080

Many students in SMAN 8 Mandau faced difficulties in reading comprehension, particularly in identifying main ideas, locating specific information, and making inferences. Conventional teacher-centered methods, which relied heavily on explanation, limited student engagement and comprehension. To address this issue, this study investigated the effectiveness of the character quotes strategy in enhancing reading comprehension of narrative texts. A true-experimental design was employed with 11th-grade students (n = 395) across 11 classes. The experimental group received instruction using the character quotes strategy, while the control group was taught conventionally. A multiple-choice reading comprehension test served as the research instrument, and non-parametric tests (Wilcoxon Signed-Rank and Mann–Whitney U) were applied due to the data distribution. The findings revealed significant differences between the groups (Sig. [2-tailed] = 0.000 < 0.05), with the experimental group achieving higher post-test scores. These results suggest that integrating the character quotes strategy into reading instruction can significantly improve comprehension and foster greater learner engagement. The study highlights the pedagogical value of interactive strategies in EFL classrooms and provides implications for enhancing reading instruction in similar contexts.

A Correlation Between Oral Reading Fluency And Reading Comprehension At Tenth Grade Students MAS TI Canduang Molina Miranda; Reflinda
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 1 No. 6: Oktober 2022
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v1i6.963

The researcher wanted to investigate the correlation between oral reading fluency and reading comprehension at the tenth grade of MAS TI Canduang academic years 2019/2020. The design of this research was correlation research. Then, the instruments that used in this research were oral test for measuring oral reading fluency and written test for measuring reading comprehension. The population of this research was all of the tenth grade students of MAS TI Canduang in the academic year of 2019/2020 which consists of 5 classes. The sample was 40 students taken by simple random sampling technique. The results of this research show that there is a correlation between oral reading fluency and reading comprehension at the tenth grade of MAS TI Canduang in academic years 2019/2020. The researcher found that the coefficient of correlation between oral reading fluency and reading comprehension at the tenth grade of MAS TI Canduang was 0,47. The correlation was positive and significant. It means that Ho is rejected. In short, there is a positive correlation between oral reading fluency and reading comprehension at the tenth grade of MAS TI Canduang. Related to the result of the research, it can be concluded that oral reading fluency has positive contribution in reading comprehension. The notion is the more fluent oral reader, the more proficient she/he is in reading comprehension. In summary, this research is conducted for finding the correlation between oral reading fluency and reading comprehension at the tenth grade of MAS TI Canduang.

Fungsi-Fungsi Perencanaan Pendidikan Dalam Perspektif Manajemen Pendidikan Islam: Kajian Literatur Fahrurroji; Saputri, Sindi; Niza, Yesita Roza; Reflinda; Budiarti, Sri; Demina
Jurnal Pendidikan Nasional Vol. 5 No. 1 (2025): Volume 5 No 1 Tahun 2025 (In Progress)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55249/jpn.v5i1.159

Artikel ini membahas fungsi-fungsi perencanaan pendidikan dengan pendekatan kajian literatur dari perspektif manajemen pendidikan Islam. Perencanaan pendidikan merupakan fondasi utama dalam manajemen pendidikan karena berfungsi memberikan arah, pedoman, serta kontrol terhadap penyelenggaraan pendidikan agar berjalan efektif, efisien, dan berorientasi pada pencapaian tujuan. Melalui analisis literatur, artikel ini menemukan bahwa perencanaan pendidikan memiliki fungsi strategis dalam memprediksi kebutuhan masa depan, menetapkan tujuan, menyusun program, mengalokasikan sumber daya, serta mengendalikan jalannya pelaksanaan pendidikan. Dalam perspektif Islam, perencanaan tidak hanya berorientasi pada efisiensi teknis, tetapi juga pada nilai spiritual, moral, dan kemaslahatan umat. Kajian ini menegaskan pentingnya perencanaan sebagai instrumen utama dalam transformasi dan peningkatan mutu pendidikan, terutama pada lembaga pendidikan Islam yang menghadapi dinamika sosial dan perkembangan teknologi.

THE EFFECT OF ACTIVATING BACKGROUND KNOWLEDGE ON STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND GRADE OF MTSN 6 AGAM IN ACADEMIC YEAR 2021/2022 Memi Cahya Ningsih; Veni Roza; Reflinda; Meylann Melani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.40332

The purpose of this research were to find the students’ reading comprehension in descriptive text that taught by using activating background knowledge and to find whether significant differences of student’ who activate background knowledge with the student’ who are not activate the background knowledge on reading comprehension in descriptive text. This was experimental research. The researcher used two classes on this research (experimental class and control class). It means that by comparing two groups by giving a different treatment then giving a test to check whether there was significant effect or not. The population of this research was 278 students, because the population number was big, the researcher took purposive sampling with some consideration. The instrument that used was multiple choice the questions consist of 20 items. T- test was used to analysis the data. The mean score of the data analysis for significant effect of using activating background knowledge was 50,67 in pre-test and 83,67 in post-test. The result shows that to 55,78 compared to level significant 0,05 was 1,70 and it showed that the Ha was accepted. This can be concluded that there was significant effect of using activating background knowledge on students’ reading comprehension in descriptive text.

THE EFFECT OF ACTIVATING BACKGROUND KNOWLEDGE ON STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT AT THE SECOND GRADE OF MTSN 6 AGAM IN ACADEMIC YEAR 2021/2022 Memi Cahya Ningsih; Veni Roza; Reflinda; Meylann Melani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41507

The purpose of this research were to find the students’ reading comprehension in descriptive text that taught by using activating background knowledge and to find whether significant differences of student’ who activate background knowledge with the student’ who are not activate the background knowledge on reading comprehension in descriptive text. This was experimental research. The researcher used two classes on this research (experimental class and control class). It means that by comparing two groups by giving a different treatment then giving a test to check whether there was significant effect or not. The population of this research was 278 students, because the population number was big, the researcher took purposive sampling with some consideration. The instrument that used was multiple choice the questions consist of 20 items. T- test was used to analysis the data. The mean score of the data analysis for significant effect of using activating background knowledge was 50,67 in pre-test and 83,67 in post-test. The result shows that to 55,78 compared to level significant 0,05 was 1,70 and it showed that the Ha was accepted. This can be concluded that there was significant effect of using activating background knowledge on students’ reading comprehension in descriptive text.

THE EFFECT OF USING STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT AT THE TENTH GRADE OF MAS MIFTAHUL ‘ULUMI SYAR’IYYAH CANDUANG Jannah, Miftahul; Melani, Melyann; Reflinda; Roza, Veni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40985

This research was due to discover the effect of using Student Team Achievement Divisions (STAD) towards students’ reading comprehension on narrative text. There were some problems that researcher found during the preliminary research. The students have a low reading comprehension ability, low reading interest, the students felt that reading is a boring activity and the teacher applied a monotonous method. This research was a quasi-experimental design by using pre-test and post-test control grup design. The population was the tenth grade students consisted of 41 students. The sample was X.1 consisted of 20 students as the experiment class and X.2 consisted of 21 students as the control class. The reading test was used as the research instrument. The researcher utilized SPSS version 26 to analyze the data. The result showed the significant effect of using STAD method towards students’ reading comprehension on narrative text. It has presented by using statistical of paired sample t-test where Sig. (2-tailed) was 0,000 < 0,05 it means that Ha is accepted. In addition, there was significant difference of using STAD and without using STAD. It can be seen from the statistical of independent sample t-test, where Sig. (2-tailed) was 0,025 < 0,05 it means that H0 not accept. Furthermore, it can be concluded that the use of STAD method is more effective than using lecture method to improve students’ reading comprehension.

THE EFFECT OF USING QUIZLET APPLICATION ON STUDENTS’ VOCABULARY MASTERY AT THE ELEVENTH GRADE OF SMA NEGERI 1 MATUR Rahmawati, Riza; Roza, Veni; Reflinda; Melani, Melyann
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13784

The purpose of this study was to determine the effectiveness of using Quizlet on the vocabulary mastery of eleventh-grade students at SMA Negeri 1 Matur. This study used a quantitative quasi-experimental method with two classes (XI F2 and XI F4) as samples. The data used in this study consisted of vocabulary mastery test results obtained from pre-test and post-test. The research results indicated that Quizlet was effective for students’ vocabulary mastery, with the mean score increasing from 58.71 to 87.64. The experimental class showed a significant improvement after the implementation of Quizlet in the learning process. Based on this increase in vocabulary mastery test scores (28.92) and the higher post-test results compared to the pre-test, Quizlet had a positive impact on students’ vocabulary mastery. The findings also showed that students became more active and engaged during the learning process. It can be concluded that Quizlet is an effective learning medium that enhances students’ activities, participation, and vocabulary mastery. The purpose of this study was to determine the effectiveness of using Quizlet on the vocabulary mastery of eleventh-grade students at SMA Negeri 1 Matur. This study used a quantitative quasi-experimental method with two classes (XI F2 and XI F4) as samples. The data used in this study consisted of vocabulary mastery test results obtained from pre-test and post-test. The research results indicated that Quizlet was effective for students’ vocabulary mastery, with the mean score increasing from 58.71 to 87.64. The experimental class showed a significant improvement after the implementation of Quizlet in the learning process. Based on this increase in vocabulary mastery test scores (28.92) and the higher post-test results compared to the pre-test, Quizlet had a positive impact on students’ vocabulary mastery. The findings also showed that students became more active and engaged during the learning process. It can be concluded that Quizlet is an effective learning medium that enhances students’ activities, participation, and vocabulary mastery.

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