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All Journal BAHASTRA JPT : Jurnal Pendidikan Tematik
Afriani , Zelvia Liska
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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THE EFFECT OF BLENDED LEARNING ON EFL STUDENTS’ ACHIEVEMENT Shofi, Syifa Najihah; Martina, Feny; Afriani , Zelvia Liska
JPT : Jurnal Pendidikan Tematik Vol 3 No 1 (2022): April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpt.v3i1.386

Abstract

The objective of this study was intended to find out the significant effect of blended learning with enriched virtual model on EFL students’ achievement. This study used a time-series design method. The sample in this research was 29 students in class IX C taken by performed a test to the population to determine their achievement in learning English. The researcher has given achievement tests to students and identified class who need treatment used blended learning with enriched virtual model to increase English learning achievement. The researcher was given the treatment used enriched virtual model in class. Pre-test were given before giving treatment. The result showed as follows: First, the pre-test score showed the average score is 61.72. After being given treatment, a post-test is given. The post-test result show the average value is 77.41 in this case the increase is 15.69. Second, the score of the independent t-test shows the significant value (2-tailed) is 0,000 < 0,05. In other words, H0 was rejected and Ha was accepted. It can be concluded that blended learning with enriched virtual model has a significant effect on the third grade of MTsN 2 Mukomuko in the academic year 2021/2022.
Interrogatives as a pedagogical discourse strategy: Reinterpreting Propp’s narrative structure in children’s storybooks and its implications for critical literacy development Eliya, Ixsir; Nuthihar , Rahmad; Damaianti, Vismaia S.; Seles , Susi; Aljamaliah, S. Nailul Muna; Afriani , Zelvia Liska
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i1.2062

Abstract

This study aims to reinterpret Propp’s narrative structure in children’s storybooks by positioning interrogative sentences as pedagogical discourse strategies and examining their implications for the development of children’s critical literacy. This study adopts a qualitative approach within a pedagogical discourse framework, drawing on Vladimir Propp’s model to identify narrative functions in the text. The results showed that Lomba Tebak Cepat and Bermain Teka-teki followed similar narrative patterns, repeating Propp’s functions ξ, M, and Pr eleven times. On the other hand, Buah Apa, ya? followed a different sequence—ξ – M – Pr – G – Q – N – I—with the M – Pr – G pattern appearing three times. The interrogative sentences in all three books were either total or partial and mainly informative, using the word “apa” and the Indonesian particle “-kah.” Repeating these questions helped shape new narrative patterns. Overall, Propp’s structure can be simplified as E – P – p1, p2, p3… – X – Y – R – E, showing how a mix of interrogatives and narrative functions makes these storybooks more engaging and interactive for children. The findings show that interrogative sentences function as pedagogical strategies that actively engage children in understanding the story. Through interrogative sentences, children are encouraged to think critically and use their reasoning to make sense of the text, thereby supporting their literacy development, especially in critical and reflective thinking.
Co-Authors Ixsir Eliya Martina, Feny Muna Aljamaliah , S. Nailul Rahmad Nuthihar Seles , Susi Shofi, Syifa Najihah Vismania S. Damaianti, Vismania S.