Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Klasikal: Journal of Education, Language Teaching and Science DIKSI: Jurnal Kajian Pendidikan dan Sosial
Zendrato, Citra Kasih
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
ANALYSIS OF STUDENTS' ABILITY IN WRITING JOB APPLICATION LETTERS Zega, Riswan; Zai, Asnini Junita; Waruwu, Mewi Dinda Arcila; Gulo, Ceria Putri Damai; Zendrato, Citra Kasih; Telaumbanua, Citra Wati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1159

Abstract

This study analyzed the ability of 6th semester students of Class A of the English Education Study Program of the University of Nias in writing a job application letter. Using a qualitative descriptive approach, this study evaluated a population of 35 people and 12 samples using purposive sampling, analyzing student letters based on three main criteria: opening, body, and closing sections. Data collection techniques used written tests and inductive data analysis. The criteria used to analyze students' ability in writing application letters were from “Excellent” to “Poor”. The results showed varying levels of proficiency in all three areas, with most students demonstrating “Excellent” to “Good” proficiency. The main factors affecting students' performance included their understanding of letter format and structure, ability to articulate qualifications and experience, and use of professional language. The study concludes that while students generally demonstrated competence in writing job application letters, there is still room for improvement, especially in crafting more memorable letter openers and closers. These insights can inform teaching strategies to improve students' job application letter writing skills.
Developing Reading Strategies to Enhance Vocabulary Comprehension and Purposeful Reading among Third-Grade Elementary Students Zai, Irene Netalis Mawati; Zendrato, Citra Kasih; Giawa , Ester Linda Putri; Harefa , Erlin Harta Yanti; Ziliwu, Yurman; Zendroto, Junita Putri Ningsih; Laia, Agustina; Waruwu, Yaredi
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 7 No. 1 (2026): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v7i1.3874

Abstract

English reading instruction in elementary schools often emphasizes mechanical decoding and pronunciation accuracy, while reading comprehension and reading purposes receive limited attention. This condition leads third-grade students to experience difficulties in understanding texts due to limited vocabulary knowledge and unclear reading objectives. This study aimed to develop English reading strategies that emphasize vocabulary comprehension and purposeful reading for third-grade elementary school students. The study employed a Research and Development method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. A needs analysis was conducted through classroom observations and teacher interviews to identify students’ reading difficulties. The results indicated that students’ limited vocabulary knowledge caused them to read English texts mechanically without clear reading purposes. Based on these findings, an English reading strategy module was developed with a structured instructional syntax consisting of setting explicit reading objectives, introducing vocabulary contextually, guided reading practice, comprehension checking, and gradual scaffolding toward independent reading. Expert validation results confirmed that the developed module was valid, practical, and appropriate for classroom use. A limited try-out also showed positive teacher responses and increased student engagement during reading activities. In conclusion, the developed English reading strategies effectively support vocabulary development and purposeful reading in elementary school English instruction.
Co-Authors Giawa , Ester Linda Putri Gulo, Ceria Putri Damai Harefa , Erlin Harta Yanti Laia, Agustina Telaumbanua, Citra Wati Waruwu, Mewi Dinda Arcila Waruwu, Yaredi Zai, Asnini Junita Zai, Irene Netalis Mawati Zega, Riswan Zendroto, Junita Putri Ningsih Ziliwu, Yurman