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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching Jurnal Bahasa dan Sastra Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Addinna, Ainul
Universitas Negeri Padang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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STUDENTS’ VISUALIZATION IN READING AND THEIR COGNITIVE LEARNING STYLES Addinna, Ainul; Ovilia, Ririn; Asfina, Risda
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 13, No 1 (2019)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1485.509 KB) | DOI: 10.24036/ld.v13i1.103965

Abstract

Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students’ reading comprehension. Given the evidence of its significance, this study aims to figure out the effect of visualizing the text upon the students’ reading comprehension observed from their cognitive learning styles namely field dependent (FD) and field independent (FI). Due to its purpose, the experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be significantly ineffective in enhancing students’ reading comprehension on account for some factors. However, the mean score of FI students in experimental group was slightly above FD students.
Topic Familiarity and Genre Familiarity: Which One Contributes More to Listening Comprehension? Ovilia, Ririn; Addinna, Ainul
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 14, No 2 (2020)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v14i2.108328

Abstract

The role of prior knowledge has been acknowledged in realm of English Language Teaching, including teaching Listening. Due to the profound role of prior knowledge, experts and practitioners compromise that the first step of teaching listening is building the students’ prior knowledge. However, there is dilemma which background knowledge has the strongest relationship to students’ listening comprehension, either content schemata (Topic Familiarity) or formal schemata (Genre Familiarity). Therefore, this study aimed at investigating the relationship and contribution of topic and genre familiarity to listening comprehension and eventually determining the better predictor of listening comprehension. Furthermore, fourth semester ELT students at Universitas Negeri Malang who were taking advance listening course participated as the subjects in this study. The findings of this study revealed that the contribution of topic familiarity was significantly higher than genre familiarity. This result also pointed out that topic familiarity was better predictor of listening comprehension.
Students vs Lecturers: How Should Writing be Taught and Learned? Yenni Rozimela; Desvalini Anwar; Ririn Ovilia; Ainul Addinna
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 22, No 2 (2021)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v22i2.114399

Abstract

There have been a number of studies investigating the hindrances that students face and their preferences in writing activities. Yet, there raises questions whether all the students’ preferences should be implemented and whether lecturers should comply with all the preferences in order to create an ideal model of teaching and learning writing. Using R & D method, this present study aimed to develop Reading-Based Model of Teaching Academic Writing. This article reports the result of the first stage of the study- the needs analysis.  The data were collected through questionnaires distributed to 127 university students and in-depth interview with four writing lecturers. The students’ voice of their preferences in writing activities with the lecturers’ views on an ideal writing class based on their experiences and knowledge of teaching writing were examined and compared. The results revealed that there were agreements and discrepancy between students’ and lecturers’ perception about stages in writing process, students’ ability to develop ideas, knowledge of text genres, the implementation of writing strategies, and the practice of corrective feedback. This study was expected to shed a light on how writing should be better taught and learned.
POETRY: FOSTERING SELF IDENTITY AND CREATIVE THINKING IN THE EFL CLASSROOM Ainul Addinna
Proceedings of ISELT FBS Universitas Negeri Padang Vol 5 (2017): The Proceedings of International Seminar on English Language and Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (369.524 KB)

Abstract

This article describes how poems can effectively be used to foster EFL/ESL students’ self- identity and creative thinking. This study is based on the data gathered from graduate students in English Language Teaching Program of one of state universities in Malang. Twelve students are involved as samples of this study. The participants expressed their perceptions and told their stories after they took English Literature course for a semester. Open-ended questions have used to get the data that allow participants to express their opinion on how their culture identity and culture experience influence them in analyzing the poetry and how poetry could establish their creative thinking, as well as help them find their identity. The results of the written experiences and opinions indicate that some students believe that they have been given an opportunity to work independently through analyzing poems and creating ones. They admitted that their culture experience give an influence in how they analyzing the poetry and this activity was so amusing since they could get new cultural understanding. The participants finally could produce nice and creative poems at the end of the semester based on their own styles.
STUDENTS’ PARAPHRASING ABILITY IN ACADEMIC WRITING; TECHNIQUES AND CHALLENGES Ririn Ovilia; Ainul Addinna; Rifky Oktoviandry
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 23, No 2 (2022)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v23i2.119456

Abstract

In higher education, the demand of research publication is steadily growing.  Due to this fact, the skills to write academic paper must be improved as well. One of the foremost skills required in writing academic paper is paraphrasing. This qualitative study investigates the most frequents paraphrasing techniques used by students and their challenges during the paraphrasing process. Thirty students enrolled in Academic Writing class participated in this research.  The participants were required to do paraphrasing task, and 8 selected students (4 more proficient students and 4 less proficient students) would be interviewed in regards to their challenges in paraphrasing and how they dealt with such challenge. The result of paraphrasing task unveiled that most strategies used by students were “change to synonym”,  “change to active to passive form” and a combination of these two. In regards to the challenges, reading, lexical and syntactic problems are the main challenges addressed by participants.
English Teaching at SMAN 1 Bungo in Before, During, and After the Covid-19 Pandemic Viona Chairina; Ainul Addinna
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.120561

Abstract

This study was conducted to determine about English teaching at SMAN 1 Bungo before, during, and after the covid 19 pandemic. This study used qualitative descriptive as its methodology. The population for this study were 3 teachers which had experience in teaching before, during, and after the Covid 19 pandemic at SMAN 1 Bungo. The researcher used a voice recorder to record the process of the Interview. Following data collection, there are six variables that became the focus in the research. The variable came from 4 books that have been released by Brown in Second Edition (2001) and Fifith Edition (2007), Scrivener (2010) in Third Edition, and Harmer (2001) in Third Edition. For the conclusion, Teachers 1, 2, and 3 in carrying out English language teaching were considered good because it used almost all of the variable that the experts suggested during before the pandemic. Meanwhile in the pandemic, the numerous limitations that students and teachers faced such as interaction between teacher and student only on WhatsApp and Portal Belajar Dari Rumah (BDR) and no direct learning. So, the implementation was not implemented much. And after the COVID-19 pandemic, teachers 1, 2, and 3 returned all the interact with students the same as before the pandemic. 
The Correlation between Students’ Autonomy Learning in Watching the English Movies and Their Vocabulary Mastery Azizah Faridah; Ainul Addinna
Journal of English Language Teaching Vol 11, No 3 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i3.118469

Abstract

This study was conducted to determine whether or not students' vocabulary mastery and autonomy learning while watching English movies were related. This study used correlation research as its methodology. The population for this study included second-year students from SMA N 2 Payakumbuh, which had 11 classes. Then, 80 out of 396 students were chosen as the sample for this study utilizing accidental sampling and the Slovin formula. A questionnaire regarding the students' autonomy in learning and a vocabulary test to measure their comprehension of the movies were used as the research's instruments. Following data collection, the correlation was determined using Pearson's Product Moment formula. The results of the data analysis indicated that the 2-tailed significant value was 0.000 less than 0.05, and the correlation results in this study indicated a value of r= 0.997, which was supported by the value of Pearson's product-moment coefficient, which indicated that r>0.05. In this way, the null hypothesis or the first hypothesis was accepted. The study's findings, in general, indicated a correlation between students' mastery of vocabulary and their autonomy in learning while watching English movies. According to the research, students can use media such as English movies to help them learn vocabulary.
Students' Perception on the Use of TikTok for Learning English Novitasari Novitasari; Ainul Addinna
Journal of English Language Teaching Vol 11, No 4 (2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v11i4.119484

Abstract

Currently, there are many media that can be used to learn English independently, one of them is using TikTok social media. This study aims to know and describe students’ perception on the use of TikTok for learning English. The participants of this study were students of the 2021 English Language Education study program who used TikTok to learn English, totaling 21 students filled out questionnaires and 6 students as interviewees. In determining the participants, the researcher used purposive sampling technique. This study used a descriptive method with a qualitative approach. In collecting data, the researcher used observation sheets, questionnaires and interviews. Based on the results of this study, it was found that students have a positive perception of using TikTok to learn English. Learning English by using TikTok can improve students’ English skills. Learning English on TikTok is fun and stress-free. In addition, TikTok has many advantages such as easy to access, varied video content, interesting content and easy to understand, can learn from native speakers, free and many others. However, learning English by using TikTok also has challenges such as internet network problems and costs for internet quota.
An Analysis of Students Errors in Arranging Jumble Words into the Correct Sentences of the Eight Grade at SMP N 7 Padang Syahmina Syahmina; Ainul Addinna
Journal of English Language Teaching Vol 12, No 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i1.121891

Abstract

The purpose of this research was to investigate proportion of omission and addition error and the sources of error made by students when arranging jumble words  at SMP N 7 Padang. The subject of this reserch was students of the eighth grade at SMP N 7 Padang. This research was conducted with quantitative methods and using test ang questionnaire as a tool of data collection. The results of this research show that students make more addition errors than omission errors. based on the research result, the percentage of omission error is 72,8% and addition error 27,2%. For the sources of error this researh focus on intralingual transfer and communication strategy, and the results of the questionnaire for intralingual transfer is 74,08% and communication strategy is 81,27% it means the most factor that makes students make errors in arranged jumble words test is intralingual transfer with percentage 74,08%The purpose of this research was to investigate proportion of omission and addition error and the sources of error made by students when arranging jumble words  at SMP N 7 Padang. The subject of this reserch was students of the eighth grade at SMP N 7 Padang. This research was conducted with quantitative methods and using test ang questionnaire as a tool of data collection. The results of this research show that students make more addition errors than omission errors. based on the research result, the percentage of omission error is 72,8% and addition error 27,2%. For the sources of error this researh focus on intralingual transfer and communication strategy, and the results of the questionnaire for intralingual transfer is 74,08% and communication strategy is 81,27% it means the most factor that makes students make errors in arranged jumble words test is intralingual transfer with percentage 74,08%
Students' Motivations in Learning English Based on Gender Difference System in Grade 7 MTsN 12 Tanah Datar Welli Amelia Amelia; Ainul Addinna
Journal of English Language Teaching Vol 12, No 3 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v12i3.124701

Abstract

This study aimed to make an analysis of students motivation based on gender difference system at the first grade of stdents MTsN 12 Tanah Datar. This study used a quantitative method to collect data and was a descriptive study with 40 statements on a Likert scale with four scales: 1 (tidak setuju), 2 (kurang setuju), 3 (setuju), and 4 (sangat setuju). The statements were divided into two categories: achievement motivation and competence motivation. A total of 35 female students and 24 male students from Grade seven MTsN 12 Tanah Datar composed the study's sample. Item validity, namely the product moment, is used in the validity test. Cronbach's alpha was used to test the instrument's reliability.The descriptive method of data analysis was presented as a percentage. The findings showed that students had a high motivation for learning English. In particular, the positivity of the statements for the sake of achievement motivation (10 statements) was above the mean total for female (3,89%) and for male (3,71%), the positivity of the statements for the sake of competence of motivation (10 statements) was above the mean total for female  (3.89%) and for male (3.72%). As the result student’s motivation based on gender difference system was seen high motivation for learning English.
Co-Authors Afifah Riwi Maharani Asfina, Risda Azizah Faridah Desi Tri Utami, Desi Tri Desvalini Anwar Eni Kurniawati Febriani, Feby Febryana, Nadya Ayu Nur Lulud Oktaviani Mayada, Aisya Novitasari Novitasari Nur Hidayah Nur Rosita Oklid, Tsabithah Salsabilla Prisyanti Suciaty Putri, Saskia Maharani Ramadhani, Syafitri Rifky Oktoviandry Ririn Ovilia Solusia, Carbiriena Syahmina Syahmina Viona Chairina Welli Amelia Amelia Yenni Rozimela