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Lentera: Jurnal Ilmiah Kependidikan
Published by STKIP PGRI Bandar Lampung
ISSN : 19795823     EISSN : -     DOI : -
Core Subject : Education,
Education
Lentera: Jurnal Ilmiah Kependidikan merupakan jurnal ilmiah pada bidang pendidikan dan pembelajaran yang terbit sejak tahun 2008 dengan Nomor p-ISSN: 1979-5823 (media cetak) berdasarkan SK No. 0005.49/Jl.3.02/SK.ISSN/2008.06, tertanggal 19 Juni 2008; e-ISSN: 2620-7672 (media online) berdasarkan SK No. 0005.26207672/JI.3.1/SK.ISSN/2018.05, tertanggal 9 Mei 2018. Jurnal Lentera dikelola dan diterbitkan oleh Lembaga Penelitian STKIP PGRI Bandar Lampung. Terbit setiap semester atau dua kali dalam setahun, yaitu pada bulan April dan Oktober.
Arjuna Subject : -
Articles 32 Documents
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Search results for , issue "Vol 1 (2016): Lentera" : 32 Documents clear
UPAYA PENINGKATAN AKTIVITAS DAN HASIL BELAJAR EKONOMI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH SISWA KELAS X SMA IT SMART INSANI Arni, Yusni
Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2016): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (103.544 KB)

Abstract

The improving activity and result economic studies learning through cooperative model make a match type in X grade student of Senior High school IT Smart Insani. The purpose of this research was to improve the economic learning through cooperative model make a match type in X grade SMA IT Smart Insani. This research uses classroom action research techniques. The research was conducted in three cycles. Subject of this study is the X grade student of Senior Highh school IT Smart Insani. Which has 20 students. Data sources come from teachers, students and researchers. Data collection techniques using observation, testing, interview and documentations.The validity of data using triangulation methods techniques and other sources. Analysis of the data used by the qualitative and quantitative analysis. The result showed that the use of cooperative learning Make a match type can improve the economic studies learning.
THE EFFECTIVENESS OF SCAFFOLDED READING EXPERIENCE IN TEACHING READING VIEWED FROM STUDENTS’ READING ANXIETY Maximilian, Aksendro
Lentera: Jurnal Ilmiah Kependidikan Vol 1 (2016): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.263 KB)

Abstract

Scaffolded Reading Experience (SRE) is a set of pre-reading, during-reading, and post-reading activities which is specifically designed to assist the students in successfully reading, understanding, and enjoying the English text. The objectives of the research were to identify: (1) whether SRE is more effective than Direct Instruction (DI) to teach reading; (2) whether students who have low reading anxiety have better reading ability than those who have high reading anxiety; and (3) whether there is an interaction effect between teaching methods and students’ reading anxiety on the students’ reading ability. The research method used in this research was experimental method. The population of this research was the tenth grade students of SMKN 6 Surakarta, Central Java. The sample of the research was X Pm 1 and X Pm 2. Each of them consisted of 30 students. The students in X Pm 2 were as experimental class who were taught using scaffolded reading experience and the students in X Pm 1 were as control class who were taught using direct instruction. The data were in the form of quantitative data and they were taken from a test. They were the scores of students’ reading test after having eight times treatments for each class. The researcher analyzed the data using ANOVA or analysis of variance and Tukey test. Based on the result of data analysis, the research findings are: (1) SRE is more effective than direct instruction to teach reading; (2) the students who have low reading anxiety have better reading skill than the students who have high reading anxiety; and (3) there is an interaction effect between teaching methods (SRE and DI) and students’ reading anxiety on the students’ reading ability.

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