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The effect of Anxiety on Narrative Writing Skills Oktrifianty, Erdhita; MS, Zulela; Boeriswati, Endry
International Journal for Educational and Vocational Studies Vol 2, No 5 (2020): May 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i5.2452

Abstract

The object of this research is the influence of anxiety on the ability to write narration. Writing skill is an essential part of the language that must be internalized in elementary school students. In fact, there are still many students who find it is difficult to express their narrative ideas into a written language called writing. The difficulty is thought to raise anxiety in expressing language into written form. Students are afraid to start to write so that students, performance in writing affects the production of the resulting writing. Anxiety will produce a negative effect that adversely affects the student and hinders the writing activities undertaken. Therefore, the researcher raised this problem with respondents who were taken at grade V (five) level in the Public Elementary School in the Binaan III Region, Kebon Jeruk District, West Jakarta. The research method uses a quantitative approach with survey methods and path analysis techniques. Respondents used were 109 students from 3 elementary schools, namely SDN Kebon Jeruk 01, SDN Kebon Jeruk 08, and SDN Kebon Jeruk 10, by using the multistage cluster sampling technique. The research instrument was writing the narrative text for the variable narrative writing skill and a questionnaire for anxiety variables. The purpose of this study was to determine how much influence anxiety with the ability to write narration. The results of the study stated there was an influence between anxiety on the ability to write narratives of 202.
Peran Orang Tua dan Guru Dalam Membimbing Pembelajaran Daring pada Masa Pandemi Covid-19 Ermawati, Yuni Erma; Oktrifianty, Erdhita; Muttaqijn, Imam
Jurnal Imiah Pendidikan dan Pembelajaran Vol 6, No 1 (2022): Maret 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v6i1.40397

Abstract

Siswa masih banyak kesulitan dan merasa bosan ketika mengikuti pembelajaran secara online. Selain itu, terdapat beberapa kendala yang dihadapi orang tua dan guru saat pembelajaran online, sehingga tujuan pembelajaran tidak berjalan maksimal. Tujuan penelitian ini yaitu menganalisis peran orang tua dan guru dalam membimbing pembelajaran daring dan kesulitan yang dirasakan orang tua dan guru dalam membimbing pembelajaran daring. Jenis penelitian ini yaitu penelitian kualitatif. Pendekatan yang digunakan dalam penelitian ini adalah penelitian kualitatif. Teknik pengumpulan data dilakukan secara triangulasi (gabungan, analisis data bersifat induktif/kualitatif. Subjek penelitian yaitu orangtua dan guru sejumlah 11 orang. Pengumpulan data dalam penelitian ini menggunakan metode observasi, wawanacara, dan dokumentasi. Instrumen yang digunakan untuk mengumpulkan data yaitu lembar wawancara. Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa belum sepenuhnya peran orang tua dapat dilaksanakan dalam membimbing anak melaksanakan pembelajaran daring. Orang tua yang bekerja tidak bisa sepenuhnya berperan membimbing, mendamping, membantu anak mengerjakan tugas  dalam pembelajaran daring. Fasilitas yang dipersiapkan orang tua untuk anak belajar secara daring ini seperti handphone dan alat kebutuhan untuk belajar sudah cukup memadai. Guru melakukan pembelajaran melalui whatsapp grup, zoom, google meet, dan google drive. Guru sellu memberikan perhatian yang sungguh-sungguh kepada siswa agar siswa tetap semangat mengikuti pembelajaran secara daring.