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All Journal Jurnal Pendidikan Karakter INFERENSI ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Ary Setya Budhi Ningrum
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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IMPROVING STUDENTS’ READING COMPREHENSION SKILL USING HERRINGBONE TECHNIQUE AT MTS AL-FATAH BADAS Ary Setya Budhi Ningrum; Ika Widyawati
INFERENSI: Jurnal Penelitian Sosial Keagamaan Vol 9, No 2 (2015)
Publisher : State Institute of Islamic Studies (IAIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/infsl3.v9i2.397-416

Abstract

Reading is a factor of great importance in the individual development and the most important activity at school. In MTs Al-Fatah, however, the students’ reading comprehension score was still low. To overcome the problem, the herringbone technique was implemented to improve the students’ reading comprehension in narrative text. Classroom Action Research (CAR) was carried out in this study. This research consists of two cycles. Each cycle consists of two meetings. In cycle 1, the students’ score in reading comprehension has not reached the criteria of success yet. There were only 66,7% (8 out of 24 students) who passed the criteria of success. So, the researchers revised the plan and continued to the next cycle. In cycle 2, the average score of students was improving. All of students get good score and none get poor score. To sum up, the herringbone technique applied for the eighth grade of MTs al-Fatah Badas was qualified to be able to improve the students’ achievement in reading narrative text
TEACHING EXTENSIVE READING PROGRAM WITH CHARACTER BUILDING THEME: FROM ZERO TO HERO Ary Setya Budhi Ningrum
Jurnal Pendidikan Karakter Vol. 3, No. 3 (2012)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (96.519 KB) | DOI: 10.21831/jpk.v0i3.1247

Abstract

Abstract: This paper gives a try to presents the complete action plan in setting up an extensive reading course that is not only for fostering the students’ English proficiency but also for building up their character as well. This paper addresses that sets up a good theme before teaching is necessary. Henceforth, this program lies ‘from zero to hero’ as the theme. In teaching this program, a problembased approach and lexically-based language teaching are adopting and integrating as an instructional methodology. The explanation of it will be divided into two parts. First part is the review of theory underpinning the implementation of this program, and the second part is the detail of the action plan. Keywords: extensive reading, character building, problem-based approach, lexically-based language teaching PENGAJARAN PROGRAM MEMBACA EKSTENSIF DENGAN TEMA PEMBENTUKAN KARAKTER: FROM ZERO TO HERO Abstrak: Penulisan ini menyajikan rencana lengkap dalam menyelenggarakan kursus membaca ekstensif yang tidak hanya untuk mengembangkan kemampuan berbahasa Inggris para siswa tetapi juga untuk membangun karakter mereka. Makalah ini merujuk pada pentingnya menentukan tema yang baik sebelum mengajar. Untuk selanjutnya, program ini mengambil tema 'from zero to hero'. Dalam mengajar program ini, pengajaran bahasa berbasis masalah dan pengajaran bahasa berbasis leksikal diadopsi dan diintegrasikan sebagai metodologi instruksional. Penjelasan akan dibagi menjadi dua bagian. Bagian pertama adalah tinjauan teori yang mendasari pelaksanaan program ini, dan bagian kedua adalah detail dari perencanaan. Kata Kunci: membaca ekstensif, pendekatan berbasis masalah, pengajaran bahasa berbasis leksikal
Bamboo Dancing Method in Speaking Class for Eleventh Graders Alief Jauhar Mujadid; Ary Setya Budhi Ningrum
English Education:Journal of English Teaching and Research Vol 7 No 2 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i2.18082

Abstract

The goal of this study is to see how effective the Bamboo Dancing Method is for teaching speaking skills. This study is quasi-experimental in which students in class XI SMAN 2 Pare were the focuses of this investigation. Class XI MIA 1 was the experimental group, and class XI MIA 7 was the control group. Pre-test and post-test in the form of speaking tests are employed for collecting data. In analyzing the data, ANCOVA was used to calculate the results. In the pre-test findings, the average value of the experiment was 53.00, while the control group mean was 54.00. The average value for the experiment on the post-test was 77.00, while the mean score for the control group was 73.83. According to the statistical calculation findings of ANCOVA, the results were significantly high, .000 < .05. Since the significance value is less than 0.05, it suggests that there is sufficient evidence to reject the null hypothesis; hence the alternative hypothesis is accepted. This indicates that employing the Bamboo Dancing Method to develop speaking skills is efficient.
The Effectiveness of Digital Stotytelling in Teaching Speaking for Students with Different Gender Classification Laily Mar'atul Khotimah; Ary Setya Budhi Ningrum
English Education:Journal of English Teaching and Research Vol 7 No 2 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i2.18272

Abstract

The purpose of this study is to find out the effectiveness of using digital storytelling towards students’ speaking ability based on gender classification. The samples of this study were two classes of class IX students from MTsN 1 Kediri. The experimental group was Class IX-G, and the control group was Class IX-I. Both pretest and posttest set were used as the research instrument. To determine the effectiveness of the media utilized, ANCOVA analysis was used, and an independent sample T-test was used to determine gender differences. The study's findings revealed the effectiveness of digital storytelling to teach speaking as evidenced by sig.=.0000<.05. Further analysis proceeded to the effectiveness of digital story telling based on gender classification. As evidenced by sig. =.003.05., digital story telling was effective in teaching speaking to female students. Meanwhile, male students were not empowered. By sig=.416 >.05., there was no statistically significant difference between male students taught using digital storytelling and those taught using printed text evidence. It means that both teaching media are equally effective for teaching speaking to male students.
The Development a 3D English Module for English Lesson in 4Th Grade in Elementary School Anis Rohmah Hidayati; Ary Setya Budhi Ningrum; Dewi Nur Suci
English Education:Journal of English Teaching and Research Vol 7 No 2 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i2.18298

Abstract

English teaching at an elementary school in Indonesia has experienced some changes in the curriculum in 2013. Based on the curriculum, 2013 is not obliged to teach English to students, so English lessons become a local subject that teaches material based on KI (Kompetensi Inti) and KD (Kompetensi Dasar). The teacher applies local content learning based on KI and KD because it is in accordance with the achievement target and is directed and structured according to the age level. That statement makes the current research to develop a module to help students easily study. The module that the current research develops is a character-based, three-dimensional module. In accordance with its research goals, this study used the ADDIE research and development (R&D) methodology (Analysis, Design, Development, Implementation, and Evaluation). The findings of this study demonstrates the need to gather expert and student input to determine whether product development is both practical and valid. 1) Validation by material and linguistic experts receives 87.3%, meeting the criteria for a good product that is genuine and does not require change; 2) Media expert validation received 96.6% of the vote; thesuperior product criterion is very valid and does not require adjustment; 3) The student evaluation of the product trial received 87.62%, with the criterion being a good product. The meaning is valid and does not require revision. Based on the findings, this study can be concluded that research hopefully can help students understand English lessons, so the students can improve their motivation to study English.
Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review Griseldis Faden Herdina; Ary Setya Budhi Ningrum
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19133

Abstract

This study aims to analyze teachers' perceptions and challenges in integrating technology to teach English reading skills. This study uses a systematic analysis method that identifies existing literature on Google Scholar. Data collection was carried out through systematic literature review stages: 1) framing questions for a review, 2) identifying relevant work, 3) assessing the quality of studies, 4) summarizing the evidence, 5) interpreting the findings. The results of this study found that the teacher's positive perception of integrating technology in learning English and integrating technology can help teaching and learning activities and make classes interesting. The challenges faced by teachers in integrating technology include the lack of technology media facilities, slow internet connections, lack of teacher skills in mastering technology, teacher or student motivation to use technology in learning English, and proper material preparation. Based on these results, it can be concluded that teachers have a positive attitude towards integrating ICT in English learning activities, especially for teaching students' English reading skills.
The Effectiveness of Using Tells Strategy on Students’ Reading Comprehension Nurul Aini; Nita Suci Apriliani; Ary Setya Budhi Ningrum
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.19103

Abstract

This research aims to find out the significant effect of using TELLS strategy toward students’ reading comprehension. Based on the researcher’s preliminary study, it was found that the students could not comprehend the meaning of texts in their text book at the school. This problem was caused by some factors, some students could not understand about the content of reading text and identify the detailed information of the text. The design of this research was quasi- experimental design, non-equivalent control group design. The total number of populations was 62 students. The researcher used cluster sampling by taking two groups only as sample; group VII-J consisted of 31 students as experimental group and group VII-K consisted of 31 students as control group, totally 62 students. To analyze the data, the researcher adopted ANCOVA formula by using SPSS 21. From calculating the hypothesis test, it is known the result of significant value of group class is 0,023 which is lower than 0,05 (p<.05), therefore there is significant different between experimental and control class. Point out the ANCOVA analysis, the “corrected model” value is reviewed. The result of corrected model is 0,000 which is lower than 0,05 (p<.05). This is also supported by the mean value of the experimental class of 82.45 which is higher than the control class of 66.97. In conclusion, TELLS strategy is more effective on students reading comprehension for the first grade at MTsN 2 Kediri.
Co-Authors Alief Jauhar Mujadid Anis Rohmah Hidayati Dewi Nur Suci Griseldis Faden Herdina Ika Widyawati Laily Mar'atul Khotimah Nita Suci Apriliani Nurul Aini