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All Journal Indonesian Journal of Applied Linguistics (IJAL) Ta´dib Conciencia EL-IDARE: JURNAL MANAJEMEN PENDIDIKAN ISLAM Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature AL-ISHLAH: Jurnal Pendidikan IJoLE: International Journal of Language Education Register Journal Wiralodra English Journal (WEJ) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching Jurnal Educatio FKIP UNMA JOLLT Journal of Languages and Language Teaching Jadila: Journal of Development and Innovation in Language and Literature Education Al-Fikru: Jurnal Ilmiah Fitrah: Journal of Islamic Education JELT (Jambi-English Language Teaching) I-PHILANTHROPY: A Research Journal on Management of Zakat and Waqf
Annisa Astrid
Universitas Islam Negeri Raden Fatah Palembang
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM Astrid, Annisa
Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i11631

Abstract

This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.
Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners Syafryadin, Syafryadin; Harahap, Alamsyah; Haryani, Haryani; Astrid, Annisa
International Journal of Language Education Vol. 5, No. 1, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i1.15211

Abstract

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.
Metode Storytelling dalam Membina Perilaku Religius Siswa Sekolah Dasar YP Indra Palembang Holidi, Holidi; Karoma, Karoma; Astrid, Annisa
Al-Fikru: Jurnal Ilmiah Vol. 15 No. 1 (2021): Juni (2021)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v15i1.43

Abstract

This study aims to analyze the application of the storytelling method in fostering students' religious behavior and the factors supporting and inhibiting the application of storytelling in fostering students' religious behavior. The research method used is descriptive qualitative. Methods of data collection using observation, interviews, and documentation studies. Research informants in this case are teachers of Islamic Religious Education and students of SD YP Indra Palembang. Data analysis through the stages of data reduction, data presentation, and drawing conclusions. The results of the research are the application of the storytelling method embodied in Islamic stories such as the stories of the Prophets and Apostles, friends, scholars, and pious people both sourced from the Qur'an, Hadith, or the books of the scholars. Its implementation is carried out through the stages of planning, implementation, and evaluation. The application of the method as well as in the context of inculcating the values ​​of faith, worship, morals, psychology. The inhibiting factor is the lack of learning media, lack of teaching skills. The supporting factor is the existence of school policies to make the presentation of subject matter easier and more enjoyable.
Pegaruh Kebiasaan Belajar Aktif Siswa terhadap Prestasi Belajar di Kelas VIII MTS. YPPI Wonorejo Belitang Istikomah, Istikomah; Karoma, Karoma; Astrid, Annisa
Fitrah: Journal of Islamic Education Vol. 2 No. 1 (2021): Juni (2021)
Publisher : Prodi PAI STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v2i1.52

Abstract

This study departs from active learning habits that will affect student achievement in MTs schools. YPPI Wonorejo. This study aims to analyze students' active study habits and their effect on student achievement. The method used is quantitative with a descriptive survey approach. The research population is all students grade VIII, totaling 176, of which 100 students are set as samples by using proportionate stratified random sampling technique. Methods of collecting data with questionnaires, unstructured interviews and documentation were analyzed using descriptive statistical analysis, normality test, linearity test, and regression test. The results of the study show that: (1) The level of active learning habits of students is in the good category, this is proven by the mean value of 66.96, median of 65.50, mode of 65, standard deviation of 9.710. (2) Student learning achievement is also in good category, which is the mean 71.70, median 73.00, mode 80, standard deviation 7.175. (3) There is a significant effect between active study habits on student achievement. It is characterized by a significant linear relationship (0.114 > 0.05), and the value of tcount> t­table (3.710 > 1.987).
Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities Syafryadin, Syafryadin; Suherdi, Didi; Nadya, Nyayu Lulu; Harahap, Alamsyah; Astrid, Annisa
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.34667

Abstract

The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.
Multimodal Feedback Workshop for English Teachers in Designing Questions Based on Higher Order Thinking Skill Syafryadin Syafryadin; Dian Eka Chandra Wardhana; Annisa Astrid
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.897 KB) | DOI: 10.35445/alishlah.v14i1.1151

Abstract

This study aimed to determine whether or not there is quality improvement of HOTS-based questions through multimodal feedback made by English teachers. Besides, this study intended to find out the forms of feedback given during the implementation of multimodal feedback and English teachers' perception of multimodal feedback in designing HOTS-based English questions workshops. This study used a mixed-method involving 30 English teachers willing to participate in the training. Furthermore, research data collection was done through the provision of tests, interviews, and observations. Several experts have validated the instruments used in this study. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using SPSS, while qualitative data in interviews and observation sheets were analyzed using several stages, including data reduction, data display, and concluding. The results of this study indicated a quality improvement of HOTS-based English questions that have been made by English teachers, which was evidenced by an increase in the results from pretest to posttest. The next finding is that three types of feedback helped teachers make HOTS-based English questions through multimodal feedback: peer feedback, oral conference, and written feedback. Another finding was that English teachers gave a positive perception towards designing HOTS-based English questions through multimodal feedback because these activities provided positive input on their ability to make HOTS-based English questions. In conclusion, the findings of this study benefit English teachers in designing HOTS-based questions, so that teachers can implement the result of the workshop in the teaching and learning process.
PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM AKTIVITAS PEMBELAJARAN BAHASA INGGRIS Annisa Astrid
Ta'dib: Jurnal Pendidikan Islam Vol 17 No 02 (2012): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v17i02.35

Abstract

The current social problems are often related to the failure in building in our education process, more specifically teaching and learning process. Meanwhile, the basic concept of education is more than just transmitting knowledge to the learners but providing opportunities for the learners to build their character. Character education should be integrated into all subjects the students learn, including English as a Foreign Language (EFL). In setting up the objectives, it is important to provide students with learning activities and exercises which build character such as allowing students to understand the importance of respecting others or introducing responsibility. Such activities could be applied in all language learning activities. Accordingly, this paper tries to describe the integration of character education into language learning activities. Integrating character education into language activities should be started just from the initial process of designing curriculum. 
PEMBELAJARAN TATA BAHASA INGGRIS SECARA KOMUNIKATIF DENGAN PENYAJIAN INDUKTIF DAN PENGINTEGRASIAN KETERAMPILAN BERBAHASA: STUDI KASUS DI KELAS BAHASA INGGRIS I DI IAIN RADEN FATAH PALEMBANG Annisa Astrid
Ta'dib: Jurnal Pendidikan Islam Vol 16 No 02 (2011): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v16i02.60

Abstract

AbstractTeaching grammar has been regarded as prominence in teaching a language where there are some different views of how to teach it. Recently, with the introduction of Communicative Language Teaching, teaching grammar is emphasized on experiential learning and communicative goals. For these reasons the writer tried to implement inductive approach in Bahasa Inggris class, where all the students are from Non English Department. In inductive approach, the learners study examples and from these examples derives an understanding of the rule. the writer also presented the grammar integrated with four language skills (speaking, listening, reading, and writing), where the writer paid more attention to enabling students to work with the target language during the lesson and communicate in it by the end of it.. In totally 14 meetings, the teacher applied inductive approach in presenting the materials and gave all exercises integratedly to four language skills (speaking, writing, reading and listening). The data were collected by means of T-Test. From the results of the T-test, it can be seen that the T value is 5,193, with the significance value 0,001. T value is more than T table ,2,042 . It can be interpreted that there is a significant difference between the students’ achievement in grammar before the treatment and after the treatment by using inductive approach and applying the activities that integrates grammar into four language skills. It was also found that the students were enthusiastic along the teaching and learning processes by implementing inductive approach. Keywords: inductive, communicative language teaching
The Effect of Couched Peer Feedback through Face to Face and Facebook Interaction toward Students’ Writing Ability and Engagement ANNISA ASTRID; LENNY MARZULINA
Ta'dib: Jurnal Pendidikan Islam Vol 23 No 2 (2018): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v23i2.2580

Abstract

The purpose of this study was to find out how the implementation of couched peer feedback writing technique through direct interaction in the class and Facebook instruction influenced students’ writing ability and how they engaged in learning activities viewed from student’ level of writing anxiety. The research was conducted at two paragraph writing classes at one State Islamic University in Palembang. Mixed method data collection was used in this study. The quantitative data were collected by using Likert-scale questionnaire used to measure students’ level of writing anxiety and paragraph writing test. Meanwhile, the qualitative data were gained by using observation and interview. Students’ paragraph writing test scores were analyzed by using Two Way Anova statistical analysis. Then, observation and interview data were transcribed and coded. The findings showed that first, the difference feedback writing techniques had different effects on students' writing ability. Next, differences in students' anxiety levels in writing also had different effects on their writing performance. Then, there was no interaction between the application of feedback writing techniques, the level of writing anxiety and writing performance. Finally, students had varying engagement to the learning process in terms of behavioral, affective and cognitive aspects.
The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School Annisa Astrid; Deta Desvitasari; Aghor Aqdam
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5253

Abstract

Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.
Co-Authors Aghor Aqdam Ahmad Zainuri Alamsyah Harahap Alamsyah Harahap, Alamsyah Amalia Hasanah Cindi Oktavianti Deta Desvitasari Dian Eka Chandra Wardhana Dian Erlina Dwi Marisa Illa Eko Saputra Eko Saputra Fitri Alya Okta Sukma Fitri Alya Okta Sukma Haryani Haryani Heru Purwansyah Hikmah Endraswati Holidi Holidi Husnaini Husnaini Husnaini Istikomah Istikomah Juita Sari Puspita Dewi Karoma, Karoma Khofifah Indah Sari Mar'atul Latifah Dwi Saputri Melis Melis Meshy Berliana Fathonah Mirrah Salsabila Muhamad Chalik Chairuman Muhamad Chalik Chairuman Nyayu Lulu Nadya, Nyayu Lulu Prabowo Lukito Radiyah Radiyah Renny Kurniasari Ridha Ilma Rizqy Dwi Amrina Shanina Bt. Sharatol Ahmad Shah Sudarmaji, Imam Suherdi, Didi Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin Syafryadin, Syafryadin Yuliana Yuliana