Article Per Year (5 Year)
p-Index From 2019 - 2024
0.61
P-Index
This Author published in this journals
All Journal Englisia Journal Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Getsempena English Education Journal English Language Study and Teaching Journal (ELASTE)
Puan Tursina
STKIP Muhammadiyah Aceh Barat Daya
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
INVESTIGATING EFL LEARNERS’ MORALS TOWARD CHARACTER EDUCATION AT STKIP MUHAMMADIYAH ACEH BARAT DAYA Rina Syafitri; Puan Tursina
Englisia: Journal of Language, Education, and Humanities Vol 7, No 1 (2019)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v7i1.5201

Abstract

Being smart and having good grades are the dreams of students in learning process. However, to achieve those goals they have to be aware that affective or character aspect is equally important as cognitive and psychomotor aspect in the learning process. Thus, this study aimed to reveal the learning process of EFL learners’ morals toward education character. The research method of this study was quantitative; the questionnaire was used to collect the data. A total number of 34 participants were selected from each semester of English education department (EED) at STKIP Muhammadiyah Aceh Barat Daya by using convenience sampling. The data were analyzed quantitatively by using percentage. The results revealed that (1) most of students had positive attitudes toward character education in the learning process and (2) the common positive responses implied by EED students toward character education were in terms of commitment, responsibility and discipline. In summary, most of the students had a good character toward the implementation of education character in the classroom while having courses. However, there were only a few of EED students who were still not able to imply a good attitude toward education character in the classroom. Therefore, it is recommended for lecturers to give more attention toward the implementation of students’ education character in the classroom and continuously create strategies to develop students’ good character so that they will have good moral and knowledge.
Discovering EFL Learners’ Reading Strategis at STKIP Muhammadiyah Aceh Barat Daya Rini Susiani; Puan Tursina; Elia Mustika
Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 6, No 1, April (2019)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.797 KB) | DOI: 10.37598/pjpp.v6i1, April.632

Abstract

This study aimed to point out (1) whatkinds of reading strategies used by EFL students at STKIP Muhammadiyah Aceh Barat Daya? and (2) what is the common reading strategies used by those students?A quantitative research design was utilized to collect the data in which a questionnaire was used as instrument.  The questionnaire consisted of items to gain the students’ responses toward six categories of Reading Strategies implementation on their reading ability, namely: memory, cognitive, compensation, metacognitive, affective, and social reading strategies. In total 50 students ofEnglish Education Department at STKIP Muhammadiyahfrom different semester were involved as participants.The findings of the study revealed that(1)EFL students at English Education Department used the six categories of reading strategies both direct and indirect reading strategies such as cognitive, compensation, affective, social, metacognitive and memory strategies. (2) The average range of the sixreading strategies obtained from EFL students at English Education Departmentwere above 3.5 to 4.4. This indicated that the common strategies used by EFL students at STKIP Muhammadiyah Aceh Barat were cognitive, compensation, affective, social, metacognitive, and memorystrategies.Keywords: Reading and Reading Strategy
ANALYZING HOMOGRAPHS IN ACEHNESE AND ENGLISH LANGUAGES Puan Tursina; Eka Rahmatan
Getsempena English Education Journal Vol. 4 No. 2 (2017)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.372 KB) | DOI: 10.46244/geej.v4i2.746

Abstract

The aims of this study were to figure out the number of homographs in Acehnese and English languages and the examples of homographs. Qualitative approach was used to conduct the study. Both Acehnese dictionary and Oxford dictionary were used to collect the data. The results of the study indicated that there were 157 words found between Acehnese and English languages. In addition, those words were written in the same spelling but those are different from the meanings and pronunciation. It was clear that interlingual homograph can be found between Acehnese and English words.
Teacher Corrective Feedback VS Cambridge English Write and Improve (CEWI) in Improving EFL Students’ Writing Performance Puan Tursina; Henny Susanty; Zuhri Efendi
English LAnguage Study and TEaching Vol 2, No 1 (2021): ELASTE
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (409.587 KB) | DOI: 10.32672/elaste.v2i1.3337

Abstract

This study aimed to explore the students’ preference toward teacher’s feedback with different proficiency levels, to describe the most students’ preference in receiving feedback between teacher written feedback and CEWI at different proficiency levels and to figure out the strengths and weaknesses between teacher corrective feedback and CEWI. A qualitative design was chosen to conduct the study. 16 students from department of English education at STKIP Muhammadiyah Aceh Barat Daya in Aceh, Indonesia, were involved in this study. The participants were assigned into two different groups; high proficient students and risk proficient students after receiving the treatments. Students’ essays and semi-structured interviewed were used to collect the data. Data from the interview were coded and classified in a word processor by using NVivo 12 to get the conclusion. The findings showed that (1) all of them had a positive attitude toward the feedbacks because it helped them to improve their writing performance, (2) No matter high proficient students or risk proficient students assumed that most of them preferred teacher corrective feedback to Cambridge English Write and Improve (CEWI). Also, more than 10 students preferred to receive indirect feedback to direct feedback. In addition, teacher corrective feedback could check both global and local errors made by students meanwhile CEWI only focused on the local errors and (3) The strength of teacher corrective feedback was able to ask for the clarification directly and it provided the suggestions for both errors. While, CEWI provided the valuable feedback instantly in their writing. On the other hand, the weakness of teacher corrective feedback was spending a lot of time, while CEWI was only focused on local error and was not able to discuss. In conclusion, a teacher must be able in choosing and providing the appropriate feedback to students. A lot of things must be taken as his or her consideration so the feedback might assist and functional to students’ writing skill. In addition, both of feedback could give students benefit but a teacher’s role is the most important aspect needed by students to help them improving their writing.
Co-Authors Eka Rahmatan Elia Mustika Henny Susanty Rina Syafitri Rini Susiani Zuhri Efendi