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THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI melati, eka
Jurnal Ipteks Terapan Vol 8, No 2 (2014): JIT
Publisher : LLDIKTI Wilayah X

In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211Â

THE EFFECT OF JIGSAW II TOWARD LEARNING MOTIVATION AND READING COMPREHENSION AT THE SECOND GRADE OF ENGLISH STUDENTS IN STKIP DHARMA BAKTI eka melati
Jurnal Ipteks Terapan Vol 8, No 2 (2014): JIT
Publisher : LLDIKTI Wilayah X

In teaching Reading, learning motivation and reading comprehension are essential. Ideally, after students learn the reading skills, both of their learning motivation and reading comprehension are better than before. In fact, the students still face some problems in comprehending the text. The problems are: they got low score of reading comprehension, they are lack of motivation, they are lack of vocabulary mastery, their reading achievement is still low, and the lecturer always uses small group discussion method without any variation. The purpose of this research was to find out the effect of JIgsaw II on learning motivation and reading comprehension.This study was an experimental research. Poupulation of this research was the second grade students of English Department of STKIP Dharma Bakti Lubuk Alung academic year 2010/2011 who was totally 133 students. The sample was selected by cluster random technique. The instruments were questionnaire of learning motivation and test of reading comprehension. The data were analyzed manually by t-test formula.The result of this study were learning motivation of students who were taught by Jigsaw II was better than those who were taught by small group discussion; and reading comprehension of students who taught by Jigsaw II was better than those who taught by small group discussion. It concluded that Jigsaw II produced better result on learning motivation and reading comprehension. It was implied that Jigsaw II could be used as method of teaching reading for English students.Doi: 10.22216/jit.2014.v8i2.211

Pendampingan dan Peningkatan Profesional Guru Bahasa Inggris melalui Aplikasi Modul E-Learning di SMU 1 Nan Sabaris Yosa Novia Dewi; Kristian Burhan; Indri Astuti; Eka Melati; Zefriyenni Zefriyenni
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 3 (2021): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/soshum.v2i3.16

One way to increase teacher professional development is through the provision of quality learning media, namely E-learning or Internet learning because it is a medium that can improve the quality of education. The purpose of this workshop is to be able to add new knowledge and experience for teacher in the implementation of learning methods, to be able to use the internet in the learning process and to be able to modify learning methods by utilizing information technology facilities as an effort to develop professional teachers. The method used starts from the planning stage, implementation to the evaluation stage. The workshop was carried out for two days. The first day is more focused on providing material while the second day is more focused on the practice of using e- learning module application technology. The workshop participants were very enthusiastic during the activity.

Pelatihan Toefl Preparation Course Bagi Mahasiswa Program Studi Pendidikan Matematika Fakultas Fkip Universitas Batanghari Efa Silfia; Sri Dewi; Khidayatul Munawwaroh; Eka Melati; Lis Hafrida
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 2 No. 4 (2021): Jurnal Abdimas ADPI Sosial dan Humaniora
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/soshum.v2i4.56

Mastery of foreign languages, especially English, is very important in efforts to improve the quality of human resources in the world of education. By imposing international quality standards, a campus has committed to enter a management domain that is no longer based on local quality standards and demands. Bilingual delivery of materials is a mandatory requirement for international standard schools. Of course, this is impossible if the teachers/teachers do not have English language competence. TOEFL equivalent English training is one of the efforts that can be done to improve the ability to master English for Mathematics students. Therefore, a TOEFL Preparation Course training program was conducted for students of the Mathematics Education study program FKIP Unbar to improve students' English skills. This program is carried out for 4 months. The training is divided into three basic skills, namely, Listening, Structure and Written Expression, and Reading Comprehension. Each session is held for 90 minutes with a balance of theory and practice in the form of working on practice questions. Meanwhile, to determine the initial and final abilities of the participants, a pre-test and post-test were carried out with TOEFL equivalent English test material. The results of this activity showed that students were satisfied and enthusiastic about participating in the training. In addition, there was an increase in students' English skills as indicated by an increase in post-test scores.

FIVES: A RECENT STRATEGY IN TEACHING READING COMPREHENSION Eka Melati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.539 KB)

Reading comprehension strategies define as plans and sets of steps used by efficient readers to understand the text intentionally. Instruction of comprehension strategy helps students becoming efficient readers who select and apply multiple skills suited to a text, their level of background knowledge, and intended purpose as they construct meaning. But before that outcome can be achieved, the students must be taught useful reading skills, allowed enough time for supported practice with each and be provided with models of strategies integration across multiple texts for authentic purposes. With an effective and efficient information and suggestions available for teaching students skills, how to use them strategically for comprehension and word learning becomes essential. FIVES (Fact, Inferences, Vocabulary, Experience, Summary) strategy accomodates these high levels of competence instruction in literacy processes and content-specific knowledge and skills. This paper discusses theoretical background of FIVES strategy and how this strategy might be employed in the classroom.

READING COMPREHENSION OF REPORT TEXT: THE EFFECT OF OK5R ACTIVITIES THROUGH COOPERATIVE LEARNING (LEARNING TOGETHER) VIEWED FROM READING INTEREST AT XI GRADE STUDENTS OF SMAN 1 RANTAU KOPAR Eka Melati; Dwi Megista Putri
ELP (Journal of English Language Pedagogy) Vol 4 No 1 (2019): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v4i1.22

This sudy aims at investigating the effect of OK5R (Overview, Key Ideas, Read, Record, Recite, Review and Reflect) activities through Cooperative Learning (Learning Together) on teaching reading of report text viewed from reading interest. This research was a quasi-experimental research by using 2x2 factorial designs.Reading interest was the moderator variable. Population of this research was XI grade students of SMAN 1 RantauKopar. Sample choosed by using cluster random sampling technique: XI IPA was the experimental class and XI IPS 1 was the control one. The instrumentation was questionnanire of reading interest and test of report texts reading.The data analyzed by using t-test and ANAVA for hypothesis testing. The result showed whether: (1) OK5R activities through learning together produced better result on students’ reading comprehension than three-phase strategy; (2) students with high reading interest who are taught by OK5R activities through Cooperative Learning produced better result in reading than those who are taught by Three Phase strategy; (3) students with low reading interest who are taught by OK5R activities through Cooperative Learning produced better result in reading than those who are taught by Three Phase strategy; and (4) there is no interaction between both strategies (OK5R activities through Cooperative Learning and Three Phase strategy) and reading interest toward reading comprehension.OK5R activities through Cooperative Learning was an effective strategy in teaching reading of report texts at senior high school. Students who have high and average reading interest improves their reading comprehension with this strategy. Future research is encoraged exploring the application of this strategy in another kinds of texts as larger population and sample. It was implied that variation strategy used in teaching reading comprehension is important

COLLEGE STUDENT’S PROBLEMS IN WRITING PARAGRAPH ( A CASE STUDY AT FOURTH SEMESTER STUDENTS OF INFORMATICS MANAGEMENT OF AMIK MITRA GAMA) Eka Melati
ELP (Journal of English Language Pedagogy) Vol 5 No 1 (2020): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v5i1.245

The purpose of this study is to analyze problems faced by the college students of the Informatics Management study program at AMIK Mitra Gama in writing a paragraph. This study was descriptive qualitative research. The participants of this research were fourth-grade students of the Informatics Management study program attending the Applied English II course and registered on the 2018/2019 academic year, 31 students. Instrumentation of this research was student’s paragraph writing entitled “Computer in the Digital Age” in 100-150 words and interview. The result of this study found that the students had the organization of paragraph, grammatical and mechanics problems in writing a paragraph. The most typical difficulty was the organization of paragraph problems in writing concluding sentences (90,3%). Secondly, grammatical problem in using adjective (77,4%), article (64,5%), and verb (58,1%). Third, mechanics problem in punctuation (38,7%). Lastly, based on the interview, these problems arise from the students' used Google Translate more often in finishing their writing. They translated their paragraph in Bahasa Indonesia into English directly without paying attention to the aspects of writing a paragraph. It made them difficult in choosing the appropriate words. For the next study, it was suggested to further investigate another aspect of grammatical (preposition, transition word, and conjunctions) and mechanics of writing such as content and organization. It implies that writing skills should be included in course design to enhance student’s ability in writing.

GRAMMAR MASTERY AND WRITING ACHIEVEMENT OF THE TOEFL: A CORRELATIONAL STUDY AT HIGHER EDUCATION Eka Melati
ELP (Journal of English Language Pedagogy) Vol 7 No 1 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i1.581

The research was a kind of correlational study which had objective to determine the association of grammar mastery and writing achivement in making prediction how much the correlation among the variables quantitatively. Population of the study was the fourth semester students of AMIK Mitra Gama registered on 2019/2020 academic year totally 126 students, 30 students was the sample of this research taken by cluster sampling technique. Test of grammar and writing adapted from Cambridge Preparation TOEFL was the instrumentation. Data analyzed by using correlation Pearson Product Moment (r-test). The result of the study found that robserved (0,92) is higher than rtable (0,362) on 0,05 significance level. In addition, hypothesis testing resulted that H1 (there is a correlation between grammar mastery and writing achievement) is accepted, but H0 (there is no correlation between gammar mastery and writing achievement of the TOEFL) is rejected. In sum, there was a significant correlation between mastery of grammar and writing achievement for the fourth semester students of AMIK Mitra Gama. From the result of the research, grammar and writing should be stated on lesson plans of English 1, 2 and 3 course and taught more intensive since those skills also support student’s achievement to administer TOEFL.

UTILIZING PODCAST TO IMPROVE INFORMATICS MANAGEMENT STUDENTS’ LISTENING COMPREHENSION AND PARTICIPATION AT AMIK MITRA GAMA Eka Melati Eka Melati; Yessi Ratna Sari; Syamsiah Depalina Siregar
Journal of English Education and Linguistics Vol. 1 No. 2 (2020): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v1i2.255

Technology of podcasting becomes a popular teaching media in education nowadays. It gives the students opportunity to study anytime and anywhere. It is flexible, dynamics and powerful to improve students listening comprehension. It gives new challenge in the context of language learning especially listening that as first skill of language acquisition. This was a classroom action research study. It aims at identifying the listening improvement of third semester students of Informatics Management at AMIK Mitra Gama academic year 2019/2020 by using podcasts. The participants were 24 students(3 MMI class). Finding of this study showed that utilizing podcast can improve not only student’s listening comprehension achievement (66.96% in fisrt cycle to 68,29% in second cycle) but also student’s participation (46,67% in cycle 1 to 56,67% in cycle 2). In sum, podcasts can be an attractive media in teaching listening at AMIK Mitra Gama.

DEVELOPING HOSPITALITY E-MODULE TO IMPROVE HOTEL EMPLOYEES ENGLISH SKILL Sherly Franchisca; Khidayatul Munawwaroh; Efa Silfia; Sadjiran Sadjiran; Eka Melati
Jurnal Ipteks Terapan (Research Of Applied Science And Education ) Vol. 16 No. 1 (2022): Jurnal Ipteks Terapan (Research Of Applied Science And Education)
Publisher : Lembaga Layanan Pendidikan Tinggi Wilayah X

Abstract The purpose of this research was to develope Hospitality e-modul for hotel, especially for Grand Zuri Hotel Padang employees. The type of this research is Research and Development toward designing and developing e-modul for teaching and learning at Grand Zuri Hotel Padang. It is conducted for the employees of the hotel which participates for English class. In additon, there were 60 (sixty) employees involved in English teaching and learning process at Grand Zuri Hotel Padang which divided into two meeting. In fact, the result of the study shows that: (1) current analysis about teaching and learning process of Grand Zuri Hotel Padang related to several information of the previous teaching and learning process where the learners are in pre-intermediate level and a meeting last in 120 minutes, but there was no modul for the learners; (2) need analysis showed that the dominant skill needed by the learners based on the questionnaire were listening and speaking, generally the ability of the learners in English are good, and there were 19 (nineteen) topics that could be choosen by the learners; (3) in designing and developng e-modul, there were 14 (fourteen) topics in the modul and there was also a syllabus of the modul, also the activity in the e-modul consist of the introduction about the topic, expressions, reading, paired practice, chit chatting, and worksheet; (4) to validate the modul, there were 4 (four) validators involved, General Manager of Grand Zuri Hotel Padang (Surni Yanti,S.Pd), two lecturers from Hotel Management Study Program at Universitas Negeri Padang, and experience trainer for English in hotel industry. In conclusion, based on the findings, there should be attractive and easy to understand materials or e-modul for the employees of Grand Zuri Hotel Padang; (5) in order to know the effectifity of e-modul in teaching and learning there was limited try out in Grand Zuri Hotel. Based on the result of the try out, there is a conclution that the material which is prepared for the employees were needed in teaching and learning process , such as handout, which is made by easy and understandable format to be learned.

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