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All Journal English Review: Journal of English Education Edukasi
Sufiyandi Sufiyandi
Universitas Bengkulu
Arts Humanities Education Languange, Linguistic, Communication & Media

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Cinquain Poem: A Stimulating Instructional Media in Teaching Writing Muhammad Fadhli; Sufiyandi Sufiyandi
Edukasi Vol. 7, No. 2, December 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v7i2.6639

Abstract

Writing, a skill that involved multiple facets of a language, is commonly considered to be the hardest skill to master. Using appropriate instructional media in teaching writing may make an enormous contribution to the achievement of students. This study explored the impact of cinquain poems as an instructional media on the ability of students to compose paragraphs by implementing a quasi-experimental research method. Sixty first semester students from English Education Study Program, Bengkulu University, chosen using total population sampling, were evenly divided into experimental and control groups. To assess their writing skills, the students were given a writing test as pre-test at the first meeting and a post-test at the sixteenth meeting. Inter-raters were used to eliminate bias in rating the work of students. The results of the paired sample t-test showed that implementing cinquain poems significantly improves the ability of students to compose paragraphs. In addition, independent sample t-test analysis also showed that the abilities of the students in paragraph writing were significantly higher than those who were not taught using cinquain poems. These findings indicate that it is beneficial to teach writing through cinquain poems to help students develop and organize their ideas, improve their vocabulary, and build an engaging learning atmosphere.
Learning Strategies and Technologies Applied by High Proficiency University Students for English as a General Subject Sufiyandi Sufiyandi; Muhammad Fadhli; Ildi Kurniawan
Edukasi Vol. 8, No. 1, June 2021
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v8i1.8010

Abstract

Learning strategy is an important factor in the success of achieving communicative language skills. Besides the awareness of using various strategies, applying technology in the language learning activity also becomes crucial for learners to succeed. However, learning strategies and the use of technologies by students of English Subjects at colleges and universities have not been widely found in the literature. For this reason, the research is aimed at finding out the application of strategies and technologies used by high proficiency students. The research is designed by combining both qualitative and quantitative research as the so-called Mixed Method. The participants involved were 33 high proficiency students in English subjects. They were taken based on the tests from 169 students spreading across four faculties at Universitas Bengkulu – Sumatera, Indonesia. After providing the test to determine the high proficiency student, the questionnaires were administered to collect the data related to the strategies and technologies applied by the students. Eventually, an interview was also undertaken to gain the qualitative data. Based on the questionnaire data, it was found that the students applied all learning strategies, namely: memory, cognitive, metacognitive, compensation, affective, and social strategies. Of the six strategies, metacognitive was the strategy mostly used with a mean score of 3.771 and followed by cognitive strategy with 3.643 points. Meanwhile, the least used ones were compensation and social, which have a value of 3.419 and 3.460, respectively. In addition, based on the interview, the use of technology as a learning strategy was also concluded. The high proficiency students applied various technologies such as mobile phones, various Internet Websites, and language applications to practice English. Of these various technologies, mobile phones were the most dominant.
IMPROVING ENGLISH STUDENTS’ SPEAKING SKILLS THROUGH AN ACTION LEARNING STRATEGY Kasmaini Kasmaini; Sudarwan Danim; Muhammad Kristiawan; Zahrida Zahrida; Sufiyandi Sufiyandi; Dwi Maharrani
English Review: Journal of English Education Vol 11, No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7232

Abstract

For students of English education, speaking skills are of paramount importance. However, in the context of English students at Universitas Bengkulu, many students seemed to still struggle with speaking skills. Therefore, to cope with this problem, this classroom action research was conducted with the aim of improving the speaking skills of students who took English conversation course by applying action learning strategy (ALS) since this strategy was scientifically promising. Two phases of the class action design were employed in this research project. The data were garnered using observations, interviews, and English-speaking test. It was evident from the first phase of observation that almost all students recommended the ALS. The data from the interview revealed that a significant proportion of students had profited from this approach, and there were few students who spoke in front of the class. The first phase's precise decision how an average score of 74 was attained by the students. At the second phase, the observation and interview data showed that nearly all students actively participated during discussions and had good improvements of English-speaking skills. The result revealed that the implementation of ALS in the conversation course in semester 1 improves S1 students’ speaking skills.
Co-Authors Dwi Maharrani Ildi Kurniawan Kasmaini Kasmaini Muhammad Fadhli Muhammad Kristiawan Sudarwan Danim Zahrida