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All Journal Reflektika INTERACTION: Jurnal Pendidikan Bahasa
Dian Tri Riska Ekawati
Universitas Islam Malang
Religion Education Languange, Linguistic, Communication & Media

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Journal : Reflektika

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THE USE OF SQ4R FOR IMPROVING READING SKILL: HOW SHOULD IT BE IMPLEMENTED? Dian Tri Riska Ekawati; Dzulfikri Dzulfikri; Saiyidi Hasbullah
Reflektika Vol 15, No 2 (2020)
Publisher : Institut Dirosat Islamiyah Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v15i2.580

Abstract

For senior high school students, understanding literature has become a struggle. Impaired vocabulary and prior knowledge, grammatical flaws, and poor reading methods were all important factors in reading. As a result, this study aims to use SQ4R as a technique for overcoming learners’ difficulties in learning reading, particularly those studying English in SMKN 1 Bakung. SQ4R is one of the most widely used acronyms (Survey, Question, Read, Recite, Review, and Reflect). The SQ4R reading method is aimed to engage kids in reading activities, encourage them to enjoy reading, and enhance their academic achievement as a result. Students should apply what they already know to assist them learn new material, according to SQ4R. This study employs Classroom Action Research (CAR) at XI TKJ, using data obtained from two instruments: a post-test and observation sheets. A total of 26 students participated in the study. The findings of this study show that after being taught the approach, students’ reading ability improves. The students acquire an average score of 55.4 in pre-test. Then, their average score increases to 63.3 in the first cycle. The average score climbs to 73.3 average scores in the second round. The success criteria for this study were that 75% of the students (19 students) got a score of 65.
THE STUDY OF TEACHERS’ FEEDBACK IN ONLINE WRITING ASSESSMENT Saiyidi Hasbullah; Junaidi Mistar; Dian Tri Riska Ekawati
Reflektika Vol 15, No 2 (2020)
Publisher : Institut Dirosat Islamiyah Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v15i2.591

Abstract

Writing is regarded one of the most pivotal English language abilities. Different researchers agree that writing in English as a second or foreign language (ESL/EFL) environment is a challenging process involving social, environmental, motivational, and perceptive concerns. This is really appropriate for the teachers to give some feedbacks to the learners who learn writing using online as the teachers can control and treat the learners based on the ability they have. teacher feedback is an essential part of the process method since it helps students discover their strengths and weaknesses while also motivating them during the writing process. The focus of this research is on the teacher’s feedback during the writing evaluation, as demonstrated by the form, types, platform, and reactions of the students and the reason for the feedback provided. A survey with a quantitative methodology was used in this study. This survey included English teachers from Blitar's vocational high schools. In this study, the purposive sampling approach is applied. Because of their diverse goals and techniques, the researchers chose eight vocational high schools to study. As a result, such schools’ student demographics were diversified. They also required the services of more than one English teacher. Twenty English teachers participated in the poll. Teachers were asked to fill out a questionnaire in order to submit the data. The researchers created closed-ended and open-ended surveys with Google Forms.
Co-Authors Dzulfikri Dzulfikri Mustofa, Mutmainnah Saiyidi Hasbullah Saiyidi Hasbullah TATI NURHAYATI