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All Journal Edugama: Jurnal Kependidikan dan Sosial Keagamaan Tarbawy : Jurnal Pendidikan Islam EEdJ: English Education Journal
Zulfikri Betyar Rasuan
IAIN Syaikh Abdurrahman Siddik Bangka Belitung
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teaching Vocabulary Mastery by Using Systematic Game Zulfikri Betyar Rasuan
Tarbawy : Jurnal Pendidikan Islam Vol 4 No 2 (2017): Tarbawy : Jurnal Pendidikan Islam
Publisher : IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/tarbawy.v4i2.818

Abstract

David Wilkins mengatakan bahwa tanpa tata bahasa sangat sedikit yang bisa disampaikan, tanpa kosakata tidak ada yang bisa disampaikan. Dia menambahkan bahwa Anda dapat mengatakan sangat sedikit dengan tata bahasa, tetapi Anda dapat mengatakan hampir semua hal dengan kata-kata. Artinya kosa kata sangat penting dalam belajar bahasa Inggris. Untuk mengajar kosa kata, guru harus menggunakan strategi yang efektif dan menarik dalam mengajar kosa kata. Peserta didik akan belajar dan mengingat kata dengan mudah jika mereka diajar dengan menggunakan strategi yang efektif dan menarik oleh guru.
Class Room Action Research in English Language Learning Zulfikri Betyar Rasuan
Edugama: Jurnal Kependidikan dan Sosial Keagamaan Vol 5 No 1 (2019): EDUGAMA: Jurnal Kependidikan dan Sosial Keagamaan
Publisher : PASCASARJANA IAIN SYAIKH ABDURRAHMAN SIDDIK BANGKA BELITUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/edugama.v5i1.965

Abstract

Research activities is common for a lecturer because it is a compoulsary term. Research in English Language or English learning is a scientific activity that aims at investigating the rules that work in the process of English learning. Research activities in English learning cover four steps: observing, describing, analyzing, and explaining. The way of each step is done depends on the nature of the data and the objective of the research. Classroom Action Research (CAR) for English Learning aims at developing a certain instructional strategy to solve practical instructional problems in English classrooms. Each English learner is basically able to learn English provided that he or she is given the appropriate help as each learner has his or her own style and strategy of learning. CAR for English Learning aims at discovering learning-teaching strategies that match learners’ style and strategies in learning English. CAR is done in several cyles each of which is repeated in the following cycle if the result is not satisfactory yet with the better revised lesson plan. Each cycle begins with lesson planning, implementing the plan, observing the implementation, and reflecing or evaluating the process and the result of the implementation. The result of the reflection determines the following cycle.
The Correlation between Students’ Achievement in Using Adjectives and Their Ability in Writing Descriptive Text Mo'amar Chadafi; Zulfikri Betyar Rasuan; Dina Novrieta
EEdJ: English Education Journal Vol 3 No 2 (2023): English Education Journal 2023
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/eedj.v3i2.4471

Abstract

This study was a correlational study. The objectives of this study were: to find out the students’ achievement in using adjective, their ability in writing descriptive text, and whether there was any significant correlation between those two variables. The total number of sample was 24 students. The findings of this study showed that the students’ achievement in using adjective was categorized into good criteria. It could be seen from the result of the mean score of students’ achievement in using adjective, it was 76.96. For the students’ ability in writing descriptive text, the findings of the study showed that the result of the mean score was 76.75. Then, the findings for the correlation between students’ achievement in using adjective and students’ ability in writing descriptive text was 0.860 and the p-value (Sig. (2- tailed)) was 0.000. Meanwhile, the critical value in the table at significant (2- tailed) level 5% was 0.404. It meant that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Therefore, there was a positive correlation between students’ achievement in using adjective and students’ ability in writing descriptive text.
Co-Authors Dina Novrieta Mo'amar Chadafi