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All Journal RADIANT: Journal of Applied, Social, and Education Studies Jurnal Multidisiplin Dehasen (MUDE)
Erlian Dwisnu
Administration Program, Sekolah Tinggi Ilmu Administrasi, Bengkulu, Indonesia
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The Effect of Problem-Based Learning Strategy to Students’ Ability in Writing Argumentative Text at Muhammadiyah University of Bengkulu Erlian Dwisnu
RADIANT: Journal of Applied, Social, and Education Studies Vol. 2 No. 2 (2021): RADIANT Journal of Applied, Social, and Education Studies
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Akademi Bahasa Asing Harapan Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52187/rdt.v2i2.41

Abstract

The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject.  The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score  of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points.  So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.
The Effect of Applying TGT (Team Game Tournament) Technique to the Students’ Reading Comprehension in UMB Erlian Dwisnu
Jurnal Multidisiplin Dehasen (MUDE) Vol 1 No 3 (2022): Juli
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/mude.v1i3.2887

Abstract

The using of innovative techniques in teaching reading is so useful to increase students’ achievement in reading comprehension. The students’ difficulties in comprehending the text and inactive reading class are the points of the phenomena of this research.The objective of the research was to find out and describe whether TGT technique gives positive effect to students’ reading comprehension. The research design of this research was experimental design. As the instrument of this research was reading test which consisted of 10 items essay. The result of the reading test was the TGT could increase the students’ reading comprehension ability. It can be seen after the researcher calculated by using t-test formula that t-count was higher than t-table (3.125>2.024) and the mean score of the both classes increased, 7.5 points for the control group and 18.5 points for the experimental group. So, it can be concluded that this technique gave a positive effect in teaching reading.
Students’ Ability In Pronouncing Vowels Based On “Sound Of English” Erlian Dwisnu
Jurnal Multidisiplin Dehasen (MUDE) Vol 2 No 1 (2023): Januari
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/mude.v2i1.3660

Abstract

This research is intended to know and describe Students Ability in Pronouncing Vowels Based on “ Sound of English. The problem was How is the Ability of students’ in pronouncing vowels based on “Sound of English”?. This research is just focused on the students’ ability in pronouncing vowel sounds consists of [i:], [ I], [ʊ], [u:], [ e], [ ә], [З:], [ᴐ:], [æ], [ʌ], [ɑ:], and [ɒ]. In this research the researcher used descriptive method. There were 65 students that the researcher folowed this research. pronounciaton test was used to collect the data in this research, it consisted of 48 items in pronounciation test. The data was evaluated and analyzed by “Sound of English”. The result of this research showed the students’ ability in pronouncing vowel was good almost in all of vowel sounds like [e] was 99.23%. The sound [æ] was 97.69%. The sound [ɑ:] was 96.38%. Then sound [З:] was 94.23%, sound [ʊ] was 93.46% and [I] was 90.76% . After that [ә] was 87.30%. The sound [u:] was 84.61%. Then, [i:] was 79.61% and The sound [ᴐ:] was 78.46%. After that [ɒ] was 61.15% and the last sound [ʌ] was 60.38%. Almost all the participant in this reserach was succes to pronounce vowel sounds. It means that phonology lecturers have succeeded in teaching. The researcher suggested, the lecturers give more exercises to the students in order that they can practice their pronunciation not only for the purpose of studying phonology but also in the application of their daily activities.
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