Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching
Novia Trisanti
Jurusan Bahasa Dan Sastra Inggris, Fakultas Bahasa dan Seni, Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
PENERAPAN DENGAN KEGIATAN KOMUNIKATIF DI KELAS UNTUK MENINGKATKAN KELANCARAN BERBICARA Trisanti, Novia
Lembaran Ilmu Kependidikan Vol 39, No 2 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study has an objective to increase the fluency of English Language and Literaturestudents of Unnes in speaking class by using the materials which can be incorporatedby the stages of critical thinking and communicative activities. The research methodwas classroom action research (CAR). The research was conducted in two cycles.Each cycle consisted of four meetings. In the first cycle, the students appliedcommunicative activity such as group and class discussion. In the cycle 2, the studentshad debate simulation. The research revealed that the use of materials which could beincorporated with critical thinking process could lead the students to think critically incommunicative activities. Those activities improved the students fluency in speakingEnglish, especially students of English Department, Faculty of Languages and Arts,Unnes. The improvement was proven by the improvement of students score betweenpretest with 63 total score and posttest with 72 total score. Furthermore, the studentsattitude dealing with the ability to solve the critical problem, expressing criticalopinion, and of course their speaking fluency in giving critical solution improved.critical thinking, kegiatan komunikatif, kelancaran berbicara
STRATEGI INDUCTIVE LEARNING PADA PEMBELAJARAN ENGLISH GRAMMAR UNTUK MENINGKATKAN KOMPETENSI GRAMATIKAL MAHASISWA Areni, Galuh Kirana Dwi; Hapsari, Intan Permata; Trisanti, Novia
Jurnal Penelitian Pendidikan Vol 30, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v30i1.5664

Abstract

This study focuses on a class action research (CAR) which tried to apply a method of Inductive Learning in a class of Advanced English Grammar to improve the students’ grammatical competence and to find out whether there were students’ behaviour changes in learning English grammar. This class action research (CAR) was conducted in two cycles. In each cycle, there were four steps, i.e planning, acting, observing, and reflection. Every cycle was conducted in two class meetings. The material for cycle 1 was ‘the position of adjectives’ and the material for cycle 2 was ‘the forms of adjectives.’ The subjects of the study were the 4 semester students of an Advanced English Grammar class in academic year 2011/2012. These students were Literature Study Program students of English Department Unnes. Based on the data analysis, the result of this CAR was quiet satisfying. There was an increasing percentage of students’ test scores between cycle 1 and cycle 2. From test cycle 1, there were 32% students who got less than 70, while this reduced to only 24% students in test cycle 2. In addition, there were 68% students who got 71-100 in test cycle 1 and it increased to 76% students in test cycle 2. Based on the observation sheets and questioners given to the students, most of them liked Inductive Learning method to be applied in grammar classes because this method is fun and interesting. This attitude directly influenced their activity, motivation, and behavior in grammar classes which indirectly also increased their grammatical competence. Finally, the pedagogical implication th of the study is the lecturers and students are supposed to fully motivated to use Inductive Learning method in their grammar classes. This method, hopefully, can improve students’ activity, motivation, behavior, and grammatical competence in learning English grammar.
ONE STAY THREE STRAY: STRATEGI MENINGKATKAN KETRAMPILAN MENULIS JENIS TEKS EKSPOSISI DALAM PEMBELAJARAN GENRE-BASED WRITING Hapsari, Intan Permata; Trisanti, Novia; Areni, Galuh Kirana Dwi
Jurnal Penelitian Pendidikan Vol 30, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v30i1.5665

Abstract

This is a classroom action research within the context of cooperative learning, which is conducted to investigate how exposition texts are developed through One Stay Three Stray strategy, and how One Stay Three Stray strategy can change students’ positive attitude in writing exposition texts. The study was done towards a class of Genre-based Writing in English Department of Semarang State University. The main goal of this study is to help students improve the way how to communicate their ideas through texts they develop. The problems which the writer deals with to uncover the above phenomena are: (1) How can One Stay Three Stray strategy help students in solving problems dealing with writing and developing their ideas in writing exposition texts? And (2) how does One Stay Three Stray strategy change students’ positive attitude to achieve the goals of the Genre-based Writing Subject, especially in achieving the goal of writing exposition texts? Based on the result of the research, it is found that there is a positive impact on the use of One Stay Three Stray strategy on the teaching and learning process of exposition texts. This can be seen on the result of the evaluation of the process and of the composition produced by students during the research. The students’ writings from the four cycles improve significantly.
STRATEGI WRITING WORKSHOP UNTUK MENINGKATKAN KEMAMPUAN MENULIS PARAGRAF MAHASISWA JURUSAN BAHASA DAN SASTRA INGGRIS Trisanti, Novia
Jurnal Penelitian Pendidikan Vol 28, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v28i1.5615

Abstract

This study is about the use of Writing Workshop as a strategy in Paragraph Based Writing (PBW) class to improve students’ ability in writing a paragraph. The statement of the problems in this study are (1) how Writing Workshop strategy can be used in PBW class to improve the ability of 3 semester English department students of Unnes in writing a paragraph, and (2) whether the use of Writing Workshop can change the students attitude when they are asked to write a paragraph. Its aim is to describe how writing workshop strategy can be used to improve the ability of 3 rd semester English department students of Unnes to write a paragraph. The research methodology was Classroom Action Research (CAR), which was done in two cycles. Each cycle consists of four meetings. In those cycles, the students involved in all activities of writing workshop startegy, such as mini lesson, writing time, sharing (author’s chair), and writing celebration. In cycle one, the material was about narrative texts. In cycle two, the material was about expository texts. The result showed that there was an improvement in the students’ scores between pre test and post test scores. It was 39.25. Another good results could be seen from the observation and interview. The students’ understanding of the materials was good. Their writing of a paragraph got better constantly. For example, the ideas were getting better, the organization of paragraph was correct, the appropriatteness of grammar and diction was accurate, also the mechanics were good. Besides, the students were more motivated.
ENGLISH DIGITAL TALKING BOOKS AS MEDIA TO TEACH NARRATIVE WRITING Hufron, Ainul; Trisanti, Novia
ELT Forum: Journal of English Language Teaching Vol 5 No 2 (2016)
Publisher : Jurusan IKM FIK UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

There are many studies have been conducted to investigate the use of talking book, but not with the digital talking book. In other words, the use of digital talking book has not been widely prevalent among the EFL learners. This study investigated whether there is any significant differences on the students’ writing achievement between those who are taught by using English digital talking books and those who are taught by using simple brochure as media. The population of the study was the twelfth grade students of SMA N 1 Comal, Pemalang, in the academic year of 2014/2015). There were 80 students, divided into two groups of 40, participated in this quasi experimental study as experimental and control group. The result of t-test showed that the difference between the students who were taught using English digital talking books and those who were taught using simple brochures can’t be seen significantly. It also showed that in this study, English digital talking books were more effective than simple brochures to improve students’ ability in writing a narrative text.
CLUSTERING TECHNIQUE AND PEER ASSESSMENT IN TEACHING WRITING RECOUNT TEXT TO JUNIOR HIGH SCHOOL STUDENTS Widyawati, Eka Yunita; Trisanti, Novia
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was conducted under the consideration of the observation in SMPN 39 Semarang that many students faced problems in learning to write a text. This research is aimed at investigating the effectiveness of using clustering technique and peer assessment in teaching writing recount text compared to three-phase technique and the students’ perception of the lesson. A quasi-experimental was used as the research design in this study. The subjects were the eighth graders of SMPN 39 Semarang in the academic year of 2016/2017 with 60 students as the samples. The control group (VIIIC) was treated using three-phase technique and teacher assessment, while the experimental group (VIII D) was taught using clustering technique and peer assessment. The findings revealed that the use of clustering technique and peer assessment significantly improved the students’ achievement in writing recount text. It was proven by the result of t-test in which the t-value (4.31) was higher than t-table (2.00). In addition, based on the result of the questionnaire, 90% of the students agreed that the use of clustering technique and peer assessment improved the students’ writing achievement. All in all, the use of clustering technique and peer assessment is more effective for teaching writing recount text to junior high school students than three-phase technique and teacher assessment. Moreover, most of the students have a positive perception to the lesson.
Reropa: Kolaborasi Tiga Teknik Cooperative Learning dalam Pembelajaran Grammar pada Keterampilan Menulis Peserta Didik Kelas XI Wahyuni, Sri; Nurhayati, Isti; Trisanti, Novia
Jurnal Profesi Keguruan Vol 3, No 2 (2017): Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.7290/jpk.v3i2.12279

Abstract

Tujuan penelitian ini (1) menjelaskan langkah dan hasil proses penerapan teknik REROPA (2) mendeskripsikan aktivitas pembelajaran yang terjadi selama proses pembelajaran dengan penerapan teknik REROPA. Peserta didik SMAN 13 Semarang memiliki motivasi yang tinggi dalam belajar bahasa inggris. Namun, hal tersebut tidak didukung dengan pengetahuan dasar yang dimiliki oleh para peserta didik terutama tentang tata bahasa (grammar). Oleh sebab itu, pencapaian kompetensi para peserta didik tidak bisa terpenuhi secara maksimal. Menulis merupakan salah satu kompetensi inti dalam pembelajaran bahasa inggris yang harus dicapai. Kompetensi ini berbanding lurus dengan kompetensi berbicara. Untuk mampu berbicara dengan baik dan benar, peserta didik mampu membuat tulisan yang baik dan benar pula. Berdasarkan kondisi yang tersebut, akan digunakan model pembelajaran REROPA. Berdasarkan penelitian, diperoleh hasil bahwa terjadi kenaikan prosentase hasil penugasan menulis peserta didik sebesar 21,2% yang berarti bahwa penerapan model tersebut membantu belajar peserta didik. Selain itu, peningkatan kinerja guru dan kualitas proses pembelajaran juga terjadi yakni masing-masing sebesar 4% dan 9%.
ONE STAY THREE STRAY: STRATEGI MENINGKATKAN KETRAMPILAN MENULIS JENIS TEKS EKSPOSISI DALAM PEMBELAJARAN GENRE-BASED WRITING Hapsari, Intan Permata; Trisanti, Novia; Areni, Galuh Kirana Dwi
Jurnal Penelitian Pendidikan Vol 30, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v30i1.5665

Abstract

This is a classroom action research within the context of cooperative learning, which is conducted to investigate how exposition texts are developed through One Stay Three Stray strategy, and how One Stay Three Stray strategy can change students’ positive attitude in writing exposition texts. The study was done towards a class of Genre-based Writing in English Department of Semarang State University. The main goal of this study is to help students improve the way how to communicate their ideas through texts they develop. The problems which the writer deals with to uncover the above phenomena are: (1) How can One Stay Three Stray strategy help students in solving problems dealing with writing and developing their ideas in writing exposition texts? And (2) how does One Stay Three Stray strategy change students’ positive attitude to achieve the goals of the Genre-based Writing Subject, especially in achieving the goal of writing exposition texts? Based on the result of the research, it is found that there is a positive impact on the use of One Stay Three Stray strategy on the teaching and learning process of exposition texts. This can be seen on the result of the evaluation of the process and of the composition produced by students during the research. The students’ writings from the four cycles improve significantly.
STRATEGI WRITING WORKSHOP UNTUK MENINGKATKAN KEMAMPUAN MENULIS PARAGRAF MAHASISWA JURUSAN BAHASA DAN SASTRA INGGRIS Trisanti, Novia
Jurnal Penelitian Pendidikan Vol 28, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v28i1.5615

Abstract

This study is about the use of Writing Workshop as a strategy in Paragraph Based Writing (PBW) class to improve students’ ability in writing a paragraph. The statement of the problems in this study are (1) how Writing Workshop strategy can be used in PBW class to improve the ability of 3 semester English department students of Unnes in writing a paragraph, and (2) whether the use of Writing Workshop can change the students attitude when they are asked to write a paragraph. Its aim is to describe how writing workshop strategy can be used to improve the ability of 3 rd semester English department students of Unnes to write a paragraph. The research methodology was Classroom Action Research (CAR), which was done in two cycles. Each cycle consists of four meetings. In those cycles, the students involved in all activities of writing workshop startegy, such as mini lesson, writing time, sharing (author’s chair), and writing celebration. In cycle one, the material was about narrative texts. In cycle two, the material was about expository texts. The result showed that there was an improvement in the students’ scores between pre test and post test scores. It was 39.25. Another good results could be seen from the observation and interview. The students’ understanding of the materials was good. Their writing of a paragraph got better constantly. For example, the ideas were getting better, the organization of paragraph was correct, the appropriatteness of grammar and diction was accurate, also the mechanics were good. Besides, the students were more motivated.
STRATEGI INDUCTIVE LEARNING PADA PEMBELAJARAN ENGLISH GRAMMAR UNTUK MENINGKATKAN KOMPETENSI GRAMATIKAL MAHASISWA Areni, Galuh Kirana Dwi; Hapsari, Intan Permata; Trisanti, Novia
Jurnal Penelitian Pendidikan Vol 30, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v30i1.5664

Abstract

This study focuses on a class action research (CAR) which tried to apply a method of Inductive Learning in a class of Advanced English Grammar to improve the students’ grammatical competence and to find out whether there were students’ behaviour changes in learning English grammar. This class action research (CAR) was conducted in two cycles. In each cycle, there were four steps, i.e planning, acting, observing, and reflection. Every cycle was conducted in two class meetings. The material for cycle 1 was ‘the position of adjectives’ and the material for cycle 2 was ‘the forms of adjectives.’ The subjects of the study were the 4 semester students of an Advanced English Grammar class in academic year 2011/2012. These students were Literature Study Program students of English Department Unnes. Based on the data analysis, the result of this CAR was quiet satisfying. There was an increasing percentage of students’ test scores between cycle 1 and cycle 2. From test cycle 1, there were 32% students who got less than 70, while this reduced to only 24% students in test cycle 2. In addition, there were 68% students who got 71-100 in test cycle 1 and it increased to 76% students in test cycle 2. Based on the observation sheets and questioners given to the students, most of them liked Inductive Learning method to be applied in grammar classes because this method is fun and interesting. This attitude directly influenced their activity, motivation, and behavior in grammar classes which indirectly also increased their grammatical competence. Finally, the pedagogical implication th of the study is the lecturers and students are supposed to fully motivated to use Inductive Learning method in their grammar classes. This method, hopefully, can improve students’ activity, motivation, behavior, and grammatical competence in learning English grammar.
Co-Authors Ainul Hufron, Ainul Didi Sukyadi Galuh Kirana Dwi Areni Intan Permata Hapsari Isfara, Gabby Allen Vica Isti Nurhayati Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Widyawati, Eka Yunita Widyawati, Eka Yunita