Articles
<![CDATA[Teacher's Questioning Strategies during the Classroom Interaction at Islamic Senior High School ]]>
<![CDATA[Desi Yulia Putri putri]]>;
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 2 No. 4 (2021): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of IAIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v2i4.62
<![CDATA[There were several students’ problems that the writer found at Private Islamic Senior High Schools (MAS) including in MAS AsySyarif Koto Laweh Tilatang Kamang. First, some students are often silent in English class. Second, some students find it difficult to understand the learning material. The last the teacher ignores the differences in students' abilities. This research aims to determine the type of questioning strategy and how to apply the questioning strategy in classroom interaction. This research is qualitative descriptive. The informant of this research was an English teacher at MAS AsySyarif Koto LawehTilatangKamang. The data were obtained through observation and interviews. This research found 6 types of Questioning Strategies used by the teacher, there were Knowledge questions, Comprehension questions, Application questions, Analysis questions, Synthesis questions, Evaluation questions. And found 3 to apply questioning strategy there were, questioning at the beginning, Questioning at the middle of the class, and Questioning at the end.]]>
<![CDATA[ECONOMIC EMPOWERMENT OF POOR FAMILY HEADS THROUGH MARKET-BASED MICRO BUSINESS GROUPS IN MKS DISTRICT, BUKITTINGGI CITY ]]>
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ HUMANISMA : Journal of Gender Studies Vol 3, No 1 (2019): Januari - Juni 2019 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Bukittinggi ]]>
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DOI: 10.30983/humanisme.v3i1.1426
<![CDATA[Mandiangin Koto Selayang merupakan salah satu dari tiga kecamatan yang berada di Kota Bukittinggi, di kecamatan ini ditemukan PEKKA miskin sebanyak 116 KK dan merupakan kecamatan yang laing banyak PEKKA miskin dibandingkan dengan dua kecamatan lainnya di Kota Bukittiggi. Sasaran dari pengabdian ini merupakan kelompok dari PEKKA miskin tersebut dengan melakukan program pemberdayaan untuk mengatasi masalah ekonomi yang dihadapinya. Pemberdayaan yang dilakukan untuk mengatasi permasalahan ekonominya adalah dengan membentuk kelompok usaha mikro berbasis pasar. Dimana PEKKA di kelompokan berbdasarkan jenis-jenis usaha yang dilakukannya dan mendampinginya supaya bisa menguasai pasar untuk kepentingan kemajuan usaha-usaha ekonomi kelompok yang lakukan itu. Diantara jenis usaha kelompok mikro yang dilakukan adalah, membuat asesoris, makanan ringan dan usaha jualan harian. Diantara program pendampingan untuk kepentingan kemajuan usaha itu adalah telah dilakukan terhadap PEKKA ini dampingan komunkasi usaha, motivasi untuk berusaha, membantu informasi pemasaran. Hasil dari pendampingan menunjukkan bahwa, PEKKA mempunyai semenagat untuk berusaha, dan sangat membutuhkan modal dalam pengembangan usaha kelompok yang dilakukannya.]]>
<![CDATA[STUDENTS PERCEPTION ON THE TEACHER NONVERBAL COMMUNICATION AT THE SEVENTH GRADE STUDENTS OF MTSS NAGARI BINJAI ]]>
<![CDATA[Riya Arima]]>;
<![CDATA[Irwandi Irwandi]]>;
<![CDATA[Reflinda Ali]]>
<![CDATA[ ELTR Journal Vol. 5 No. 1 (2021) ]]>
Publisher : <![CDATA[English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia ]]>
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DOI: 10.37147/eltr.v5i1.103
<![CDATA[ABSTRACT The research was due to several problems found in the field: the teacher did not usually used nonverbal communication in English classroom. It is indicated by the English teacher when the researcher did the preliminary research when teaching learning process in this class. It is indicated when the teacher try to silent to make the students pay attention but the fact some of students still make noise and not pay attention to the teacher in this class. The result of the research: first students perception on teacher’s gesture with 34,09% in rating quality of good. Second, students perception on teacher’s facial expression with 36,4% in rating quality of good. Third, students perception on teacher’s eye contact with 27,7% in rating quality of moderate. Fourth, students perception on teacher’s pitch with 18,45% in rating quality of poor. Fifth, students perception on teacher’s rate with 36,9% in rating quality of good. Sixth, students perception on teacher’s pause with 36,4% in rating quality of good. Seventh, students perception on the teacher’s friendship and warmth with 31,85% in rating quality of good.]]>
<![CDATA[STUDENTS’ ATTITUDE TOWARD THE USE OF INTERNET IN ENGLISH CLASSROOM ]]>
<![CDATA[Mesi Oktavia]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Absharini Kardena]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 5 No 1 (2020): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v5i1.239
<![CDATA[Related literature indicates that the internet has an important role and great potential in language learning. It is also obvious that the attitudes of students affect the learning process significantly. This research aimed to find out the students’ attitude toward the use of the internet in English classrooms. The design of this research was survey research in which the sample was collected from 37 students at SMK Pembangunan Bukittinggi which used simple random sampling as the technique sampling of the research. Additionally, the analysis of the data was done by identifying the respondent’s responses, analyzing the data, and making a conclusion. The result showed that the mean score of students’ attitudes toward the use of the internet in the cognitive aspect was 3.7. It means that the students had a positive attitude in the cognitive aspect. Besides, the mean score of students’ attitudes toward the use of the internet in terms of the affective was 3.3. It means the students had a positive attitude toward the use of the internet in terms of affective. In addition, the mean of the conative attitude statement was 3.4. It means the students had a positive attitude in the conative aspect related to the use of the internet.]]>
<![CDATA[THE STUDENTS’ PERCEPTION ON THE ADVANTAGES OF GROUP DISCUSSION TECHNIQUE IN TEACHING SPEAKING AT THE ELEVENTH GRADE IN SMAN 1 VII KOTO SUNGAI SARIK ]]>
<![CDATA[Aulia Fikrina]]>;
<![CDATA[Arifmiboy Arifmiboy]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Veni Roza]]>
<![CDATA[ International Journal of Language and Literature Vol. 5 No. 3 (2021) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijll.v5i3.45767
<![CDATA[This research was due to some problems that were found at 11th grade of SMAN 1 VII Koto. First, some students said that they think the group discussion was good for them to improve their speaking skill. However, there were still some students who do not like group discussion since it makes the classroom become noisy and lost their focus in learning. Then, tends to focus on the students who can ask and answer questions in English correctly. Meanwhile, the students who are shy and cannot speak English fluently do not get enough attention in the class. Second, the researcher found that some students do not really cooperate in the group discussion. The reseacher used descriptive quantitative reseach to describe the phenomena of students’ perception on the advantages of group discussion technique in teaching speaking. The population of this research was all the students at eleventh grade in SMAN I VII KOTO SUNGAI SARIK. The sample of this research was 38 students that was chosen randomly. Then, 20 items questionnaire was used as the instrument of the research. This research used closed questionnaire in which the respondent has to choose/check one or more responses of the presented variants ofanswering. Based on the results of the study, students' perceptions on the advantages of group discussion techniques in teaching speaking in eleventh grade at SMAN 1 VII Koto Sungai Sarik found that 32.28% of respondents strongly agreed that the benefits of discussion could improve understanding, critical thinking, personal growth, communication skills, self-direction in learning. While 59.76% of respondents agreed, 6.73% of respondents were neutral, 1.13% of respondents did not agree, and 0% of respondents strongly disagreed.]]>
<![CDATA[The Correlation between Students’ Grammar Mastery and Students’ Reading Comprehension ]]>
<![CDATA[Aldila Fani Prasetia]]>;
<![CDATA[Eliza Eliza]]>;
<![CDATA[Veni Roza]]>;
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ Journal of English Language and Education Vol 7, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v7i1.244
<![CDATA[New vocabulary or unknown word becomes problem for students. When students read a text, they got difficult because the unknown word. And students had difficulty in grammar mastery too. To get the meaning of the text, it needs grammar. In grammar has a adverbial of time which is it can use as clue when reading a text. Additionally, this research is aimed to know whether there is a significant correlation between the students’ grammar mastery and students’ reading comprehension at Ninthegrade of MTsS PP MIS Cubadak.The quantitative research method and the technique was correlation research. The population was 117 students and sample of this research was 39 students from 92 class which use purposive sampling technique. The data was collected by grammar mastery and reading comprehension test. For reading comprehension test which was adapted from national exam prediction for junior high school printed by graha pustaka.The finding of this research shows that there is significant correlation between theStudents’ grammar mastery and students’ reading comprehension. It is proved by the r-measured 0.856 which is higher than r-table 0.316 (0.856 0.316). There was positive correlation and has high correlation between 0.81 – 0.99 which mean it has very high correlation. This means that frequent grammar mastery can improve reading comprehension.Based on the finding above, the question of the researchs’ problem were answered. There was a significant correlation between students’ grammar mastery and students’ reading comprehension since r-measured bigger than r-table. There was positive correlation between students’ grammar mastery and students’ reading comprehension. It can be seen from the table 4.7 which there was no minus mark in the table. Correlation between students’ grammar mastery and students’ reading comprehension has very strong correlation. The more students learn about grammar, it can increase their knowledge about reading comprehension.]]>
<![CDATA[Using Visualization Strategy to Improve Students’ Reading Skill in Comprehending Detailed Information ]]>
<![CDATA[Melia Santi]]>;
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ Modality Journal: International Journal of Linguistics and Literature Vol 2, No 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Rumah Jurnal IAIN Bukittinggi ]]>
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DOI: 10.30983/mj.v2i1.5115
<![CDATA[The difficulty of students in understanding reading, especially finding detailed information still becomes the main problems in teaching reading. One of the solutions to break the problem is practicing visualization strategy in teaching reading. Visualization strategy is recognized as one of the strategies that are effective and easy to apply in the teaching and learning process. The strategy is used to create their own images from the text in their minds. The image created in the minds of students is strongly influenced by their background knowledge. Strategies also help readers to find detailed information. This study aims to determine the application of visualization strategies to improve reading comprehension. This study applied a library research approach. Content analysis was used to analyze the data. This study found that visualization strategies can improve students' reading comprehension, especially in understanding detailed information.Kesulitan siswa dalam memahami bacaan, terutama menemukan informasi rinci masih menjadi masalah utama dalam pengajaran membaca. Salah satu solusi untuk memecahkan masalah tersebut adalah mempraktekkan strategi visualisasi dalam pengajaran membaca. Strategi visualisasi diakui sebagai salah satu strategi yang efektif dan mudah diterapkan dalam proses belajar mengajar. Strategi tersebut digunakan untuk membuat gambar sendiri dari teks dalam pikiran mereka. Citra yang tercipta di benak siswa sangat dipengaruhi oleh latar belakang pengetahuannya. Strategi juga membantu pembaca untuk menemukan informasi rinci. Penelitian ini bertujuan untuk mengetahui penerapan strategi visualisasi untuk meningkatkan pemahaman bacaan. Penelitian ini menggunakan pendekatan penelitian kepustakaan. Analisis isi digunakan untuk menganalisis data. Studi ini menemukan bahwa strategi visualisasi dapat meningkatkan pemahaman membaca siswa, terutama dalam memahami informasi rinci.]]>
<![CDATA[ECONOMIC EMPOWERMENT OF POOR FAMILY HEADS THROUGH MARKET-BASED MICRO BUSINESS GROUPS IN MKS DISTRICT, BUKITTINGGI CITY ]]>
<![CDATA[Reflinda Reflinda]]>
<![CDATA[ HUMANISMA : Journal of Gender Studies Vol 3, No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
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DOI: 10.30983/humanisme.v3i1.1426
<![CDATA[Mandiangin Koto Selayang merupakan salah satu dari tiga kecamatan yang berada di Kota Bukittinggi, di kecamatan ini ditemukan PEKKA miskin sebanyak 116 KK dan merupakan kecamatan yang laing banyak PEKKA miskin dibandingkan dengan dua kecamatan lainnya di Kota Bukittiggi. Sasaran dari pengabdian ini merupakan kelompok dari PEKKA miskin tersebut dengan melakukan program pemberdayaan untuk mengatasi masalah ekonomi yang dihadapinya. Pemberdayaan yang dilakukan untuk mengatasi permasalahan ekonominya adalah dengan membentuk kelompok usaha mikro berbasis pasar. Dimana PEKKA di kelompokan berbdasarkan jenis-jenis usaha yang dilakukannya dan mendampinginya supaya bisa menguasai pasar untuk kepentingan kemajuan usaha-usaha ekonomi kelompok yang lakukan itu. Diantara jenis usaha kelompok mikro yang dilakukan adalah, membuat asesoris, makanan ringan dan usaha jualan harian. Diantara program pendampingan untuk kepentingan kemajuan usaha itu adalah telah dilakukan terhadap PEKKA ini dampingan komunkasi usaha, motivasi untuk berusaha, membantu informasi pemasaran. Hasil dari pendampingan menunjukkan bahwa, PEKKA mempunyai semenagat untuk berusaha, dan sangat membutuhkan modal dalam pengembangan usaha kelompok yang dilakukannya.]]>
<![CDATA[The Effect of Using Picture Series toward Students’ Speaking Skill at the Second Grade in MTSS Nagari Binjai ]]>
<![CDATA[Chairani Annisa]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Melyan Melani]]>;
<![CDATA[Veni Roza]]>
<![CDATA[ Populer: Jurnal Penelitian Mahasiswa Vol. 1 No. 4 (2022): Desember : Jurnal Penelitian Mahasiswa ]]>
Publisher : <![CDATA[Universitas Maritim AMNI Semarang ]]>
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DOI: 10.58192/populer.v1i4.248
<![CDATA[The purpose of this research was to determine the effect of using picture series on students' speaking skill. The researcher had done at MTSS Nagari Binjai. The problems in this research was caused by several factors. Firstly, students paid less attention to the English teacher. Secondly, they were afraid of making mistake to express ideas. In this research a quasi-experimental design was used by the researcher. The researcher used pre-test and post-test to experimental and control class. The sample was 2A as experimental class and taught by using picture series and 2B as control class and taught without using picture series. To determine the sample, the experimental and control class, the researcher utilized SPSS 20 to examine the data and check for normality and homogeneity. The researcher utilized the t-test formula to test the hypothesis and consulted the results in a t-table with level of significance of 0.05. It was found that there was a significant effect of using picture series toward students speaking skill. Then there was a significant difference between students who were taught using picture series and those who were taught without them. The value of t-calculated in the post-test from the experimental and control classes was greater than the t-table (3.4 > 2.021). The last hypothesis was that teaching with picture series was superior than teaching without picture series in terms of improving students' speaking skill. In the post-test, the mean score of the experimental class was greater than the control class (8.10 > 2.54).]]>
<![CDATA[Thai Students’ Difficulties in Mastering English Speaking at Mattayom 5 Darunsatwithaya School ]]>
<![CDATA[Manal Chema]]>;
<![CDATA[Syahrul Syahrul]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Widya Syafitri]]>
<![CDATA[ Journal on Education Vol 5 No 3 (2023): Journal on Education: Volume 5 Nomor 3 Tahun 2023 In Press ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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<![CDATA[Background of this study were based on the problems that occured in several students at Mattayom 5 Darunsat Withaya. They were several students did not speak naturally. Then, they were rare to practice their English speaking at school. Also, they did not use the body language when speaking English in front of the class. In addition, they were also doing eye contact with their friends. Of course, they were lack of confidence, lack of vocabulary mastery. Regarding to the problems above, it can be understood that they faced the difficulties in speaking English. Therefore, this study aimed to find out the causes of difficulties in mastering English speaking at Mattayom 5 Darunsat Withaya Islamic School. Furthermore, this type of study was quantitative descriptive. The data was collected through questionnaire. The total population used is more than 140 students. Because there were 100 students who have problems speaking English. Unfortunately, only 70 students filled out the questionnaire during data collection so that the sample of this study amounted to 70 students. Moreover, there were 2 causes why the students were difficult in speaking English. They were linguistic factor such as vocabulary, grammar, and pronunciation and psycholinguistic factor such as anxiety and shyness. In this result, vocabulary was dominant causes for students in speaking English. It can be seen that the highest of vocabulary factor was lack of vocabulary. It was 57% that they had lack of vocabulary.]]>
