Articles
<![CDATA[THE EFFECTIVENESS OF GRAPHIC ORGANIZER TO TEACH READING VIEWED FROM STUDENTSâ MOTIVATION ]]>
<![CDATA[Nurdianingsih, Fitri]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 6, No 2 (2014): Jurnal Penelitian Pendidikan ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Pacitan ]]>
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<![CDATA[The objective of the research is to identify whether or not: (1) Graphic Organizer is more effective than Lecture to teach reading; (2) students who have high motivation have better reading skill than those who have low motivation; and (3) there is an interaction effect between teaching methods and the studentsâ motivation on the studentsâ reading skill. The research was conducted in IKIP PGRI Bojonegoro, East Java. The research was conducted from March to May 2014. The method used for the research was experimental study. The population of the research was the fourth semester students of IKIP PGRI Bojonegoro. The sampling used was cluster random sampling. The sample of the research was two classes, they were experimental class taught using Graphic Organizer and control class taught using Lecture. The instruments used to collect the data were studentsâ motivation questionnaire in the form of likert scale and reading test in the form of multiple choice. Meanwhile, to analyze the data, Multifactor Analysis of Variance (ANOVA) test 2 x 2 and Tukey test were used. The data analysis shows the following findings: (1) Graphic Organizer is more effective than Lecture to teach reading for the fourth semester students of IKIP PGRI Bojonegoro; (2) the students who have high motivation have better reading skill than those who have low motivation; and (3) there is an interaction between teaching methods and studentsâ motivation to teach reading at the fourth semester students of IKIP PGRI Bojonegoro. Based on the research findings, it can be concluded that Graphic Organizer is an effective technique to teach reading for the fourth semester students of English Education Department, IKIP PGRI Bojonegoro, in the academic year 2013/2014. The effectiveness of this technique is affected by studentsâ motivation level. Keyword: Graphic Organizer, Reading, Motivation]]>
<![CDATA[THEMATIC PROGRESSION PATTERN : A TECHNIQUE TO IMPROVE STUDENTSâ WRITING SKILL VIEWED FROM WRITING APPREHENSION ]]>
<![CDATA[Nurdianingsih, Fitri]]>;
<![CDATA[Purnama, Yuniarta Ita]]>
<![CDATA[ Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v2i2.128
<![CDATA[The objective of conducting this research was to find out : (1) whether or not the use of thematic progression pattern is more effective than direct instruction in teaching writing to the second semester students at English Education Department; (2) the students who have a low writing apprehension have better writing skill than those who have a high writng apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. This reasearch was an experimental research design. The population of this research was the second semester students at English Education Department of IKIP PGRI Bojonegoro. Meanwhile the sample of this research was selected by using cluster random sampling. The instruments of data collection were witing test and writing apprehension questionnaire. The findings of this study are: (1) thematic progression pattern is more effective than direct instruction in teaching writing; (2) the students who have low writing apprehension have better writing skill than those who have high writing apprehension; and (3) there is an interaction between teaching technique and writing apprehension in teaching writing skill. It can be summarized that thematic progression pattern is an effective technique in teaching writing skill at the second semester students of English Education Department in IKIP PGRI Bojonegoro. The effectiveness of the technique is affected by writing apprehension.]]>
<![CDATA[Running Dictation as an Effective Technique on the Teaching Writing Skill ]]>
<![CDATA[Nurdianingsih, Fitri]]>;
<![CDATA[Rahmawati, Oktha Ika]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Writing is an activity to tell our ideas and thought about something in written form. Writing becomes an important skill to be mastered by the students to face the global era. It conveys that writing is used in every aspect of life, particularly for interacting and communicating with other people. Writing can be the most difficult thing to do because sometimes it is difficult to decide the words or even to produce a paragraph. One of the techniques that can be used in teaching writing is running dictation. Running dictation is a technique of dictation method that can be used for teaching writing cooperatively. It is a fun technique that can be adapted in a number of ways and it is fairly easy to prepare, explain, set up, and adaptable. Using running dictation to teach writing can avoid boredom for students because the technique help the students to brainstorm, elaborate paragraph and finish final paragraph. The objective of this study is to know whether or not the implementation of running dictation technique could be an effective technique in teaching writing skill. The method used in this study was an experimental research. The data collecting technique by using writing test to measure the studentsâ achievement. The data analysis technique by using t-test formula. This study compared between pre and post treatment which is using running dictation technique. The implementation of running dictation technique can improve studentsâ writing, memorizing, communicating cooperatively with their group and of course it can improve studentsâ creativity during teaching and learning process. Besides that, running dictation technique motivates the students to encourage the students to improve their writing skill. Finally, this technique gives good contribution and had a positive effects in improving the studentsâ writing skill achievement.]]>
<![CDATA[The Impact of Higher Order Thinking Skills (HOTS) Instructions in Teaching EFL Speaking Skill from the Perspective of Students’ Motivation ]]>
<![CDATA[Purnama, Yuniarta Ita]]>;
<![CDATA[Nurdianingsih, Fitri]]>
<![CDATA[ Lingua Cultura Vol 13, No 4 (2019): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v13i4.6105
<![CDATA[The purpose of the research was to examine (1) whether or not the HOTS instruction was more effective than the LOTS (Lower Order Thinking Skills) instruction in teaching speaking for daily context to the first semester students at English Education department; (2) whether the students who had high self-motivation had better speaking ability than those who had low self-motivation; and (3) whether there was an interaction between teaching strategies and students’ self-motivation. By using a quantitative research with the quasi-experimental type, the data were derived from tests and questionnaires. The results show that (1) HOTS instruction is more effective than the LOTS instruction in teaching speaking for daily context to the first semester students at the English Education Department; (2) the students who have high motivation have better speaking skills than the students who have low motivation; (3) there is an interaction between teaching strategies and motivation in teaching speaking for daily context. It can be concluded that HOTS instruction is an effective strategy in teaching speaking viewed from students’ motivation. The effectiveness of the strategy is affected by students’ motivation.]]>
<![CDATA[LANGUAGE LEARNING STRATEGY AND STUDENTS’ WRITING SKILL ACHIEVEMENT: A CORRELATIONAL RESEARCH ]]>
<![CDATA[Nurdianingsih, Fitri]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1372
<![CDATA[Since writing is fundamental in learning to think and express one’s thoughts in ways that reach others, the ability to use language coherently and powerfully and to wrtite in ways that connect with others across cultural boundaries and within communities is essential to active citizenship and to success in almost any profession. The problem of the study was to know whether or not there was a significant correlation between students’ learning strategy and their writing skill achievement of the second semester students at IKIP PGRI Bojonegoro. This research was a correlational research. The instruments used in this research were writing test and learning strategy questionnnaire. Then, the correlation of the data was calculated by using Pearson Product Moment Formula. The result showed that there is a correlation between students’ learning strategy and their writing skill achievement of the second semester students at English Education Department of IKIP PGRI Bojonegoro in academic year 2016/2017.  Keywords: Learning strategy; writing skill; achievement; correlational research.]]>
<![CDATA[THE EFFECTIVENESS OF GRAPHIC ORGANIZER TO TEACH READING VIEWED FROM STUDENTS’ MOTIVATION ]]>
<![CDATA[Fitri Nurdianingsih]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 6 No 2 (2014): Jurnal Penelitian Pendidikan ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Pacitan Press ]]>
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<![CDATA[The objective of the research is to identify whether or not: (1) Graphic Organizer is more effective than Lecture to teach reading; (2) students who have high motivation have better reading skill than those who have low motivation; and (3) there is an interaction effect between teaching methods and the students’ motivation on the students’ reading skill. The research was conducted in IKIP PGRI Bojonegoro, East Java. The research was conducted from March to May 2014. The method used for the research was experimental study. The population of the research was the fourth semester students of IKIP PGRI Bojonegoro. The sampling used was cluster random sampling. The sample of the research was two classes, they were experimental class taught using Graphic Organizer and control class taught using Lecture. The instruments used to collect the data were students’ motivation questionnaire in the form of likert scale and reading test in the form of multiple choice. Meanwhile, to analyze the data, Multifactor Analysis of Variance (ANOVA) test 2 x 2 and Tukey test were used. The data analysis shows the following findings: (1) Graphic Organizer is more effective than Lecture to teach reading for the fourth semester students of IKIP PGRI Bojonegoro; (2) the students who have high motivation have better reading skill than those who have low motivation; and (3) there is an interaction between teaching methods and students’ motivation to teach reading at the fourth semester students of IKIP PGRI Bojonegoro. Based on the research findings, it can be concluded that Graphic Organizer is an effective technique to teach reading for the fourth semester students of English Education Department, IKIP PGRI Bojonegoro, in the academic year 2013/2014. The effectiveness of this technique is affected by students’ motivation level.]]>
<![CDATA[The Impact of Higher Order Thinking Skills (HOTS) Instructions in Teaching EFL Speaking Skill from the Perspective of Students’ Motivation ]]>
<![CDATA[Yuniarta Ita Purnama]]>;
<![CDATA[Fitri Nurdianingsih]]>
<![CDATA[ Lingua Cultura Vol. 13 No. 4 (2019): Lingua Cultura ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v13i4.6105
<![CDATA[The purpose of the research was to examine (1) whether or not the HOTS instruction was more effective than the LOTS (Lower Order Thinking Skills) instruction in teaching speaking for daily context to the first semester students at English Education department; (2) whether the students who had high self-motivation had better speaking ability than those who had low self-motivation; and (3) whether there was an interaction between teaching strategies and students’ self-motivation. By using a quantitative research with the quasi-experimental type, the data were derived from tests and questionnaires. The results show that (1) HOTS instruction is more effective than the LOTS instruction in teaching speaking for daily context to the first semester students at the English Education Department; (2) the students who have high motivation have better speaking skills than the students who have low motivation; (3) there is an interaction between teaching strategies and motivation in teaching speaking for daily context. It can be concluded that HOTS instruction is an effective strategy in teaching speaking viewed from students’ motivation. The effectiveness of the strategy is affected by students’ motivation.]]>
<![CDATA[RUNNING DICTATION TO IMPROVE EFL STUDENTS’ WRITING ]]>
<![CDATA[Fitri Nurdianingsih]]>;
<![CDATA[Oktha Ika Rahmawati]]>
<![CDATA[ Jurnal Humaniora Vol 6 No 1 (2018): Jurnal Humaniora ]]>
Publisher : <![CDATA[LPPM Press STKIP PGRI Pacitan ]]>
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<![CDATA[This article refers to a classroom action research by implementing running dictation in teaching writing. Running dictation is fairly easy to prepare, explain, set up, and adaptable. Dictation activities also promote the conscious learning of structures. The subject of the study was the fourth semester of English department students in one private university in Bojonegoro. Running dictation was implemented in three cycles. The result shows that the implementation of running dictation in teaching writing can help students in their writing.]]>
<![CDATA[INCREASING STUDENTS’ WRITING SKILL THROUGH PEER EDITING TECHNIQUE TO THE SECOND SEMESTER OF IKIP PGRI BOJONEGORO ]]>
<![CDATA[Fitri Nurdianingsih]]>
<![CDATA[ Jurnal Humaniora Vol 4 No 1 (2016): Jurnal Humaniora ]]>
Publisher : <![CDATA[LPPM Press STKIP PGRI Pacitan ]]>
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<![CDATA[This research is aimed to know whether the use of Peer editing technique can improve writing skill of the second semester students English Department at IKIP PGRI Bojonegoro in academic year 2015/2016. This study was conducted through an action research. The writer applied two cycles of action research. She began her study by giving a pre-test, cycle 1, cycle 2, and a post-test. To collect the data, the writer used test only as her research instrument. Based on the finding result, it showed that the students’ improvement in mastering English writing especially in writing an essay was good. The average achievement of the students’ pre-test was 43,33, in cycle 1 was 52,11, in cycle 2 was 65,44, and the post-test was 76,67. The main factor affecting the improvement was the students’ interest in the material given that was the peer-editing technique. The writer concludes that the students got positive behaviour in writing an essay after appling peer editing technique. They could be more confident and active while they did the peer-editing technique. It is suggested that using peer-editing technique should be recommended for teaching writing especially an essay.]]>
<![CDATA[TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Fitri Nurdianingsih]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MARCH 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v4i2.p285-289
<![CDATA[Abstract This study is aimed at portraying teacher’s strategies in teaching reading comprehension to students by involving an English teacher. In collecting the data, interview was conducted to identify the strategies of teaching reading comprehension. The result revealed that the strategies used by the teacher were understanding text, individual and group learning strategy, and QAR strategy. The result indicated that teachers need to be equipped by strategies in teaching reading comprehension in order to help the students to cope with the difficulties in learning English. The choice of strategies was adapted by the teachers with the materials, the syllabus and curriculum. Those strategies were effective in teaching reading comprehension because it can help student to comprehend the text and they could exchange their opinion with their friends. Keywords: teachers’ strategy, reading comprehension ]]>
