Claim Missing Document

Found 3 Documents

Students’ Difficulties in Writing Recount and Narrative Text Rodia Mestina Simare mare; Herman Herman; Christian Neni Purba; Bloner Sinurat; Nanda Saputra
Jurnal Scientia Vol. 11 No. 01 (2022): Education, Sosial science and Planning technique, August
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (414.304 KB) | DOI: 10.35337/scientia.Vol11.pp560-565


The aim in this research is to find out the students’ difficulties in writing recount and narrative text at eleventh grade of SMAS HKBP Sidorame. This research the researchers used descriptive qualitative. The data sources of this research take from students writing that the researchers come to their school. The data of this research are students writing that have students’ difficulties in recount and narrative text by students SMAS HKBP Sidorame. The instrument collecting data used documentation in the form of students writing, and for technique collecting data is documentation method in the form of written document. The result/ findings that the students’ difficulties in writing were mostly found in grammar (69), vocabulary (27), handwriting (0), punctuation (1), spell (0). Student’s difficulties are an unintentional act of someone in writing which results in a sentence or story not having a good structure and making it difficult for readers and listeners to understand. The researchers conclude that most of the students '' difficulties in writing are in grammar because of the lack of understanding in the preparation of sentences besides the lack of students in vocabulary because as we know in English, they must have a lot of vocabulary.
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6326


This study aims to find out the elements of the interpersonal function used in Muniba Mazari's speech and to find out the most dominant elements of interpersonal function. The source of data takes from a video of Muniba Mazari's speech that was examined by the researcher. The data of this research are clauses that have an element of interpersonal function spoken by Muniba Mazari’s speech. The instrument of data collection used is documentation in the form of video recording, and for technique of data collection is documentation method. To analyze the data involves four steps namely: data collection, data condensation, data display, and the last conclusion drawing. Based on the result findings of this research, the frequency of the subject 231 (25,41%), finite 173 (19,03%), while residue elements predicator 204 (22,44%), complement 189 (20,79%), circumtantial adjunct 40 (4,40%), conjunctive adjunct 32 (3,53%), comment adjunct 25 (2,75%), and the last mood adjunct 15 (1,65%). The result showed the most dominant element interpersonal function structure used in Muniba Mazari’s speech is subject with the total percentage is 25,41%. Based on the results it can be concluded that this research can be used as insight and useful as a model to discuss interpersonal functions in a speech. And the researcher hopes that readers can increase their knowledge when conducted analyzing interpersonal functions in a speech because it is very important to know the meaning of each clause conveyed.
Participation Performance of Students’ Basic Teaching Skills in Microteaching Tutiariani Nasution; Fitri Meliani; Ridwin Purba; Nanda Saputra; Herman Herman
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 2 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2307


This study aims to describe the participation performance of students' basic teaching skills in microteaching. This quantitative study utilized questionnaire to collect the data. The data is processed based on a standardized scale in the assessment of basic teaching skills using the Likert scale. Based on the distribution of 32 respondents viewed from 7 indicators of opening skills, namely indicators of attracting attention and generating motivation, 23 respondents received a scale of 5 (very good) with an achievement of 0.68. The skills to close the lesson are indicators providing references, showing links, and making summaries. The visible scale is 2 (less) with 27 respondents, and the level of achievement is 0.84. In general, the skills of opening lessons are in a good category, but the skills of closing lessons are still lacking. Observation of the skill to explain, it appears that the achievement score indicators of motivation and clarity (use of language, intonation) got a score of 5 (very good) from 25 respondents, with an achievement of 0.78. In detail, the weaknesses can be seen in the organization of insufficient material explanations, providing relevant examples, and applying fun learning methods. Questions or feedback are only memory and memorization, as seen in 27 respondents who got a scale of 2 (less) with an achievement of 0.87. It means that microteaching provides positive effect in helping them become more confident, gain experience, teach a lesson effectively, communicate effectively, wrap up a lesson, manage a classroom, plan ahead, and manage their time effectively.