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All Journal AL-ISHLAH: Jurnal Pendidikan Menara Ilmu
Ria, Guspa
STAI Hubbulwathan Duri
Agriculture, Biological Sciences & Forestry Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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THE USE OF COMMUNICATION STRATEGY IN INTENSIVE ENGLISH CLASSROOM ria, Guspa
Menara Ilmu Vol 12, No 5 (2018): Vol. XII No. 5 April 2018
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/mi.v12i5.782

Abstract

Communication strategy is the way to help the speakers when facing difficulties incommunication using Foreign Language (English). When leaners do not know how to say aword in English, they can communicate effectively by using their hands, imitating sounds,inventing new words, or describing what they mean. These ways are the kinds ofcommunicating with communication strategies. This paper is focused on the use ofcommunication strategy in Intensive English classroom. It also describes the theory ofcommunication strategies that can be used for learners in Intensive English classroom. Theaim of this paper is to provide several ways of communication strategies that can be used forteacher in classroom and to facilitate learners’ communicative competence in English.Key words: communication strategy, Intensive English classroom, communicativecompetence.
EXTENSIVE READINGCLASS: APPROACH AND READING MATERIALS FORCOLLEGE STUDENTS RIA, GUSPA
Menara Ilmu Vol 11, No 77 (2017): Vol. XI Jilid 1 No. 77, Oktober 2017
Publisher : LPPM Universitas Muhammadiyah Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33559/mi.v11i77.354

Abstract

This article discusses aboutextensive reading material for students in university level,the benefits of Extensive Reading for students, and Extensive Reading approach. It considersthe benefits extensive reading can bring to English language learners and teachers. Inclassroom, students read long texts or large quantities for general understanding, with theintention of enjoying the texts. In selecting reading material,teacher should pay attentiontoreading material, students’ choice, reading out of class, silent reading, language level, use ofdictionaries, and teacher as a model. Students are allowed to choose the books or article theyread depending on their interests in class. In this way students are encouraged to read forpleasure and should become better readers. It will also increase students’ reading fluency,motivation and vocabulary.Key words:extensive reading, benefit, approach, reading material, vocabulary 
THE USE OF MIND MAPPING PICTURE TO IMPROVE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT AT GRADE VIII OF SMP S JOHAN SENTOSA Sukma, Debi Eka; Ria, Guspa
AL-ISHLAH: Jurnal Pendidikan Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.871 KB) | DOI: 10.35445/alishlah.v10i2.85

Abstract

Penelitian ini bertujuan untuk mengetahui seberapa besar mind mapping picture dapat meningkatkan keterampilan menulis siswa pada deskriptif teks pada kelas VIII SMP S Sentosa, serta faktor-faktor apa saja yang mempengaruhi peningkatkan keterampilan menulis tersebut. Penelitian ini merupakan penelitian tindakan kelas. Penelitian ini dilaksanakan pada tanggal 10 Mei sampai 15 Juni 2017. Penelitian ini dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari empat kali pertemuan. Partisipan pada penelitian ini berjumlah 32 siswa. Peneliti mengumpulkan data melalui lembar observasi, catatan lapangan, wawancara, dan tes menulis. Dari hasil penelitian, peneliti menemukan bahwa penggunaan mind mapping picture dapat meningkatkan keterampilan siswa dalam menulis teks deskriptif. Berdasarkan hasil tes siswa pada tes I adalah 60,38, dan pada tes II adalah 71,13, dan hasil siswa pada tes III adalah 77,50, dapat disimpulkan bahwa ada peningkatan terhadap keterampilan menulis siswa. Adapun faktor-faktor yang mempengaruhi perubahan peningkatan keterampilan siswa dalam menulis teks descriptive adalah media dan materi pembelajaran. Maka dapat disimpulkan bahwa penerapan mind mapping picture pada pengajaran menulis teks descriptive dapat memberikan hasil yang sangat memuaskan dengan meningkatnya keterampilan menulis siswa.The purpose of this researchwere to find out how much mind mapping picture can improve students' writing skills in descriptive texts in class VIII SMP S Sentosa, and what factors influence the improvement of writing skills. This research is a Classroom Action Research (CAR). It was started from May10th 2017 up to June 15th2017. The research was conducted in three cycles, which each cycle had four meetings. The populations in this research were 32 students. The researcher gathered the data in each cycle from observation checklist, fieldnotes, interviews and writing test. After analyzing the data, the researcher found that mind mapping picture was able to improve the students’ writing skill in descriptive text. Based on the result in test I is 60.38 then the result of the test II is 71.13 and the result of test III is 77.50, it could be seen that there were improvement in students’ writing. Furthermore, the factors that influenced the improvement of students’ writing involved media and material. Finally, the implementation of mind mapping picture in teaching writing of descriptive text could provide satisfied result on students’ writing skill
Co-Authors Sukma, Debi Eka