Articles
<![CDATA[TEACHER’S DIFFICULTIES IN TEACHING READING BY USING GENRE BASED APPROACH ]]>
<![CDATA[Wahyuningsih, Destri]]>
<![CDATA[ Menara Ilmu Vol 11, No 77 (2017): Vol. XI Jilid 1 No. 77, Oktober 2017 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v11i77.347
<![CDATA[Penelitian ini menganalisa kesulitan guru bahasa inggris dalam mengajar skill membacamelalui pendekatan genre based. Penelitian ini bertujuan untuk mengidentifikasi kesulitan gurudalam mengajar membacajenis-jenisteks dengan menggunakan Genre BasedApproach.Penelitian ini adalah penelitian deskriptifdengan menggunakan observasi danwawancara sebagai instrument penelitian.Key words: difficulties in teaching reading by genre based approach ]]>
<![CDATA[THE USE OF SKIMMING AND SCANNING TECHNIQUES FOR COLLEGE STUDENTS IN READING CLASS ]]>
<![CDATA[Wahyuningsih, Destri]]>
<![CDATA[ Menara Ilmu Vol 12, No 5 (2018): Vol. XII No. 5 April 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v12i5.779
<![CDATA[Reading class refers to the readers’ ability to understand the information of reading text.Skimming and Scanning are reading techniques that use rapid eye movement and keywordsto move quickly through text for slightly different purposes. Skimming is reading rapidly inorder to get a general overview of the material (general topic and main ideas). Scanning isreading rapidly in order to find specific facts. By applying skimming and scanning techniquesin teaching reading, the college students will be easier to understand about reading text andquickly to get information in a few minutes.Keywords: the importance of reading, skimming and scanning techniques, skimming andscanning for understanding, the benefits of skimming and scanning.]]>
<![CDATA[SECOND LANGUAGE ACQUISITION FOR CHILDREN ]]>
<![CDATA[Wahyuningsih, Destri]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v10i2.90
<![CDATA[Artikel ini menunjukkan perolehan bahasa mengacu pada pengembangan bahasa kedua untuk anak-anak. Pembelajaran bahasa kedua adalah proses di mana seseorang belajar bahasa asing. Untuk perkembangan anak-anak, ada beberapa faktor yang memengaruhi perolehan bahasa kedua. Selain bahasa mereka sendiri, anak-anak belajar dari produksi perolehan bahasa dan menggunakan konteks dan semantik. Faktor-faktor lain juga penting, seperti kompetensi guru dan bahasa ibu. Artikel ini pertama mendefinisikan konsep produksi perolehan bahasa. Ini diikuti oleh tahap-tahap dalam perkembangan yang memberi dorongan bagi anak-anak. Bagian kedua dari artikel ini menggunakan konteks dan semantik. Pengalaman ini dianalisis anak-anak untuk mulai menggunakan bahasa baru. Kemudian, mereka mulai menghasilkan kalimat sederhana dengan spontan dan komposisi, dan tidak dapat secara harfiah membuat suatu aturan tata bahasa sebelum kata yang melakukan tindakan. Faktor ketiga adalah kompetensi guru. Guru juga diharapkan untuk mengajar secara struktural dan gramatikal, dan harus mampu menciptakan instruksi pusat pembelajar. Bagian keempat adalah bahasa ibu. Orang tua juga bagian dari memodifikasi kata-kata anak mereka ketika mereka dimasa anak-anak. Itu pastinya membantu anak-anak ketika orang tua berbicara kepada anak-anak dengan baik. Tetapi keberhasilan mereka dalam belajar bahasa kedua tidak dapat dijelaskan oleh tata bahasa yang digunakan orang tua. Sehingga, proses pembelajaran perolehan bahasa kedua di kelas dianggap lebih efektif.This article that show language acquisition refers to development of a second language for children. Second language learning is the process by which a person learns a foreign language. For children’s development, there are some factors that influences a second language acquisition. Beside their own language, the children learn from language acquisition production and using context and semantics. Other factors are also important, such as teachers’ competence and mothers’ speech. This article first defines the concepts of language acquisition production. This is followed by the stages in development that give stimulated for children. The second part of this article using context and semantics. This experience is analyzed the children to begin using new language. Then, they begin to produce simple sentence with spontaneous and composition, and cannot literally create a grammar rules before action words. The third factor is teachers’ competence. Teachers also are expected to teach about structure and grammar, and should be able to create learner central instruction. The fourth article is mothers’ speech. The parent also part of the word modify their speech when taking to young children. It surely must help children when their parents speak well. But their success at learning cannot be explained by any special grammar of parental. So that, the process of learning second language acquisition in the classroom can be more effective.]]>
<![CDATA[THE EFFECT OF VISUALIZATION, AUDITORY AND KINESTHETIC (VAK) MODEL TOWARD THE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT AT GRADE IX MTsN 1 REGENCY OF INDRAGIRI HULU ]]>
<![CDATA[Destri Wahyuningsih, Maysa Witari,]]>
<![CDATA[ Menara Ilmu Vol 13, No 8 (2019): Vol. XIII No. 8 Juli 2019 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v13i8.1479
<![CDATA[Abstract :The purpose of this research were to find out is there any significant effect of Visualization, Auditory and Kinesthetic (VAK) Model toward Writing Skill of Procedure Text at Great IX Mtsn 1 Regency of Indragiri Hulu. This is an Experimental research. The research was carried out in MTsN 1 Indragiri Hulu from September 20th 2018 at grade IX MTsN 1 Regency of Indragiri Hulu. The data collection techniques in this research are observation, test, and documentation. Technique sampling in this research is simple random sample technique. The samples of this research were class IX.4 (Experimental Class) and IX.6 (Control Class) of School at MTsN 1 Regency of Indragiri Hulu. Every class consisted of 30 students. The instrument used to collect the data is test (Pretest and Post test). The data analysis in this research is used t-test. Based on the calculating of t-test that the out put independent samples Test shows Equal Variances Assumed which can be seen from the number of the "t" test result of 20,754 with df = 59, the mean difference = 0.000 is the difference of Standard Error =1,94819. The difference in the use of Visualization, Auditory and Kinesthetic (VAK) Model is lowest = 44,33306 and the highest is 36,52036. If tobservation (t observation) = 20,754 compared to ttable is obtained the price of criticism "t" at a significant level of 5% = 2.04. It can be seen the price of tobservation> ttable which means. Ha is accepted and Ho is rejected. It means that there is a significant effect ont the students’ writing skill procedure text at grade IX MTsN 1 Regency of Indragiri Hulu was succesfull. Key words: Writing skill, Procedure text, VAK]]>
<![CDATA[THE USE OF SKIMMING AND SCANNING TECHNIQUES FOR COLLEGE STUDENTS IN READING CLASS ]]>
<![CDATA[Wahyuningsih, Destri]]>
<![CDATA[ Menara Ilmu Vol 12, No 5 (2018): Vol. XII No. 5 April 2018 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v12i5.779
<![CDATA[Reading class refers to the readers’ ability to understand the information of reading text.Skimming and Scanning are reading techniques that use rapid eye movement and keywordsto move quickly through text for slightly different purposes. Skimming is reading rapidly inorder to get a general overview of the material (general topic and main ideas). Scanning isreading rapidly in order to find specific facts. By applying skimming and scanning techniquesin teaching reading, the college students will be easier to understand about reading text andquickly to get information in a few minutes.Keywords: the importance of reading, skimming and scanning techniques, skimming andscanning for understanding, the benefits of skimming and scanning.]]>
<![CDATA[THE FACTORS THAT INFLUENCE THE STUDENTS’ DIFFICULTIES IN RETELLING A MOVIE ]]>
<![CDATA[Dita Anggraini]]>;
<![CDATA[Destri Wahyuningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 12, No 1 (2020): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v12i1.156
<![CDATA[The objective of this research were to know the factors that influence the students’ difficulties in retelling a movie. The subject of this research consists of 14 students at second semester STKIP Insan Madani Airmolek. The method used in this study was Descriptive Analysis Research. The data of this research was gathered through retelling a movie test and giving questionnaire. The techniques of data analysis used quantitative and qualitative analysis. The quantitative analysis was used to count the percentage of student’s score test and students answer the questionnaire. On the other hand, the qualitative analysis used to describe or interpret the result of quantitative analysis result. The researcher obtained the scores of the test result were 43, 57%. It was categorized less. And then the factors that influence students’ difficulties based on indicators of retelling a movie are English movie media, limited educational background to watch English movie and students’ less practice.The factors that influence difficulties from the internal factor was intelligence got 54%, interest got 78% and fatigue got 3%. The most factors that influence is interest. It got 78% of the students felt uninterested to watch the movie and retell it. The factors that influence difficulties from the external factors were family (56%), school (24%), society (57%). Society factors most influences the students’ difficulties in retelling a movie because the students have more interaction with it. The result of the research showed the factors that influence students’ difficulties occurred because of inappropriate media, students’ bad study habit, students’ point of view, laziness, and bad action negative activities inside and outside them.]]>
<![CDATA[MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES ]]>
<![CDATA[Destri Wahyuningsih]]>;
<![CDATA[Ahmad Ridho Muis]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 12, No 2 (2020): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v12i2.265
<![CDATA[The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.]]>
<![CDATA[SECOND LANGUAGE ACQUISITION FOR CHILDREN ]]>
<![CDATA[Destri Wahyuningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 10, No 2 (2018): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v10i2.90
<![CDATA[Artikel ini menunjukkan perolehan bahasa mengacu pada pengembangan bahasa kedua untuk anak-anak. Pembelajaran bahasa kedua adalah proses di mana seseorang belajar bahasa asing. Untuk perkembangan anak-anak, ada beberapa faktor yang memengaruhi perolehan bahasa kedua. Selain bahasa mereka sendiri, anak-anak belajar dari produksi perolehan bahasa dan menggunakan konteks dan semantik. Faktor-faktor lain juga penting, seperti kompetensi guru dan bahasa ibu. Artikel ini pertama mendefinisikan konsep produksi perolehan bahasa. Ini diikuti oleh tahap-tahap dalam perkembangan yang memberi dorongan bagi anak-anak. Bagian kedua dari artikel ini menggunakan konteks dan semantik. Pengalaman ini dianalisis anak-anak untuk mulai menggunakan bahasa baru. Kemudian, mereka mulai menghasilkan kalimat sederhana dengan spontan dan komposisi, dan tidak dapat secara harfiah membuat suatu aturan tata bahasa sebelum kata yang melakukan tindakan. Faktor ketiga adalah kompetensi guru. Guru juga diharapkan untuk mengajar secara struktural dan gramatikal, dan harus mampu menciptakan instruksi pusat pembelajar. Bagian keempat adalah bahasa ibu. Orang tua juga bagian dari memodifikasi kata-kata anak mereka ketika mereka dimasa anak-anak. Itu pastinya membantu anak-anak ketika orang tua berbicara kepada anak-anak dengan baik. Tetapi keberhasilan mereka dalam belajar bahasa kedua tidak dapat dijelaskan oleh tata bahasa yang digunakan orang tua. Sehingga, proses pembelajaran perolehan bahasa kedua di kelas dianggap lebih efektif.This article that show language acquisition refers to development of a second language for children. Second language learning is the process by which a person learns a foreign language. For children’s development, there are some factors that influences a second language acquisition. Beside their own language, the children learn from language acquisition production and using context and semantics. Other factors are also important, such as teachers’ competence and mothers’ speech. This article first defines the concepts of language acquisition production. This is followed by the stages in development that give stimulated for children. The second part of this article using context and semantics. This experience is analyzed the children to begin using new language. Then, they begin to produce simple sentence with spontaneous and composition, and cannot literally create a grammar rules before action words. The third factor is teachers’ competence. Teachers also are expected to teach about structure and grammar, and should be able to create learner central instruction. The fourth article is mothers’ speech. The parent also part of the word modify their speech when taking to young children. It surely must help children when their parents speak well. But their success at learning cannot be explained by any special grammar of parental. So that, the process of learning second language acquisition in the classroom can be more effective.]]>
<![CDATA[BOOK REVIEW: THE VALUE OF QUESTIONS IN LET’S TALK TEXTBOOK PUBLISHED BY PAKAR RAYA FOR THE SECOND YEAR STUDENTS OF JUNIOR HIGH SCHOOL AT SLTP N SIAK HULU ]]>
<![CDATA[Destri Wahyuningsih]]>
<![CDATA[ JEE (Journal of English Education) Vol. 3 No. 1 (2017): JEE (Journal of English Education) ]]>
Publisher : <![CDATA[English Study Program University of Pasir Pengaraian ]]>
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<![CDATA[This research is a book review of questions in "Let's Talk" text book published by Pakar Raya which is used as a textbook for all second years ofjunior high school in Siak Hulu. The questions in textbook is one aspect that influence in teaching learning process and monitoring students learning. Cognitive domain is an ability that is demanded from students to be mastered because it is absolutely a basic for mastering knowledge and intellectual skills. The aims of this research to find the level of questions in "Let's Talk" text book based on Cognitive domain. There are knowledge questions, comprehension questions, applications questions, analysis questions, synthesis questions and evaluation questions. This research is descriptive research using questionnaire as research instrument.]]>
<![CDATA[TEACHER’S DIFFICULTIES IN TEACHING READING BY USING GENRE BASED APPROACH ]]>
<![CDATA[Destri Wahyuningsih]]>
<![CDATA[ Menara Ilmu Vol 11, No 77 (2017): Vol. XI Jilid 1 No. 77, Oktober 2017 ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Sumatera Barat ]]>
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DOI: 10.33559/mi.v11i77.347
<![CDATA[Penelitian ini menganalisa kesulitan guru bahasa inggris dalam mengajar skill membacamelalui pendekatan genre based. Penelitian ini bertujuan untuk mengidentifikasi kesulitan gurudalam mengajar membacajenis-jenisteks dengan menggunakan Genre BasedApproach.Penelitian ini adalah penelitian deskriptifdengan menggunakan observasi danwawancara sebagai instrument penelitian.Key words: difficulties in teaching reading by genre based approach ]]>
