Articles
<![CDATA[Improving Reading Achievement by Using Think, Pair and Share Strategy ]]>
<![CDATA[Islam, Syaiful]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 3, No 1 (2018): July 2018 ]]>
Publisher : <![CDATA[D3 English Program Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v3i1.2360
<![CDATA[Classroom Action Research was used in this study. The aim of this study was to boost studentsâ reading comprehension. There were 40 students participated. The criteria of succes were 1) the score of average class was â¥70 and more than 50% students get score â¥70, the researcher used test to know this result. And 2) Students enjoyed the teaching and learning process. It was found 3 students were qualified as poor, 17 students were fair, 9 students were good, 9 students were very good and 1 student was excellent. The average score was 75.85. The students felt comfortable in the teaching and learning process.]]>
<![CDATA[THE EFFECTIVENESS OF USING AUTHENTIC TEXTS IN THE TEACHING READING COMPREHENSION ]]>
<![CDATA[Syaiful Islam]]>;
<![CDATA[Edi Santoso]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A3
<![CDATA[It was conducted to investigate whether the use of authentic texts in the teaching of reading comprehension is effective. The design of the study was quasi-experimental with non-randomized pretest-posttest control group. The samples of this study were the eight grade of SMP Negeri 1 Lawang – Malang in the 2017/2018 academic year. The sampling technique applied was simple random sampling which was taken by using lottery. The result of the lottery showed that class VIII-I was chosen as the experimental group and class VIII-G as the control group. In collecting data, pretest – posttest used was in the form of multiple choice tests which covered the subject matter of reading comprehension. The pretest means of both groups were analyzed statistically by using Lavene’s. Lavene’s test revealed the significant value is .553 that is higher than .05. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pretest scores of reading comprehension test. Therefore, an independent t-test was used to analyze the posttest means. The result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the students’ reading comprehension achievement. Thus, it is suggested that English teacher to utilize authentic texts in teaching reading comprehension.]]>
<![CDATA[INVESTIGATING CORRELATION BETWEEN READING STRATEGIES AND READING ACHIEVEMENT ACROSS LEARNING STYLES ]]>
<![CDATA[Syaiful Islam]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V51.2019.A8
<![CDATA[The study was aimed to analyze the interrelationship between metacognitive reading strategy and reading achievements, the correlation between cognitive reading strategy and reading achievement, and to know the effect between metacognitive and cognitive strategy used by learners across their learning styles. This study used correlation research. The number of populations was 315. The researcher chose 113 Senior High EFL students at MA Nurul Jadid. Questionnaire and reading comprehension test were used to collect data. The researcher used two questionnaires to measure reading strategies used by the students and students’ learning styles. SPSS V. 20 was used to analyze questionnaires’ data. Descriptive statistics was applied to calculate the mean and standard deviation of 40 individual reading strategies. The results were: metacognitive and cognitive strategies were used in high and medium level when students did the tests. Metacognitive strategy significantly correlated with reading achievement where correlation coefficient is greater than critical value of correlation coefficient while cognitive strategy does not relate mutually to reading achievements. Then, reading strategies significantly affected students’ reading achievement.]]>
<![CDATA[IMPLEMENTING RECIPROCAL TEACHING METHOD IN IMPROVE THE STUDENTS’ READING COMPREHENSION ABILITY ]]>
<![CDATA[Syaiful Islam]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A9
<![CDATA[This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could motivate the students to actively involve during the teaching and learning process. The result of the research showed that the Reciprocal Teaching Method in the teaching-learning of reading comprehension was effective in improving the students’ reading comprehension. The improvement was indicated by the increase of the students’ average score throughout the cycle of action that was 72.63 in the preliminary study; 79.88 in the test of Cycle 1. Besides, students were motivated and active in the class using the method in terms of learning to work together and to help each other in a group with different competence, which was showed by the result of their works.]]>
<![CDATA[The Innovation of Gabriel Method in Improving Al-Qur'an Memorization of Islamic Elementary School Students ]]>
<![CDATA[Kanzul Athiyah]]>;
<![CDATA[Syaiful Islam]]>
<![CDATA[ Al Ibtida: Jurnal Pendidikan Guru MI Vol 6, No 1 (2019): June 2019 ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/al.ibtida.snj.v6i1.3814
<![CDATA[AbstractMemorizing the Qur'an 30 juz is not an easy thing for SD/MI students who sometimes cannot read the Qur’an smoothly. One method that can be used by students in memorizing the Qur'an is the Gabriel method. This study aims to describe the application of the Gabriel method in improving memorization of Al-Qur'an for SD/MI students at the Al-Hasyimiyah Qur'anic Educational Institution of Nurul Jadid Islamic Boarding School Paiton Probolinggi. Data collection techniques used in this study were in-depth interviews and observations. Meanwhile, the research data were analyzed using descriptive analysis. The results of the study show that 1) Al Qur'an learning activities are carried out every night after dawn prayer in congregation and Maghrib prayer in congregation; 2) the highest achievement of memorizing is 1 to 2 letters, while the lowest is 5 to 7 verses; 3) the obstacles faced in applying Gabriel method is the low ability of students to recall the Qur'an memorization has been achieved; 4) current teachers are only able to make verse movements only in the letter Al-Mulk, the rest, are in the process of being made. However, the application of the Gabriel method is proven to be able to improve the memorization of the Al Qur’an of SD/ MI students.Keyword: gabriel's method, memorizing Al-Qur'an, SD/MI students. AbstrakMenghafal Al-Qur’an 30 juz bukanlah hal yang mudah bagi peserta didik SD/MI yang kadang belum dapat membaca Al-Quran dengan lancar. Salah satu metode yang dapat digunakan peserta didik dalam menghafal Al Qur’an adalah metode jibril. Penelitian ini bertujuan untuk mendeskripsikan penerapan metode jibril dalam meningkatkan hafalan Al-Qur’an peserta didik MI/SD di Lembaga Pendidikan Qur’an Al-Hasyimiyah Pondok Pesantren Nurul Jadid Paiton Probolinggo. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara mendalam dan observasi. Sementara itu, data hasil penelitian dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa 1) Kegiatan pembelajaran al Qur’an dilakukan setiap malam seusai sholat subuh berjamaah dan sholat Maghrib berjamaah; 2) pencapaian hafalan peserta didik paling tinggi adalah 1 surat sampai dengan 2 surat, sedangkan paling rendah adalah 5 sampai 7 ayat; 3) kendala yang dihadapi dalam penerapan metode jibril ini adalah rendahnya kemampuan peserta didik dalam mengingat kembali hafalan Al Qur’an yang telah dicapai; 4) para guru pendamping saat ini hanya mampu membuat gerakan ayat hanya pada surat Al-Mulk saja, selebihnya sedang dalam proses pembuatan. Namun demikian, penerapan metode jibril terbukti mampu meningkatkan hafalan Al Qur’an peserta didik SD/MI.Kata kunci: metode jibril, hafalan Al-Qur’an, peserta didik SD/MI.]]>
<![CDATA[Inovasi Strategi Pembelajaran Inkuiri dalam Pembelajaran ]]>
<![CDATA[Risqyanto Hasan Hamdani]]>;
<![CDATA[Syaiful Islam]]>
<![CDATA[ PALAPA Vol 7 No 1 (2019): MEI ]]>
Publisher : <![CDATA[LP2M STIT Palapa Nusantara ]]>
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DOI: 10.36088/palapa.v7i1.180
<![CDATA[This research is motivated by assumption that in maximizing student learning result it is deemed necessary to present new inovation in a learning process. This study was purposed to fully describe the role of inquiry learning strategies that have collaborated with other learning strategies or methods in maximizing learning result obtained by students of SMKN 02 KRAKSAAN. The implementation of strategies or learning methods is considered to be dominantly influential in improving student learning result. This research method uses descriptive research methods that are collaborative in qualitative form. The subject of this research are the teachers and students of SMKN 02 KRAKSAAN. Research data obtained from interviews, observations, and documentation. The result of this study showed an increase in the average student learning result by 15 points (documentation result) from the previous action (the implementation of inquiry learning strategies). Things that show the enormity of the influence given by inquiry learning strategies in maximizing student learning result.]]>
<![CDATA[The Correlation between Reading Strategies and Reading Achievement Across Learning Styles ]]>
<![CDATA[Syaiful Islam]]>
<![CDATA[ Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 4 No. 2 (2018): December ]]>
Publisher : <![CDATA[Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia ]]>
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<![CDATA[The study was aimed to analyze the interrelationship between metacognitive reading strategy and reading achievements, the correlation between cognitive reading strategy and reading achievement, and to know the effect between metacognitive and cognitive strategy used by learners across their learning styles. This study used correlation research. The number of population was 315. The researcher chose 113 senior high EFL students at MA Nurul Jadid. Questionnaire and reading comprehension test were used to collect data. The researcher used two questionnaires to measure reading strategies used by the students and students’ learning styles. SPSS V. 20 was used to analyze questionnaires’ data. Descriptive statistics was applied to calculate the mean and standard deviation of 40 individual reading strategies. The results were: metacognitive and cognitive strategies were used in high and medium level when students did the tests. Metacognitive strategy significantly correlated with reading achievement where correlation coefficient is greater than critical value of correlation coefficient while cognitive strategy does not relate mutually to reading achievements. Then, reading strategies significantly affected students’ reading achievement.]]>
<![CDATA[PKM Pendampingan Speaking Skill dengan Metode TROPIG di Wilayah Al Hasyimiyah Pondok Pesantren Nurul Jadid ]]>
<![CDATA[Syaiful Islam]]>;
<![CDATA[Nur Azizah]]>;
<![CDATA[Rifdatul Qomariyah]]>;
<![CDATA[Anis Fitria]]>;
<![CDATA[Nurul Hamidah]]>;
<![CDATA[Masrufah Masrufah]]>
<![CDATA[ GUYUB: Journal of Community Engagement Vol 2, No 2 (2021): Pendampingan Lembaga Pendidikan dan Media Pembelajaran Teknologi di Masa Covid-1 ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/guyub.v2i2.2170
<![CDATA[Bahasa Inggris menjadi salah satu materi yang sulit diterima oleh siswa/i. Pendampingan ini berfokus pada peningkatan speaking skill siswi SMP Nurul Jadid yang berada di wilayah Al Hasyimiyah. Pembelajaran konvensional masih digunakan oleh para tutor di wilayah Al-Hasyimiyah. Untuk itu, metode yang digunakan adalah TROPIG (Total Physical Response, Role Play, Peer Tutoring dan Jigsaw). Keempat metode ini telah membantu dalam meningkatkan kemampuan berbicara siswa. Total Physical Response membantu siswa untuk melatih kemampuan psikomotorik siswa. Role Play dan Peer Tutoring merupakan metode yang melatih kemampuan kognitif siswa, sedangkan metode Jigsaw melatih kemampuan interpersonal dan intrapersonal siswa. Secara umum, siswa merasa terbantu dalam pembelajaran dengan menggunakan empat metode ini. Terbukti, siswa lebih percaya diri dalam berbicara didepan umum dan juga efektivitas pembelajaran terjadi]]>
<![CDATA[Perspektif Siswa tentang Proses Pengajaran dan Pembelajaran Bahasa Inggris di MI Azzainiyah II ]]>
<![CDATA[Syaiful Islam]]>;
<![CDATA[Muhammad Imamuddin Al Faqih]]>;
<![CDATA[Agie Syahraen]]>
<![CDATA[ TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, dan Humaniora Vol 2, No 1 (2021): Sains dan Pendidikan Berbasis Teknologi Informasi ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/trilogi.v2i1.1959
<![CDATA[Learning English does not only apply to junior high school or high school but can be started from elementary school. Early childhood students must learn English early to prepare them for the era of globalization. There are four problem formulations studied, namely about 1) the qualifications of English teachers, 2) students' attitudes towards English, 3) the techniques used, and 4) the media. This study used a qualitative descriptive design. The research subjects consisted of a teacher and 26 fifth-grade students (V) of MI Azzainiyah II Paiton Probolinggo. There are three data collection instruments, namely observation, interviews, and questionnaires. Observations are made when teaching and learning activities are in progress. After that, interviews with teachers were conducted to obtain information related to problem formulations. The questionnaire was given to students to find out students' attitudes towards English. The results showed that 1) the qualifications of the English teachers had good qualifications, 2) the students' attitudes towards English were very positive, 3) the techniques used were varied, including Listen-Do, Listen-Repeat, and Question and Answer, and 4) media that used in the form of pictures from various sources as well as blackboards.]]>
<![CDATA[An Analysis of Grammatical Error on Students’ Writing ]]>
<![CDATA[Syaiful Islam]]>;
<![CDATA[Putri Nuril Mufidah]]>
<![CDATA[ International Journal of English Education and Linguistics (IJoEEL) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/ijoeel.v4i1.3826
<![CDATA[The research was aimed to analyze the most common grammatical error on students’ writing. All categories of grammatical error types were classified and described based on Dulay on theory of Linguistic Category. The data source of this study was 26 students of the second grade of Nurul Jadid Islamic Senior High School (MANJ). In this study, observation, writing test, and documentation were used to collect data. The major findings of this study found 155 errors in the students’ writing composition. The omission error percentage is 44%. Meanwhile, addition error occurs in 27% errors, and the misformation error is 23%. The last, the misordering error is 6%. The result of the analysis shows that omission error is the most common error produced by the students. As a whole, students still committed errors in their writing. Teachers have to pay high attention to the problematic area of the grammar structure, so some pedagogical implications on the error analysis are suggested.]]>
