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Ta´dib
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 14106973     EISSN : 24432512     DOI : -
Core Subject : Education,
Education
Jurnal Ta'dib adalah jurnal ilmiah yang diterbitkan oleh Fakultas Tarbiyah dan Keguruan UIN Raden Fatah Palembang. Ta'dib mengkaji dan mempublikasikan artikel konseptual, hasil penelitian, dan tinjauan buku dalam bidang pendidikan Islam.
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue "Vol 25 No 1 (2020): Ta'dib" : 6 Documents clear
Grammatical Errors in Madrasah Aliyah Students’ Narrative Texts: An Error Analysis of the Surface Strategy Rahmah Fithriani
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5098

Abstract

Framed by Error Analysis (EA) approach, this study aimed at analyzing grammar errors in writing narrative text, with a special focus on the differences of errors made by the students of Mathematics & Natural Science (MNS) and Social Studies (SS) streams at a Madrasah Aliyah (Islamic senior high school). This study used 60 narrative essays as the data corpus, which was analyzed using the adoption of Coder’s EA approach. The result of data analysis showed that MNS students made more grammatical errors than SS students did in writing narrative texts. A closer look at the data revealed interesting findings as follows: 1) both MNS and SS students made grammatical errors in six categories, noun, pronoun, verb, article, preposition, and conjunction; 2) there were five types of errors found in students’ writing including mis-selection, over inclusion, and omission as the dominant ones; and 3) MNS students produced more errors in five categories; noun, pronoun, verb, preposition, and conjunction while SS students were only in one category, namely article. These findings could be used as a proof to debunk the stereotype of MNS and SS students labeling with more preference given to MNS students who are perceived to be more dominant in academic performance.
Teaching Reading Comprehension by Using the Cloze Strategy: The Case of One Islamic Private Junior High School Meidiana Eka Putri
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5242

Abstract

The aim of this study was to find out whether or not there was a significant difference on students’ reading comprehension achievement between the students who were taught by using Cloze Strategy and those who were taught by using the teacher’s method at an Islamic private junior high school in Palembang. Quasi experimental design was applied in this study. The sample was chosen by using a convenience sampling technique. Eighty one of the eighth grade students of an Islamic private junior high school in Palembang were selected as the sample of the study. The reading test was used as the instrument in collecting the data which consisted of recount and narrative texts. The test was administered twice as the pretest and post test for both experimental and control groups. In this study, the independent t-test was applied to analyze the data. The result of this study revealed that, there was a significant difference on students’ reading comprehension achievement between the students who were taught by using Cloze Strategy and those who were taught by using the teacher’s method.
The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School Annisa Astrid; Deta Desvitasari; Aghor Aqdam
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5253

Abstract

Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.
The The Relationship between Writing Anxiety and Writing Achievement: A Case of One Islamic University in Palembang Nur Aprilliani Rehelmi
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5376

Abstract

This study investigated the relationship between writing anxiety and writing achievement, and investigated the influence of writing anxiety on writing achievement of the students of the English department of one Islamic university in Palembang. The research was a quantitative research. The sample of this study was all of the sixth semester students. The total number of the students was 114 students. Since twelve students were absent, the sample of this study was 102 students. The data were collected by using the second language writing anxiety inventory (SLWAI) and writing test. Descriptive statistics, Pearson Product Moment correlation and regression analysis were used to find out the correlation and the influence between variables. The result of the analysis showed that there was a significant correlation between students’ writing anxiety and essay writing achievement with r-obtained (.276) which was higher than the r-table (.194). Besides, there was also a significant influence of writing anxiety on essay writing achievement with 7,6 %. This study could have implications for English language teachers or lecturers, learners, and text book writers.
Teaching Narrative Reading by Using the Sub-text Strategy for Islamic Senior High School Students Muhamad Holandyah; Nova Lingga Pitaloka; Wahyudiyanto Wahyudiyanto
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5444

Abstract

The objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores at one Islamic senior high school in Palembang by using Subtext strategy and to find out whether or not there was a significant difference on the eleventh grade students’ reading comprehension scores between the students who were taught by using Subtext Strategy and those who were not. In this study, Quasi Experimental Design using pretest-posttest nonequivalent groups design was used. There were 60 students taken as sample. Each class consisted of 30 students from class XI IPS 2 as control group and class XI IPS 3 as experimental group. In collecting the data, reading comprehension test was used. The test was given twice to both experimental and control groups, as a pretest and posttest. To verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.399 was higher than t-table with df=29 (2.0452). The result of p-output from independent sample t-test was 0.001 which was lower than 0.05, and the t-value 3.465 was higher than t-table with df=58 (2.0017). It means that teaching reading narrative text by using Subtext strategy had significant effect on the students’ reading comprehension scores.
An Investigation into the Link between English Teachers’ Classroom Management and English Achievement at one Islamic Senior High School Melati Adela
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 1 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i1.5488

Abstract

This study investigated the link between each dimension of English teachers’ classroom management and the twelfth grade students’ English achievement, and the influence of each dimension of English teachers’ classroom management on the twelfth grade students’ English achievement of one Islamic senior high school in Palembang. The correlation research design was applied in this study. The population of this study was the twelfth grade students. Convenience sampling technique was used to select the sample consisting of 85 students, 42 students of science class and 43 students of social class. The result analysis indicated that there was no significant correlation between behavioral dimension of classroom management and English achievement since the r-obtained (-.012) was lower than r-table (.213). Then, there was no significant correlation between instructional dimension of classroom management and English achievement since the r-obtained (-.016) was lower than r-table (.213). From the findings, it can be concluded that each dimensions of classroom management had no correlation with English achievement. It means that the English teachers’ classroom management was not a dominant factor affecting students’ English achievement.

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