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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The problem in this research is that most of the students at MTsN 6 Tanah Datar are more interested and enthusiastic in learning English online. This study aims to describe the strategies used by English teachers in increasing students’ motivation in learning English online. This study used descriptive qualitative with the method of case study.. The data in this study were teachers’ strategies in increasing students’ motivation in online English learning. Sources of data in this study were the results of observations and interviews with several students at MTsN 6 Tanah Datar. This research was conducted at MTsN 6 Tanah Datar. The informants in this study were three English teachers at MTsN 6 Tanah Datar. The informants were selected using purposive sampling. In this study, the researcher used several theories to analyze the strategies used by English teachers in increasing student motivation in learning English online. El-Seoud et al (2015: 5) are used as the main theory. To test the validity of the research data, the researcher triangulated the results of the observations with the results of the interviews. The results showed that there were several strategies used by English teachers in increasing student motivation in learning English online. The strategies include: giving video material, accepting students’ assignment anytime, giving concise and dense material, using learning games, giving praise/ reward, and evaluating learning process.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK Rehan Kamil. NIM 16 301 04 054. Judul skripsi: COPING STRATEGIES APPLIED BY STUDENTS DEALING WITH BEING RANDOMLY CHOSEN FOR PAPER PRESENTER IN EDUPRENEURSHIP CLASS” Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Batusangkar. Permasalahan dalam penelitian ini adalah belum tergambarnya strategi mahasiswa dalam mensisati dipilih secara acak sebagai penyaji makalah pada matakuliah Edupreneurship. Penelitian ini bertujuan untuk mendeskripsikan strategi mahasiswa dalam mensiasati” terpilihnya mereka secara acak sebagai prenyaji makalah pada matakuliah Edupreneurship. Penelitian ini menggunakan metode kualitatif dengan menggunakan descriptive qualitative design. Data dalam penelitian ini adalah strategi mahasiswa dalam mensiasati” terpilihnya mereka secara acak sebagai prenyaji makalah pada matakuliah Edupreneurship. Sumber data dalam penelitian ini adalah hasil wawancara. Penelitian ini dilakukan di IAIN Batusangkar. Informant di pilih menggunakan purposive sampling dengan kriteria informan pernah mengambil mata kuliah Edupreneurship, informan di pilih secara acak sebagai penyaji di kelas Edupreneurship. Dalam penelitian ini, peneliti menggunakan beberapa teori untuk menganalisis strategi yang digunakan oleh mahasiswa dalam mensiasati pemilihan secara acak sebagai penyaji makalah di kelas Edupreneurship. Teori dari Moos in Shahmohammadi, 2011 mengatakan bahwa strategi dalam mensiasati pemilihan secara acak adalah the person modifies the way they think, efforts to do something active to ease the stressful circumstances, try to deal with the cause of the problem, learning new skills to manage the problem and rearrange their lives digunakan sebagai teori utama. Untuk menguji keabsahan data dalam penelitian ini, peneliti melakukan wawancara untuk mengklarifikasi data. Hasil penelitian menunjukkan bahwa terdapat beberapa strategi yang digunakan oleh mahasiswa bahasa Inggris dalam mensiasati dipilih secara acak sebagai penyaji makalah di kelas Edupreneurhip. Strateginya adalah mencoba untuk menangani penyebab masalah, strategi koping yang berfokus pada penilaian terjadi ketika orang tersebut berpikir, upaya untuk melakukan sesuatu yang aktif untuk meredakan keadaan stres, mempelajari keterampilan baru untuk mengelola masalah, menyadari emosi yang terpendam, mengganggu seseorang- diri, mengelola perasaan permusuhan, meditasi dan upaya untuk mengatur konsekuensi emosional dari peristiwa stres atau berpotensi stres.
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•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Marliza Ariani. NIM 16 301 04 035. Judul skripsi: “ENGLISH TEACHER’S STRATEGIES IN TEACHING STUDENTS WITH DISABILITY AT RAUDHATUL JANNAH PAYAKUMBUH”. Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Batusangkar. Permasalahan dalam penelitian ini adalah belum tergambarnya strategi guru dalam mengajarkan anak disabilitas di Raudhatul Jannah Payakumbuh. Penelitian ini bertujuan untuk mendeskripsikan strategi yang digunakan oleh guru bahasa Inggris dalam mengajarkan siswa disabilitas di kelas yang sama dengan siswa reguler. Penelitian ini menggunakan metode kualitatif dengan menggunakan cross sectional design. Data dalam penelitian ini adalah strategi dalam mengajarkan bahasa Inggris untuk siswa disabilitas. Sumber data dalam penelitian ini adalah hasil observasi, wawancara dan dokumen sekolah yang berkaitan dengan anak disabilitas. Penelitian ini dilakukan di SMP Islam Raudhatul Jannah Payakumbuh. Informant dalam penelitian ini adalah guru yang mengajarkan bahasa Inggris untuk anak disabilitas di kelas VIII.5, di pilih menggunakan purposive sampling. Dalam penelitian ini, peneliti menggunakan beberapa teori untuk menganalisis strategi yang digunakan oleh guru bahasa Inggris dalam mengajarkan anak disabilitas. Teori dari Dornyei in El-Koumy (2016) digunakan sebagai teori utama, sedangkan teori dari Miller (2013) digunakan sebagai teori pendukung. Untuk menguji keabsahan data dalam penelitian ini, peneliti mengelaborasikan hasil observasi dan dokumen dengan hasil wawancara. Hasil penelitian menunjukkan bahwa terdapat beberapa strategi yang digunakan oleh guru bahasa Inggris dalam mengajarkan siswa yang dikategorikan disabilitas. Dari hasil wawancara terdapat beberapa strategi; menyampaikan materi yang pokok-pokok saja (Focused on subject matter from the lesson), memberikan kosa kata penting (The basic vocabulary strategy), memberikan media khusus untuk berkomunikasi kepada siswa (Effective communication), memberikan jam tambahan ke siswa (Additional time strategy), memberikan kesempatan untuk siswa belajar sendiri terlebih dahulu (Decision-making model strategy).
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Fandi Ahmad. NIM 15 3004 00034. Judul skripsi: “STRATEGIES OF THANKING EMPLOYED BY THE ENGLISH TEACHING DEPARTMENT STUDENTS AT IAIN BATUSANGKAR”. Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Batusangkar. Permasalahan dalam penelitian ini adalah terbatasnya penggunaan ungkapan dalam menyampaikan thanking strategy sehingga dapat menyebabkan pragmatic failure pada mahasiswa Jurusan Tadris di IAIN Batusangkar. Penelitian ini bertujuan untuk menganalisis thanking strategy apa saja yang digunakan oleh mahasiswa jurusan Tadris Bahasa Inggris Penelitian ini menggunakan metode descriptive quantitative, dengan menggunakan cross sectional design. Populasi dalam penelitian ini adalah mahasiswa semester 7 yang berjumlah 61 orang. Pada penelitian ini, peneliti menggunakan teknik total sampling. Instrumen yang digunakan dalam penelitian ini adalah Written Discourse Completion Test (WDCT). Hasil dari validitas instrumen dengan hasil secara umum 0,96 (high), sedangkan hasil validasi dari masing-masing validator adalah 1 (high) untuk aspek pertama, 1 (high) untuk aspek kedua, 1 (high) untuk aspek ketiga, dan 0,93 (high) untuk keempat. Hasil reliability instrument adalah 0,60 (moderate agreement). Setelah itu peneliti menyebarkan WDCT via google form kepada sample. Hasil penelitian ini menunjukan bahwa strategi dari simple thanking yaitu thankyou strategy muncul 106 kali dengan persentase 21%, thanks strategy muncul 52 kali dengan persentase 10,7% dan elaborated thanking yaitu thanking intensifier strategy muncul 163 kali dengan persentase 33,4%, thanking for (reason) strategy muncul sebanyak 108 kali dengan persentase 22,1% dan thanking intensifier for (reason) strategy muncul sebanyak 18 kali dengan persentase 3,7%. Dari penjelasan di atas, strategi yang paling sering digunakan oleh responden adalah thanking intensifier yang merupakan bagian dari strategi elaborated thanking dengan total berdasarkan respon dari 61 orang responden sebanyak 163 kali digunakan dengan presentase 33,4%. Mahasiswa banyak menggunakan strategi ini karna strategi adalah cara termudah dan yang paling umum digunakan serta sesuai dalam situasi apapun, dengan contoh seperti kata “thankyou very much, thankyou so much”.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Permasalahan dalam penelitian ini adalah strategi apa yang digunakan guru dalam mengajarkan bahasa Inggris kepada anak anak untuk dapat mengembangkan kemampuan berbahasa bahasa Inggris di SDIT Brilliant Batusangkar. Metode penelitian ini adalah kualitatif, informan dari penelitian ini adalah 12 orang yaitu, dua orang guru bahasa Inggris dan10 orang siswa siswi SDIT Brilliant Batusangkar. Teknik pengambilan informan dengan menggunakan teknik purposive sampling.Pada penelitian ini ada dua instrumen yaitu peneliti yang berperan sebagai instrumen kunci dan pedoman wawancara sebagai instrument pendukung. Teknik pengumpulan data dalam penelitian ini adalah dengan melakukan wawancara mendalam (in depth interview).Untuk menguji keabsahan data, peneliti melakukan wawancara dengan 10 orang siswa dan siswi. Selanjutnya analisis data dilakukan dengan cara reduksi data, display data, verifikasi data dan mengambil kesimpulan. Berdasarkan analisis data hasil penelitian didapatkan bahwa strategi yang digunakan guru dalam mengajarkan bahasa Inggris kepada anak anak adalah: 1) using games strategies,2)using song strategies, 3)using method of memorization and 4) focus on pronunciation.
ThesisOpen AccessMetadata saja
•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK MUHAMMAD REZA Reg. No. 13 104 052 Judul Skripsi “AN ANALYSIS CLASSROOM MANAGEMENT STRATEGIES APPLIED BY ENGLISH TEACHERS AT MTsN 10 TANAH DATAR”, Jurusan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Batusangkar. Permasalahan penelitian ini adalah belum terungkapnya strategi manajemen kelas yang digunakan guru Bahasa Inggris dalam menciptakan kondisi kelas yang kondusif di MTsN 10 Tanah Datar. Penelitian ini bertujuan untuk mendeskripsikan strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan yang kondusif. Jenis penelitian ini adalah kualitatif. Informan penelitian ini berjumlah dua orang guru bahasa Inggris di MTsN 10 Tanah Datar. Informan dipilih dengan menggunakan dengan teknik purposive sampling. Intrumen kunci penelitian ini adalah peneliti sendiri. Pengumpulan data dilakukan dengan observasi dan wawancara semi struktur dengan menggunakan panduan wawancara. Untuk menguji kebenaran data, peneliti melakukan triangulasi dengan cara membandingkan hasil observasi dengan hasil wawancara. Selanjutnya untuk menganalisis data, peneliti mengacu pada teori Miles dan Huberman (1994), dengan langkah reduksi data, menggambarkan data dan verifikasi data. Hasil penelitian menunjukkan bahwa ada beberapa strategi manajemen kelas yang digunakan guru bahasa Inggris untuk menciptakan lingkungan belajar yang kondusif. Pertama, guru membuat ruang kelas yang bersih dengan mengarahkan siswa membersihkan ruang lokal secara bersama. Kedua, guru aktif di dalam kelas. Ketiga, guru antusias dalam menyampaikan materi. Keempat, guru menerapkan disiplin kepada siswa. Kelima, guru memberikan motivasi kepada siswa. Keenam, guru memberikan hadiah kepada siswa. Secara umum diantara guru menerapkan enam strategi di dalam kelas untuk menciptakan kondisi kelas yang kondusif. Kata Kunci : Classroom Management Strategies
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT MUHAMMAD ARIF, Student ID 1930104038, Thesis Title: “STUDENTS’ STRATEGIES IN OVERCOMING THEIR CLASSROOM MANAGEMENT DIFFICULTIES IN MICRO TEACHING.” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. Classroom management is one of the essential competencies that student teachers should develop during the Micro Teaching course. However, students may experience various difficulties in managing the classroom during teaching practice. Therefore, this study aimed to identify and describe the strategies used by students to overcome classroom management difficulties during Micro Teaching. This study employed qualitative research and was conducted in the English Teaching Department, Faculty of Tarbiyah and Teacher Training, UIN Mahmud Yunus Batusangkar. The participants were seven sixth-semester students who had completed the Micro Teaching course and were selected using purposive sampling. The data were collected through an open-ended Google Form and follow-up telephone interviews. The collected data were analyzed using the interactive model proposed by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings revealed that the participants experienced several classroom management difficulties during the Micro Teaching course, including nervous, lack of preparation, time management, and classroom control. To overcome these difficulties, the participants employed various strategies that were categorized into three main groups: preparation strategies, classroom engagement strategies, and classroom control strategies. Preparation strategies included preparing lesson plans, mastering teaching materials, and practicing before teaching. Classroom engagement strategies involved using question-and-answer sessions, ice-breaking activities, educational games, and asking for students’ feedback. Meanwhile, classroom control strategies included maintaining eye contact, moving around the classroom, giving clear instructions, and monitoring students’ participation during the lesson. In conclusion, the findings indicate that effective classroom management during the Micro Teaching course can be achieved through careful preparation, active student engagement, effective classroom control, and continuous teaching practice. The combination of these strategies helped the participants improve their confidence, maintain students’ attention, and create a more organized and conducive learning environment. The findings also demonstrate that continuous teaching practice contributes to the development of student teachers’ classroom management competence. Keywords: classroom management, classroom management difficulties, classroom management strategies, micro teaching, qualitative research.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT
AMRINA ROSYADA, Reg. No. 22 301 040 33, thesis title: “STUDENTS’ STRATEGIES IN COPING WITH ANXIETY IN WRITING EXPOSITORY TEXT(A Study of Third Semester Students of the English Teaching Department at UIN Mahmud Yunus Batusangkar Registered in 2025/2026 Academic Year)”. English Teaching Department, Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Mahmud Yunus Batusangkar.
The problem of this research is that students frequently experience anxiety when writing expository texts, particularly in generating and organizing ideas, using appropriate grammar and vocabulary, and maintaining confidence throughout the writing process. However, the students’ strategies in coping with anxiety during writing expository text had not been reveal yet. Therefore, this research aimed to describe the the students’ strategies in coping with anxiety during writing expository text.
This study employed a descriptive qualitative research design. The participants were five students of third-semester English Teaching Department at UIN Mahmud Yunus Batusangkar who experienced writing anxiety in expository text writing. Data were collected through semi-structured interviews and supported by an interview guide and a mobile phone for recording. The data were analyzed using the interactive model proposed by Miles and Huberman (2014), consisting of data reduction, data display, and conclusion drawing and verification. The trustworthiness of the data was ensured through source triangulation and member checking.
The findings revealed that students used six main strategies to cope with writing anxiety, namely taking a break, regulated breathing, discussing with friends, self-motivation, refreshing, and using digital tools. These strategies helped students regulate emotional pressure, increase confidence, obtain support, and overcome difficulties related to writing. Overall, the findings showed that students used various strategies to manage their anxiety and remain engaged in completing expository writing tasks.
ThesisOpen AccessMetadata saja
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Tivinna Auril, Reg. No. 2230104041. “Meta-Cognitive Strategies Employed by the Students in Managing Their Speech Presentation in Speaking for Argumentative Purposes Classroom”. English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem of this research is the lack of information regarding the metacognitive strategies employed by students in managing their speech presentations in the Speaking for Argumentative Purposes classroom. This study aims to identify the metacognitive strategies used by students in general and to describe the use of metacognitive strategies in terms of planning, monitoring, strategy management and information processing, problem solving (debugging), and evaluation in managing argumentative speech presentations. This research employed a quantitative method with a descriptive survey design. The data were collected through a closed-ended questionnaire using a Likert scale consisting of 25 statements. The population of this study was all fifth and seventh semester students of the English Education Program at UIN Mahmud Yunus Batusangkar in the academic year 2025/2026. The total number of respondents was 82 students, selected using total sampling technique. The data were analyzed using descriptive statistics with the assistance of SPSS 26. The results of the study indicate that students actively employ metacognitive strategies in managing their argumentative speech presentations. Overall, 48 students (58.5%) demonstrated a dominant level of metacognitive strategy use, with an overall mean score of 96.45. In terms of planning, metacognitive strategies were employed by 49 students (59.8%) with a mean score of 19.62, while monitoring strategies were used by 43 students (52.4%) with a mean score of 27.05. Furthermore, strategy management and information processing strategies were applied by 40 students (48.8%) with a mean score of 23.01, and problem-solving/debugging strategies were used by 41 students (50%) with a mean score of 11.35. Data evaluation emerged as the most dominant metacognitive strategy, with the highest percentage of 92.7% (76 students) and a mean score of 15.41, indicating that students consistently evaluated both the process and outcomes of their speech presentations. Therefore, it can be concluded that the use of metacognitive strategies plays an important role in helping students manage their argumentative speech presentations effectively.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
The problem in this research is that the translation strategies used by students in translating academic texts. The purpose of this research is to identify translation strategies used by sixth-semester students of the English Teaching Department at UIN Mahmud Yunus Batusangkar in the 2024/2025 academic year. This research employed a qualitative approach with a descriptive design. This research applied a qualitative approach with a descriptive design. The informants were ten sixth-semester students who had taken translation courses, selected through purposive sampling. The researcher was the main instrument, supported by interview guidelines and a voice recorder. Data were collected through interviews, the checking of data trustworthiness using time triangulation, and analyzed through three stages: data reduction, data display, and conclusion drawing/verification. The results of the study show that students used six translation strategies, namely literal translation, omission, paraphrasing using related words, machine translation, modulation, and transposition.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
LIVIA SITI RHOSYADA, NIM 21 301 040 36, Judul skripsi: “STUDENTS’ STRATEGIES TO OVERCOME LOW SELF-EFFICACY IN SPEAKING FOR ACADEMIC PURPOSES SUBJECT”. Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar. Penelitian ini dilatarbelakangi oleh fenomena rendahnya self-efficacy yang dialami oleh mahasiswa dalam mata kuliah Speaking for Academic Purposes. Tujuan dari penelitian ini adalah untuk mendeskripsikan strategi-strategi yang digunakan oleh mahasiswa semester lima dalam mengatasi rendahnya self-efficacy mereka dalam konteks berbicara akademik di lingkungan perkuliahan. Penelitian ini merupakan penelitian fenomenologi kualitatif yang dilakukan di UIN Mahmud Yunus Batusangkar. Tujuan dari penelitian ini adalah untuk mendeskripsikan strategi yang digunakan mahasiswa dalam mengatasi low self-efficacy pada mata kuliah Speaking for Academic Purposes. Informan dalam penelitian ini adalah enam orang mahasiswa semester lima jurusan Pendidikan Bahasa Inggris yang telah menempuh mata kuliah tersebut pada tahun akademik 2024/2025. Teknik pengambilan sampel menggunakan purposive sampling dengan kriteria bahwa informan telah menyelesaikan mata kuliah dan menunjukkan indikator low self-efficacy. Instrumen dalam penelitian ini adalah kuesioner dan wawancara. Teknik pengumpulan data dilakukan melalui penyebaran kuesioner untuk mengidentifikasi mahasiswa dengan low self-efficacy, dilanjutkan dengan wawancara mendalam. Untuk menjamin keabsahan data, digunakan time triangulation and source triangulation. Data dianalisis menggunakan model Miles dan Huberman (1994) yang meliputi tiga tahap: reduksi data, penyajian data, dan penarikan kesimpulan serta verifikasi. Temuan tersebut selanjutnya dikelompokkan ke dalam empat kategori kognitif, metakognitif, sosial, dan afektif berdasarkan teori strategi pembelajaran bahasa Oxford (1990). Hasil penelitian menunjukkan bahwa mahasiswa menggunakan empat jenis strategi untuk mengatasi low self-efficacy dalam mata kuliah Speaking for Academic Purposes, yaitu strategi kognitif, metakognitif, sosial, dan afektif. Strategi kognitif yang digunakan meliputi melakukan latihan dan pengulangan sebelum kelas serta merangkum materi sebelum melakukan presentasi. Strategi metakognitif meliputi pengamatan terhadap penampilan teman yang berbicara dengan baik, kemudian menerapkan hasil pengamatan tersebut dalam penampilan mereka sendiri. Strategi sosial meliputi berlatih berbicara bahasa Inggris bersama teman setiap hari dan melakukan latihan sambil diamati oleh teman. Sementara itu, strategi afektif meliputi dengan memperoleh motivasi melalui pengamatan terhadap teman yang tampil percaya diri dan baik saat berbicara. Strategi-strategi tersebut terbukti efektif dalam membantu mahasiswa meningkatkan keyakinan diri mereka dalam berbicara di konteks akademik.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Sholehatunisa, Reg. No 2130104066, entitled: "Teachers’ Strategies in Teaching Reading Comprehension of Analytical Exposition Text at MAN 1 Padang Panjang". English Teaching Department Faculty of Tarbiyah and Teacher Training State Islamic University of Mahmud Yunus Batusangkar. Reading comprehension of analytical exposition texts presents significant challenges for English language learners at MAN 1 Padang Panjang, where students frequently encounter difficulties with complex vocabulary and intricate textual structures, leading to decreased motivation and comprehension failure. This study aimed to investigate the specific strategies employed by English teachers in teaching reading comprehension of analytical exposition texts to twelfth-grade students during the 2024/2025 academic year. The research employed a qualitative descriptive design to explore the strategies used by English teachers in teaching reading comprehension of analytical exposition texts to twelfth-grade students at MAN 1 Padang Panjang during the academic year 2024/2025. Three English teachers were selected through purposive sampling The criteria for choosing these informants were as follows: First, English teachers who teach at MAN 1 Padang Panjang. Second, English teachers who have experience in teaching reading comprehension of analytical exposition texts to twelfth-grade students at MAN 1 Padang Panjang.Data collection was conducted through one-on-one interviews in Indonesian, supported by an interview guide and mobile recording, with the researcher acting as the primary instrument. To ensure trustworthiness, follow-up reinterviews were conducted for data verification and consistency. The analysis process involved data reduction through transcription and systematic coding, data display using tabular presentation of informants' responses, and conclusion drawing through thematic analysis to identify patterns and themes in teaching strategies. The findings revealed that teachers employed a comprehensive approach combining pre-reading, during-reading, and post-reading strategies to enhance students' analytical exposition text comprehension. Based on the interviews conducted with informants, the researcher identified seven strategies used by teachers: 1. Using specific Teaching reading strategies ((SQ3R, POSSE, QAR and scaffolding) 2. Activating students' background knowledge 3. Communicating learning objectives 4. Teaching generic structure through guided analysis 5. Implementing collaborative learning 6. Employing targeted instructional strategies to support students struggling with reading comprehension 7. Assessing students' comprehension of the lesson
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
PUTRI ALIKA, Reg No. 2130104050, entitled: “PRE-SERVICE TEACHERS' STRATEGIES IN TEACHING NARRATIVE TEXT AT SENIOR HIGH SCHOOLS” English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. It's essential to understand how pre-service teachers develop and apply their strategies in teaching narrative text reading skills, especially given their limited teaching experience compared to senior teachers.This research aims to find out the strategies used by pre-service teachers in teaching narrative text reading at Senior High Schools. Type of this research was quantitative research with descriptive design. The population of this research was all pre-service teachers of English Department at UIN Mahmud Yunus Batusangkar who had done their teaching practice (PPL) and taught narrative texts. The total number of respondents was 31, and they were selected using total sampling technique. The data were collected using a closed- ended questionnaire based on the four components of reciprocal teaching strategies as stated by Palinscar and Brown (1984), namely: Previewing & Predicting, Questioning, Clarifying, and Summarizing. Each component consisted of positive and negative statement items to maintain the balance and accuracy of the data. The questionnaire had been validated by experts, and the data obtained were analyzed using descriptive quantitative analysis with SPSS 25 software. The results of the research showed that the overall strategies used by pre- service teachers in teaching narrative texts were in the "Accurate" category. The detailed analysis also revealed that most pre-service teachers from UIN Mahmud Yunus Batusangkar in the academic year 2024/2025 had applied the Previewing & Predicting, Questioning, and Clarifying strategies at the average level. However, Summarizing strategy was identified as the least accurately applied strategy among the four. findings revealed that 61.3% of the pre-service teachers applied the Previewing & Predicting strategy at an average level, while only 9.7% demonstrated very accurate application. For the Questioning strategy, 51.6% were categorized as average and 19.4% as very accurate. Similarly, 58.1% of the respondents applied the Clarifying strategy at an average level, with just 6.5% reaching the very accurate level. However, the Summarizing strategy was the most challenging, with 58.1% of respondents classified as less accurate and 25.8% as not accurate. The total score analysis showed that more than half of the respondents implemented reading strategies effectively. This indicates that the majority of them demonstrated a good understanding and application of the reading strategies.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Muhammad Harun, NIM 2030104043, judul skripsi “METACOGNITIVE LEARNING STRATEGIES APPLIED BY STUDENTS IN LISTENING TO EXPOSITORY TEXT (A Study of the Third Semester Students of English Teaching Department of UIN Mahmud Yunus Batusangkar 2024/2025)” Jurusan Tadris Bahasa Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar. Penelitian ini didasari oleh penggunaan strategi oleh mahasiswa untuk mengelola pembelajaranya agar bisa memahami materi yang disimak dengan baik pada mata kuliah Listening to Expository Text di Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Semester 3 UIN Mahmud Yunus Batusangkar. Dalam mengikuti mata kuliah Listening to Expository Text ini terdapat mahasiswa semester 3 yang menggunakan strategi berupa planning, monitoring dan evaluating yang merupakan Metacognitive Learning Strategies. Tujuan penelitian ini adalah untuk mengeksplorasi Strategi Belajar Metacognitive pada Mata kuliah Listening to Expository Text yang diterapkan Mahasiswa di jurusan pendidikan Bahasa Inggris. Penelitian ini bersifat kualitatif dengan desain fenomenologi. Dalam penelitian ini informan yang diteliti adalah mahasiswa Prodi Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan UIN Mahmud Yunus Batusangkar semester 3 yang telah mengambil kelas Listening to Expository Text pada semester tersebut. Teknik pengambilan sampel dalam penelitian ini adalah dengan menggunakan Purposive Sampling. Teknik pengumpulan data yang digunakan peneliti dalam penelitian ini menggunakan Mix Questionnaire yang terdiri dari pertanyaan tertutup dan pertanyaan terbuka. Instrumen penelitian yang digunakan dalam penelitian ini adalah Angket. Untuk memastikan keabsahan data, penelitian ini menggunakan teknik tringulasi waktu sebagai cara memastikan kebenaran datanya. Teknik analisis data yang digunakan peneliti untuk mengolah data penelitian ini adalah dengan data reduction, data display, data conclusion and verification. Hasil penelitian menunjukkan bahwa metacognitive strategies yang diterapkan oleh mahasiswa dalam Listening to Expository Text yaitu pada saat planning: fokus pada pemahaman ide utama dari informasi tertentu atau kosakata tertentu; pada saat monitoring: fokus pada ide utama dan mencatat detail tertentu, mengajukan pertanyaan kepada diri sendiri untuk mengukur pemahaman, mendengarkan kembali; dan pada saat evaluating: menilai kemampuan mereka untuk menjawab pertanyaan dan mengevaluasi pemahaman dengan lebih banyak mengerjakan latihan atau berlatih mendengarkan.
ThesisOpen AccessMetadata saja
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
DIAN YUNANDA, Reg. No 2130104015, entitled: "Students’ Strategies in Overcoming Their Problems During Oral Presentation in Seminar On ELT Course”. English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. The problem of this research is that Students’ problems during oral presentations in the seminar on the ELT course. This research was aimed to describe Students’ strategies in overcoming their problems during oral presentation in seminar on elt course. This type of research is a qualitative research, using descriptive design. The technique used in collecting informants is purposive random sampling. The informants in this research were the sixth-semester English students at UIN Mahmud Yunus Batusangkar who were registered in the 2024/2025 academic year and had taken the Seminar on ELT course. In this research, the researcher as the key instrument and the interview guide as a supporting instrument. To test the validity of the data, the researcher used a prolong engagement, namely by conducting additional interviews if there was insufficient or doubtful data or information regarding the consent requested by the informant during the first interview. To carry out data analysis, the researcher referred to the theory (Miles and Huberman, 1994), namely data reduction, data display and conclusion drawing and data verification. The researcher conducted interviews based on the interview guide, then analyzed the results of the interviews, and drew conclusions and verified the research findings. The results of this research indicate that there are fourteen strategies used by sixth-semester students majoring in English education at UIN Mahmud Yunus Batusangkar in overcoming their problems during oral presentation in seminar on ELT course. The Strategies are: 1) Correcting grammar before doing a performance, 2) making sticky notes, 3) creating an interesting PowerPoint, 4) preparing simple content, 5) asking friends in small group discussion, 6) repeating material, 7) managing time, 8) practicing before doing performance, 9) learning from mistakes, 10) having self-assurance, 11) identifying trigger, 12) having no eye contact, 13) taking a depth breath to overcome nervous, and 14) looking for synonyms when forgetting.
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2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
MIFTAHUL JANNAH, Reg No. 2030104038, entitled: “Students’ Strategies to Overcome Their Difficulties in Writing Thesis (A Study at English Teaching Department Registered in 2023/2024 Academic Year)”. English Teaching Department Faculty of Tarbiyah and Teacher Training State Islamic University Mahmud Yunus Batusangkar. The problem addressed in this study was that students' strategies to overcome their difficulties in writing a thesis had not yet been revealed. Therefore, the purpose of this study was to describe the strategies students used to overcome these difficulties. This study employed a qualitative approach with a descriptive design. The informants were students from the English Teaching Department of UIN Mahmud Yunus Batusangkar in the 2023/2024 academic year. A total of eight students were selected through purposive sampling with a convenience sampling technique. These students were chosen based on specific criteria: they had successfully passed their thesis proposal seminar and had firsthand experience with the challenges and strategies involved in writing a thesis. The researcher served as the key instrument, with an interview guide as a supporting instrument. Data were collected through in-depth interviews with the selected informants. To carry out data analysis, the three stages were followed: data reduction, data display, and data verification (Miles & Huberman, 1994). To ensure the trustworthiness of the data, prolonged engagement was employed to enhance credibility by clarifying and confirming any ambiguous information from the initial interviews. The results of the study indicate that students in the English Teaching Department of UIN Mahmud Yunus Batusangkar in the 2023/2024 academic year employed five key strategies to overcome difficulties in writing their thesis: 1) Using various applications; 2) Recording and noting feedback from advisors; 3) Asking help from friends; 4) Searching for references (journals or books); and 5) Managing Time.
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2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
NOFRIALDI SAPUTRA, NIM 1830104051, judul skripsi “Students’ Direct Speaking Strategies in Developing Their Speaking Skill (A Study of 5th Semester of English Department of UIN Batusangkar Registered 2023/2024 Academic Year)” Jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan Universitas Negeri Islam (UIN) Mahmud Yunus Batusangkar. Masalah yang diteliti dalam penelitian ini adalah penggunaan direct strategi dalam mengembangkan kemampuan speaking mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan direct speaking strategies yang digunakan mahasiswa untuk mengambangkan kemampuan speaking mereka. Jenis penelitian ini adalah kuantitatif yang berbentuk deskriptif. Populasi dalam penelitian ini adalah mahasiswa yang mengambil mata kuliah Speaking for Academic Purposes di UIN Mahmud Yunus Batusangkar tahun akademik 2023/2024 yang berjumlah 63 orang. Tektik pengambilan sampel yang digunakan dalam penelitian ini adalah total sampling. Instrumen yang digunakan untuk memperoleh data dari strategi mahasiswa adalah angket. Sebelum digunakan, angket diuji validitas terlebih dahulu oleh validator. Setelah dikoreksi oleh validator, angket yang telah direvisi kemudian disebar kepada para sampel penelitian. Jawaban dari sample kemudian dimasukan ke tabel tabulasi lalu peneliti menghitung frekuensi dari skor jawaban mahasiswa. Kemudian peneliti melakukan analisis deskriptif pada skor yang telah didapatkan dari angket. Selanjutnya peneliti mengkategorikan strategi yang digunakan mahasiswa untuk mengembangkan kemampuan speaking mereka. Hasil penelitian didapatkan bahwa memory strategies 14%, (Placing new word into a contexts 4%, Representing sounds in memory 5% dan Reviewing well 5%). Cognitive strategies 45% (repeating 5%, Recognizing and using formulas 5%, Formally practicing with sounds and writing system 5%, Practicing Naturalistically 5%, using resources for receiving and sending massages 5%, recombining 5%, Reasoning deductively 5%, translating 5%, and transferring 5%). Compensation strategies 46%, (Switching to the mother tongue 5%, getting help 5%, Using mime or gesture 11%, selecting the topic 5%, Adjusting approximating the massage 5%, coining word 5%, dan Using a circumlocution or synonym 5%).
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2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ALI AFDHAL, NIM 1930104006. Judul skripsi : “Students’ Problems in Speaking for Academic Purposes Subject and Their Learning Strategies to Overcome Them (A Case Study of the Sixth Semester Students of English Education Department of UIN Mahmud Yunus Batusangkar)”. Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Mahmud Yunus Batusangkar. Masalah dalam penelitian ini adalah masalah mahasiswa dalam mata kuliah Speaking for Academic Purposes dan strategi pembelajaran mereka untuk mengatasinya belum diselidiki di Program Studi Bahasa Inggris di UIN Mahmud Yunus Batusangkar dan tujuan penelitian ini adalah untuk mendeskripsikan masalah mahasiswa dalam mata pelajaran Speaking for Academic Purposes dan strategi pembelajaran mereka untuk mengatasinya. Desain penelitian ini menggunakan penelitian kualitatif deskriptif dan metodologi fenomenologi. Informan penelitian ini adalah mahasiswa Tadris Bahasa Inggris UIN Mahmud Yunus Batusangkar tahun ajaran 2023/2024 berjumlah 6 mahasiswa yang memiliki masalah dan strategi belajar untuk mengatasinya dalam mata kuliah Speaking for Academic Purposes yang ditentukan dengan teknik purposive sampling. Dalam penelitian ini, peneliti berfungsi sebagai instrumen kunci dalam pengumpulan data, dibantu dengan instrumen pendukung berupa pedoman wawancara, perekam suara dan kamera untuk dokumentasi. Untuk menguji keabsahan data, digunakan triangulasi data untuk mengkonfirmasi ulang jawaban dan menemukan informasi yang jelas. Selanjutnya, dalam menganalisis data, peneliti menggunakan reduksi data, display data, dan verifikasi data. Hasil penelitian menunjukkan bahwa ada empat masalah yang dialami oleh mahasiswa ketika berbicara dalam mata kuliah Speaking for Academic Purposes, yaitu masalah psikologis. Masalah-masalah tersebut adalah: 1) gugup, 2) kurang percaya diri, 3) takut melakukan kesalahan, dan 4) lupa naskah. Strategi pembelajaran yang digunakan oleh mahasiswa untuk mengatasi masalah-masalah dalam berbicara adalah: 1) menuliskan garis besar pidato, 2) berlatih pidato, 3) koreksi teman sebaya, 4) memahami topik, dan 5) menggunakan video
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2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
PUTRI DANELA JINGGA, Reg. 18 301 040 57 entitled: “ENGLISH STUDENTS’ STRATEGIES IN OVERCOMING THEIR ANXIETY IN WRITING RESEARCH PROPOSAL”, English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem of this research based on the anxiety experienced by the final semester students English Teaching Department in writing research proposals on the campus of UIN Mahmud Yunus Batusangkar. This research aims to find out and describe what strategies English students of UIN Mahmud Yunus Batusangkar use in overcoming the anxiety they experience when writing research proposals. Type of this research is quantitative descriptive research. Respondents of this study were 7th, 9th and 11th semester students who were writing research proposals totalling 48 people. Respondents in this study were taken using the total sampling technique, because the number of respondents was less than 100 people, (Sugiyono, 2004: 124). Data collection in this study was carried out by distributing closed questionnaires. The instrument used to obtain data is based on a questionnaire grid about the strategies used to overcome anxiety in writing according to several experts (Kondo & Ling, 2004, Asrori, 2021 and Yasin in Ariska, 2019), which totals 64 statement items. The questionnaire had previously been validated by 2 validators with the results of the validation test of this instrument in general being 0.76785 (very high). After that, the questionnaire was distributed directly by the researcher using paper leaflets to the research respondents to be filled in. The results of data from respondents were analysed according to the theory (Sugiyono, 2012: 137), namely using Descriptive Analysis. The results of this study show that there are seven strategies used by students to overcome their anxiety in writing research proposal, such as: preparation, relaxation, positive thinking, peer seeking, resignation, reading book and being diligent. When viewed from each aspect of the strategy, categories students' strategies in overcoming anxiety when writing a research proposal are as follows: in the aspect of preparation, students' strategy lies in the excellent category (83.90%), in the aspect of relaxation, students' strategy lies in the good category (72.8%), in the aspect of positive thinking, students' strategy lies in the good category (79.3%), in the aspect of peer seeking, students' strategy lies in the good category (77.1%), in the aspect of resignation, students' strategy lies in the good category (61.2%), in the aspect of reading books, students' strategy lies in the good category (62.7%), in the aspect of being diligent, students' strategy lies in the excellent category with a percentage of (81.4%).
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2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
Herick Afrinursalim, NIM 2030104025, did a research entitled “Students’ Strategies in Learning Writing Descriptive Text: A Study of the Second Grade Students of SMAN 3 Batusangkar” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. This study aims to uncover the predominant learning strategies employed by second-grade students at SMAN 3 Batusangkar to enhance their descriptive text writing skills. This research Employing a descriptive quantitative method with a cross-sectional design, data was collected through a questionnaire comprising 64 closed-ended questions distributed via Google Form. The study population included 155 second-grade students at SMAN 3 Batusangkar, with a sample size of 120 participants. The findings indicated that all second-grade students at SMAN 3 Batusangkar incorporated various strategies into their English writing descriptive text learning process. The most commonly utilized learning strategy was the memory strategy, with the most frequently employed sub-strategy being Reviewing well. Additionally, the research highlighted distinctions in learning strategies between male and female students. While both genders favored memory strategies, male students showed a higher preference for Practicing, whereas female students leaned more towards Reviewing well. Furthermore, an analysis according their proficiency levels revealed that Memory Strategy was the most frequently used by high, average, and low proficiency students. However, the sub-strategies varied among proficiency levels, with high proficiency students showing a greater inclination towards Practicing, and average and low proficiency students favoring the Reviewing well sub-strategy.
