TA-Tadris Bahasa Inggris

Improving the Ability to Write Personal Letters Using the Reward Method at MA Mathla'ul Anwar Pontianak

Mon, 20 Oct 2025 00:00:00 GMT

Improving the Ability to Write Personal Letters Using the Reward Method at MA Mathla'ul Anwar Pontianak Rafira, Aisha Aisha Rafira, 2025. "Improving the Ability to Write Personal Letters Using the Reward Method at MA Mathla'ul Anwar Academic Year 2024/2025". Thesis (S1) Study Program Tadris English (TBI). Faculty of Tarbiyah and Teacher Training (FTIK). State Islamic Institute (IAIN). This classroom action research aims to improve the ability to write personal letters in class XI MA Mathla'ul Anwar Pontianak students through the application of the reward method. Writing a personal letter is not only a linguistic skill, but also a means of interpersonal communication that requires creativity, emotional expression, and structured thinking. However, initial observations show that students often experience difficulties in organizing ideas, choosing the right vocabulary, and conveying personal messages effectively. These obstacles were exacerbated by students' low motivation and engagement in conventional lecture-based learning. This research was conducted in two cycles, each consisting of four stages: planning, implementation, observation and reflection. Each cycle involved group-based learning activities, student-centered personal letter writing tasks, and rewards in the form of praise, points, and small gifts to increase student enthusiasm and participation. The results showed a significant improvement in students' personal letter writing skills, especially in terms of letter structure, creativity, grammatical accuracy, and group cooperation. In Cycle I, most students were still in the adaptation stage, with only one group reaching the good category. However, in Cycle II, after adjusting the learning strategy and giving rewards, all groups showed higher engagement and improvement in content development, vocabulary use, and final presentation. These findings suggest that the reward method is effective in improving students' writing competence and motivation, especially when applied consistently and combined with collaborative learning.

A CASE OF TEACHING STRATEGIES BASED ON THE IMPLEMENTATION OF THE MERDEKA CURRICULUM AT SMPN 2 SUNGAI PINYUH

Thu, 25 Sep 2025 00:00:00 GMT

A CASE OF TEACHING STRATEGIES BASED ON THE IMPLEMENTATION OF THE MERDEKA CURRICULUM AT SMPN 2 SUNGAI PINYUH Indriyani, Vony VONY INDRIYANI. A Case of Teaching Strategies Based on The Implementation of The Merdeka Curriculum At Smpn 2 Sungai Pinyuh 2024/2025. Tadris English Study Program (TBI). Faculty of Tarbiyah And Teacher Training State Institute For Islamic Studies (IAIN) Pontianak Year 2025. Advisor I: Dr. Istiqamah, S.Ag., MA. Advisor II: Vibry Andina Nurhidayah, S.Pd., M.Hum. This research aims to investigate the teaching strategies employed by English teachers in the implementation of the Merdeka Curriculum at SMPN 2 Sungai Pinyuh. The study focuses on three main objectives: to identify the teaching strategies used during pre-activities, to explore the strategies applied in whilst-activities, and to examine the strategies implemented in post-activities within the framework of the Merdeka Curriculum. A qualitative case study approach was employed to allow an in-depth examination of classroom practices in a real educational setting. Data were gathered through triangulation involving interviews with teachers and students, classroom observations, and analysis of teaching documents (Lesson Plan). This method provided a detailed and holistic understanding of the instructional strategies at each phase of learning. The findings indicate that during the pre-activity phase, the teacher employed strategies such as preliminary discussions, contextual questioning, and group-based guidance to activate students’ prior knowledge and introduce the learning objectives. In the whilst-activity phase, strategies including the use of visual media (PowerPoint presentations, videos, and images), choral drilling, dialogue reading, role-play, and group discussions through LKPD (student worksheets) were implemented to support collaborative understanding of the material. Meanwhile, in the post-activity phase, the teacher conducted whole-class discussions, question-and-answer sessions, feedback delivery, learning reflection, and final assignments to reinforce students’ comprehension and prepare them for upcoming lessons. All of these strategies align with the core principles of the Merdeka Curriculum, which emphasize student-centered learning, contextual relevance, and differentiated instruction.

THE INFLUENCE OF NARRATIVE ENGLISH SHORT STORIES AS A LEARNING MEDIUM TO DEVELOP STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE SMA NEGERI 2 SUNGAI RAYA

Mon, 29 Sep 2025 00:00:00 GMT

THE INFLUENCE OF NARRATIVE ENGLISH SHORT STORIES AS A LEARNING MEDIUM TO DEVELOP STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE SMA NEGERI 2 SUNGAI RAYA Syahrani, Sheca Rianda Muni Sheca Rianda Muni Syahrani, 12117038. The Influence of Narrative English Short Stories as a Learning Medium to Develop Students’ Reading Comprehension at Tenth Grade SMA Negeri 2 Sungai Raya in the 2024/2025 Academic Year. Thesis (S1) English Tadris Study Program (TBI). Teacher Training and Tarbiyah Faculty (FTIK) Pontianak State Islamic Institute (IAIN), Year 2025. This research aims to determine whether the use of narrative short stories as a learning medium can significantly improve students’ reading comprehension. Specifically, the research was conducted to identify students’ reading comprehension ability before and after being taught through narrative short stories, and measure whether there is a significant difference in students’ achievement after the treatment. The research applied a quantitative approach with a pre-experimental method, using a one-group pre-test and post-test design. The population of this study was all tenth-grade students at SMA Negeri 2 Sungai Raya, with the sample selected based on specific criteria, namely class X-G, which consists of 36 students. The data of this study was collected through tests and then analyzed using SPSS version 26. The findings show a significant improvement in students’ reading comprehension. The average score increased from 47.69 on the pre-test to 81.67 on the post-test, indicating substantial progress. The Shapiro-Wilk normality test yielded Sig. values of 0.131 (pre-test) and 0.165 (post-test), both > 0.05, confirming normal distribution. The paired sample t-test showed a significant difference with Sig. (2-tailed) = 0.000 < 0.05. In addition, all items were valid (r-count > r-table 0.329), and the reliability test with Cronbach’s Alpha of 0.768 indicated that the instrument was reliable and consistent. These findings confirm that using narrative short stories not only makes the learning process more interactive but also effectively improves students’ understanding of text structure, contextual meaning, and inference skills. Therefore, it can be concluded that narrative short stories have a positive and significant impact on students’ reading comprehension and are recommended as an effective learning medium in English classrooms.

FACTORS INFLUENCING SPEAKING ANXIETY AMONG THE 11TH GRADE STUDENTS OF SMA NEGERI 2 SUNGAI RAYA

Mon, 08 Sep 2025 00:00:00 GMT

FACTORS INFLUENCING SPEAKING ANXIETY AMONG THE 11TH GRADE STUDENTS OF SMA NEGERI 2 SUNGAI RAYA Sari, Della Puspita Della Puspita Sari, 12117039. Factors Influencing Speaking Anxiety Among the 11th Grade Students of SMA Negeri 2 Sungai Raya in the Academic Year 2024/2025. Undergraduate Thesis. Tadris English Study Program (TBI). Faculty of Tarbiyah And Teacher Training (FTIK). State Institute for Islamic Studies (IAIN) Pontianak. 2025. This study aimed to identify the factors that influenced speaking anxiety among 11th grade students at SMA Negeri 2 Sungai Raya, analyze its impact on the learning process, and explore the strategies used by teachers and students to reduce this anxiety. This study used a qualitative approach with a case study design. The research subjects were grade XI students and an English teacher. Data were collected through in-depth interviews with teachers and students. Data analysis was carried out in three stages, namely data reduction, data presentation, and conclusion drawing. Data validity was maintained through source triangulation and member checking. The results of the study showed that speaking anxiety was influenced by five main factors, namely low English proficiency (especially vocabulary, grammar, and pronunciation), lack of confidence, fear of being criticized or considered wrong, environmental factors (pressure from peers and classroom atmosphere), and bad experiences in the past. This anxiety led to low student participation in speaking activities, avoidance behavior, and decreased learning outcomes. To overcome this, teachers implemented student centered strategies, provided motivation, and created a safe and supportive classroom atmosphere. On the other hand, students tried to reduce anxiety by practicing repeatedly, thinking positively, praying, and seeking support from peers. This study concluded that speaking anxiety was a serious obstacle in English language learning. Therefore, joint efforts between teachers, students, and schools were needed to create a more supportive learning environment so that students dared to actively participate in speaking skills.