Suswati Hendriani
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IMPROVING LEARNERS’ ENGLISH PROFICIENCY THROUGH LEARNING STRATEGY INSTRUCTION Hendriani, Suswati
Jurnal Ilmu Pendidikan Vol 13, No 2 (2010)
Publisher : Jurnal Ilmu Pendidikan

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Abstract

English mastery  has  become more important in this era. English teachers, therefore,  are expected  to help students to get much success in their language learning by making them aware of the importance of their contribution in learning the language and, then, teaching them language learning strategies. The effectiveness of the instruction is really determined by both the teachers and the language learners. To be more effective, the instruction should be highly practical and useful for students   Key words: improving, foreign language learner, english proficiency, learning strategy, instruction
INCREASING STIIDENTS' MOTIVATION TO LEARN ENGLISH GRAMMAR THROUGH POETRY Hendriani, Suswati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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The problem that interests the writer to write this paper is that many students, even those of English major, lack of motivation to learn English Grammar. As predicted, they usually have poor grammar mastery. Therefore, an altemative solution is presented here: using poetry to teach English Grammar. The purpose of the research article to show the readers how the uses of poetry can increase students' motivation in learning English Grammar. Based on the collected data through interview, questionnaire, and observation during English Grammar teaching and learning process, poetry is proved effective to increase students' motivation to learn English Grammar. The increase of the students' motivation might be caused by the combination of the different methods of when teaching grammar using poetry, namely: using rules, using examples, and using texts to teach grammar. When using poetry to teach English Grammar, English teachers can insert into the poetry English Grammar rules, examples of English Grammatical points, and make the poetry itself as the text. The combination of the three methods of teaching grammar is proved to give much better results based on the writer's observation on students learning English Grammar at her college, based on the data collected through questionnaire, and based on the students own information when they were interviewed.
TAKING ADVANTAGE OF STUDENTS’ NATIVE LANGUAGES, ACTIONS, PICTURES, AND QUESTIONS TO HELP STUDENTS MASTER PRESENT PROGRESSIVE Hendriani, Suswati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (IS
Publisher : Universitas Negeri Padang

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Teaching English Tenses to Indonesian students is not easy. It is even  a quite more challenging task for a teacher who teaches grammar when the teaching of grammar is aimed at making the students able to use the Tenses to communicate in the foreign language. The different grammar systems that Bahasa Indonesia and English have, have caused difficulties for the English teacher to teach English Tenses to Indonesian students. What should the teacher do to overcome  the difficulties? There are many possibilities that he or she can do. Yet, as a good teacher, he or she should try to find effective approaches to help his or her students master English Tenses. One of the Tenses that  EFL students should master is Present Progressive? How to teach the Tense to make the EFL students master the Tense (can use the tense in communication)? Based on the writer’s experience in teaching the Tense, students’ native language, actions, pictures, and questions help very much. This paper, therefore, is written to show the readers the way to teach Present Progressive by taking advantage of the students’ native language, actions, pictures, and questions.
STUDENT’ANXIETY IN LEARNING SPEAKING Januariza, Yasti; Hendriani, Suswati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (IS
Publisher : Universitas Negeri Padang

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Abstract

Speaking is one of the important skills that students  should master.  in  order that  they are able to deliver their ideas. To master the skill, the students, certainly, should have much practice, should  be self-confident, not be nervous, no be anxious,  must be brave, enjoy  speaking. In reality, many students are too anxious and   do not enjoy learning speaking. They try to finish speaking practices as soon as possible when they get turn to speak or be  the  last performer.  They try to memorize all of materials before entering speaking classes to  avoid making  a mistake. Unfortunately, the lecturer who teaches Speaking subject,  do not know the personality of his students very well. Thus, he forces the students who are not ready yet to speak up. Consequently, they  lose their ideas or decide not to speak even when  their lecture asks them to do it.  Why are the students reluctant to speak was found through  a qualitative research. The informants of the research are  the students of English Teaching Department of State Institute for Islamic Studies (IAIN) Batusangkar. The technique of data collections are  a open-ended  questionnaire and  in-depth  interview. The results of the research show the  causes of the students’ anxiety are:  fear of mistake, fear  of being laughed  at or mocked,  lack of ability,  lack of  preparation, lack of practice, lack of vocabulary, lack of self-confidence, lack of conviction, lack of motivation, shyness, not liking the  speaking subject, the  teacher’s teaching   method,  and  the teachers’  attitude and behavior. 
MULTILINGUALISM AND SOCIAL STRATEGIES USED BY ENGLISH TEACHERS IN SAWAHLUNTO Lasmiatun, Ika; Hendriani, Suswati
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (IS
Publisher : Universitas Negeri Padang

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Abstract

Multilingualism and multiculturalism- exists in many parts of the world today, including in Sawahlunto. In that city,  people come from different cultures and use different languages, namely: Javanese, Sundanese, Bataknese,  Minangkabaunese, and Acehnese. It cannot be denied  that in such a society,  people are constantly creating on and using multiple languages. In fact, multilingualism -and multiculturalism- has been a big issue in the world of language education, especially in English language teaching.  To teach English to the multilingual students, the English teachers must understand the connection between students’ languages, and their cultures. This will develop the teachers’ awareness of the social dimensions of language use which will be an important component in their English language teaching. This awareness will help them to use different social teaching strategies to approach the languages as mediating tools for teaching English as communication. In other words, the languages, then, are not exclusively objects of teaching but a means of communication and interaction. This paper is aimed to find out teachers’ social strategies to teach English to multilingual students in Sawahlunto. This is a descriptive research with a cross-sectional design. The data are collected through a questionnaire. The data analysis is done by using SPSS 22 version.
IMPROVING LEARNERS’ ENGLISH PROFICIENCY THROUGH LEARNING STRATEGY INSTRUCTION HENDRIANI, SUSWATI
Ta'dib Vol 13, No 2 (2010)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (55.458 KB) | DOI: 10.31958/jt.v13i2.188

Abstract

English mastery  has  become more important in this era. English teachers, therefore,  are expected  to help students to get much success in their language learning by making them aware of the importance of their contribution in learning the language and, then, teaching them language learning strategies. The effectiveness of the instruction is really determined by both the teachers and the language learners. To be more effective, the instruction should be highly practical and useful for students  Key words: improving, foreign language learner, english proficiency, learning strategy, instruction
IMPLEMENTING TASK-BASED LANGUAGE TEACHING TO OVERCOME THE PROBLEMS OF TEACHING SPEAKING HENDRIANI, SUSWATI
Ta'dib Vol 17, No 1 (2014)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.473 KB) | DOI: 10.31958/jt.v17i1.261

Abstract

Teaching students  to speak English is not an easy task. The teachers shoud consider and think hard about several points to be done: to  make the students motivated to speak English, to keepthem speaking the new language, and to make them have accuracy in speaking the language, and  to correct the students’ mistakes without feeling being  blamed or discouraged. To handle the difficult  tasks previously mentioned, the English teachers should find a solution. Teaching the students through unforgettable, interesting experiences might be one of the solutions that they can choose. Therefore, teaching speaking might be best done through task-based instruction. Kata kunci: teaching, speaking
PERMASALAHAN GURU BAHASA INGGRIS DALAM MENGIMPLEMENTASIKAN KURIKULUM 2013 DI SLTA KABUPATEN TANAH DATAR HENDRIANI, SUSWATI
Ta'dib Vol 18, No 1 (2015)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.997 KB) | DOI: 10.31958/jt.v18i1.279

Abstract

The research is conducted based on the fact that Senior high school English teachers of Tanah Datar Regency face problems in implementing curiculum 2013.The research is aimed at finding out the problems of the teachers related to the implementation of the Curriculum. Therefore, a qualitative research method was applied. To collect the data of the research, interview technique was used. To analyze the colled data, interactive model of analysis as proposed by Miles and Huberman was used. The results of the research show that there were two types of the problems that the teachers faced in implementing the new Curriculum, those deriving from the teachers themsevels, and those deriving from others, like government, students and facilities. Kata kunci: permasalahan, guru, bahasa Inggris, implementasi, kurikulum 2013
PENGARUH KECERDASAN EMOSIONAL DAN KEPRIBADIAN TERHADAP KEPEMIMPINAN KEPALA MADRASAH DI KABUPATEN AGAM Mutasar, Ali; Masril, Masril; David, David; Hendriani, Suswati; Fitriani, Wahidah
al-fikrah: Jurnal Manajemen Pendidikan Vol 7, No 2 (2019)
Publisher : IAIN Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.291 KB) | DOI: 10.31958/jaf.v7i2.1590

Abstract

The problem of this thesis related to the emotional intelligence and personality of the headmaster in state of  madrasah at Agam Regency. The purpose of this thesis is to: 1) to know how much the influence of emotional intelligence in the leadership of the headmaster of Madrasah  in Agam regency, 2) to Know how much  the influence of personality of the headmaster of the leadership of Madrasah  in Agam regency, 3) to Know how much the influence of emotional and personality intelligence  in the headmaster of the leadership of Madrasah  in Agam regency. The research method used descriptive analysis with quantitative approach through the technique of correlation of the data analysis and regression by using parametric statistics. Data was taken by using questionnaire. The population of this reseaerch were MTsN teachers in Agam Regency, the total of  the population is 450 people, with the sample of  this research were 85 teachers. The results of this research , stated that  two independent variables of emotional intelligence and personality had a significant influence on the leadership of the headmaster of  madrasah in Agam regency. Thus the hypothesis which stated that there is an influence of emotional intelligence on the leadership of the headmaster of madrasah  is accepted. Likewise, the hypothesis that stated there is an influence of personality on the leadership of the headmaster is also accepted. Emotional intelligence and personality  had influence of the leadership of the headmaster in  madrasa at Agam Regency.