Alsinah: Journal of Arabic and English Teaching

ANXIETY FACTORS OF THE FIRST GRADE STUDENTS IN ENGLISH SPEAKING CLASSROOM (A Case Studyat SMP QurÔÇÖan Al-Zamriyah Islamic Boarding School)

2023-04-12T06:42:55+07:00

This study was motivated by the emergence of
student anxiety in participating in learning in the speaking
subject. The purpose of this study is to determine what
factors cause student anxiety during learning in the
Speaking subject. This study uses a qualitative approach
with a case study design. The informants of this study were
grade 1 students of the Qur'an Al Zamriyah Islamic
Boarding School Middle School in the academic year
2019/2020 who had participated in the speaking class.
They number 17 people. The technique of taking
informants was carried out using purposive sampling
technique

Students' Problems' in doing MicroTeaching during Covid 19 Pandemic

2023-04-12T06:41:23+07:00

Abstract: This study aimed to find out studentsÔÇÖ problems in doing Micro Teaching during Covid- 19 pandemic that were by the sixth semester students English department of IAIN Batusangkar. The method used in this study is a case study research and the main instrument in this research is the researcher herself. The informants in this study were 21 sixth semester students of English Department who had problems in online Micro Teaching courses. Informants were selected using purposive sampling technique. In collecting data, the researcher distributes a questionnaire using Google form. The techniques used in processing the data are transcribing the data, checking the data, coding the data, tabling and summarizing. From the results of the study, there are six types of problems in Micro Teaching during the Covid-19 period. The six problems are: 1) Students' failure in distance learning 2) Problems with the learning atmosphere in the online learning system 3) Lecturer readiness problems for online learning 4) limitedinternetpackages5)donÔÇÖtfeelhowtoteach
6) limited movement when teaching

Ï¬ÏúÏ½┘èÏ▒ Ï¬ÏÀÏ¿┘è┘é ÏÀÏ▒┘è┘éÏ® Ïº┘ä┘â┘ä┘àÏ® Ïº┘ä┘à┘üÏ¬ÏºÏ¡┘èÏ® Ï╣┘ä┘ë ┘ü┘ç┘à Ïº┘ä┘à┘üÏ▒Ï»ÏºÏ¬: Ï¿Ï¡Ï½ Ï¬Ï¼Ï▒┘èÏ¿┘è ┘ü┘è Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏºÏ¿Ï¬Ï»ÏºÏª┘èÏ® Ïº┘äÏÑÏ│┘äÏº┘à┘èÏ® Ï▒┘êÏÂÏ® Ïº┘äÏ¼┘åÏ® Ï¿Ïº┘èÏº┘â┘àÏ¿┘êÏ¡

2023-04-12T06:43:52+07:00

Ïº┘äÏ║Ï▒ÏÂ ┘à┘å ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ ┘ç┘ê ┘ä┘àÏ╣Ï▒┘üÏ® Ï¬ÏúÏ½┘èÏ▒ Ï¬ÏÀÏ¿┘è┘é ÏÀÏ▒┘è┘éÏ® Ïº┘ä┘â┘ä┘àÏ® Ïº┘ä┘à┘üÏ¬ÏºÏ¡┘èÏ® Ï╣┘ä┘ë ┘ü┘ç┘à Ïº┘ä┘à┘üÏ▒Ï»ÏºÏ¬ Ï╣┘åÏ» Ï¬┘äÏº┘à┘èÏ░ Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏºÏ¿Ï¬Ï»ÏºÏª┘èÏ®. Ï¬┘à Ïº┘äÏ¿Ï¡Ï½ ┘ü┘ë ┘åÏÁ┘ü Ïº┘äÏ│┘åÏ® Ïº┘äÏ½Ïº┘å┘èÏ® Ï╣Ïº┘à Ï»Ï▒ÏºÏ│┘è ┘ó┘á┘í┘®/┘ó┘á┘ó┘á Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏºÏ¿Ï¬Ï»ÏºÏª┘èÏ® Ïº┘äÏÑÏ│┘äÏº┘à┘èÏ® Ï▒┘êÏÂÏ® Ïº┘äÏ¼┘åÏ® Ï¿Ïº┘èÏº┘â┘àÏ¿┘êÏ¡. Ïú┘àÏº ┘à┘å┘çÏ¼ Ïº┘äÏ¿Ï¡Ï½ ┘ç┘ê Ïº┘äÏ¿Ï¡Ï½ Ïº┘äÏ¬Ï¼Ï▒┘èÏ¿┘è Ï¿Ï¬ÏÁ┘à┘è┘à Ï┤Ï¿┘ç Ïº┘äÏ¬Ï¼Ï▒Ï¿Ï® Ï¿ÏºÏ│Ï¬Ï«Ï»Ïº┘à Ïº┘äÏº┘àÏ¬Ï¡Ïº┘å ┘âÏó┘äÏ® Ï¼┘àÏ╣ Ïº┘äÏ¿┘èÏº┘åÏºÏ¬. ┘ê┘ä┘àÏ╣Ï▒┘üÏ® ┘êÏ¼┘êÏ» Ï¬ÏúÏ½┘èÏ▒ Ï»┘äÏº┘äÏ® ÏÑÏ¡ÏÁÏºÏª┘èÏ® Ïú┘à ┘äÏº ┘ü┘èÏ│Ï¬Ï╣┘à┘ä Ïº┘àÏ¬Ï¡Ïº┘å t . ┘åÏ¬┘èÏ¼Ï® Ïº┘äÏ¿Ï¡Ï½ Ï¬Ï»┘ä Ïú┘å ┘àÏ╣Ï»┘ä ┘åÏ¬ÏºÏªÏ¼ Ïº┘äÏ¬Ï╣┘ä┘è┘à ┘ü┘è Ïº┘ä┘üÏ▒┘éÏ® Ïº┘äÏ¬Ï¼Ï▒Ï¿┘èÏ® Ï¿Ï╣Ï» ÏºÏ│Ï¬Ï╣┘àÏº┘ä ÏÀÏ▒┘è┘éÏ® Ïº┘ä┘â┘ä┘àÏ® Ïº┘ä┘à┘üÏ¬ÏºÏ¡┘èÏ® ┘ç┘è ┘º┘ÑÏî┘®┘ó ┘ê Ïú┘àÏº ┘àÏ╣Ï»┘ä ┘åÏ¬ÏºÏªÏ¼ Ïº┘äÏ¬Ï╣┘ä┘è┘à ┘ü┘è Ïº┘ä┘üÏ▒┘éÏ® Ïº┘äÏÂÏºÏ¿ÏÀÏ® Ï¿Ï»┘ê┘å ÏºÏ│Ï¬Ï╣┘àÏº┘ä┘çÏº ┘ç┘ê ┘ª┘¿. ┘ê ┘åÏ¬┘èÏ¼Ï® Ïº┘àÏ¬Ï¡Ïº┘å t Ï¬Ï»┘ä Ï╣┘ä┘ë Ïú┘å ┘åÏ¬┘èÏ¼Ï®Ïú┘âÏ¿Ï▒ ┘à┘å ┘åÏ¬┘èÏ¼Ï® Ïî ┘ê┘ç┘è ┘á┘úÏî┘ó < ┘ó┘ºÏî┘¿ ┘üÏº┘ä┘üÏ▒┘êÏÂ Ïº┘äÏ╣Ï»┘à┘è ┘àÏ▒Ï»┘êÏ» ┘êÏº┘ä┘üÏ▒┘êÏÂ Ïº┘äÏ¬Ï¿ÏºÏ»┘ä┘è ┘à┘éÏ¿┘ê┘ä Ïú┘è ÏÑ┘èÏ¼ÏºÏ» Ïº┘ä┘üÏ▒┘é Ï¿┘è┘å ┘àÏ│Ï¬┘ê┘ë ┘ü┘ç┘à Ïº┘ä┘à┘üÏ▒Ï»ÏºÏ¬ Ï╣┘åÏ» Ïº┘äÏ¬┘äÏº┘à┘èÏ░ ┘ü┘ë Ïº┘ä┘üÏ▒┘éÏ® Ïº┘äÏ¬Ï¼Ï▒┘èÏ¿┘èÏ® ┘ê Ïº┘ä┘üÏ▒┘éÏ® Ïº┘äÏÂÏºÏ¿ÏÀÏ®. ┘êÏº┘äÏ«┘äÏºÏÁÏ® ┘à┘å ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ ┘èÏ╣┘å┘è Ïú┘å Ï¬ÏÀÏ¿┘è┘é ÏÀÏ▒┘è┘éÏ® Ïº┘ä┘â┘ä┘àÏ® Ïº┘ä┘à┘üÏ¬ÏºÏ¡┘èÏ® ┘èÏñÏ½Ï▒ Ï╣┘ä┘ë ┘ü┘ç┘à Ïº┘ä┘à┘üÏ▒Ï»ÏºÏ¬ Ï╣┘åÏ» Ï¬┘äÏº┘à┘èÏ░ Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏºÏ¿Ï¬Ï»ÏºÏª┘èÏ®.

Pengembangan Media pembelajaran qawa'id menggunakan aplikasi sparkol video scribe untuk siswa di MTsN 3 Tanah Datar

2023-04-12T06:47:42+07:00

┘à┘äÏ«ÏÁ:Ïº┘äÏ║Ï▒ÏÂ ┘à┘å ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ ┘äÏ¬ÏÀ┘ê┘èÏ▒ ┘êÏ│┘è┘äÏ® Ï¬Ï╣┘ä┘è┘à Ïº┘ä┘é┘êÏºÏ╣Ï» Ï¿Ï¿Ï▒┘åÏº┘àÏ¼ Ï│┘è┘üÏ▒┘â┘ê┘ä ┘üÏ»┘è┘ê Ï│┘âÏ▒ÏºÏ¿ (SparkolVideoscribe) ┘ä┘äÏ¬┘äÏº┘à┘èÏ░ ┘ü┘è Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏ½Ïº┘å┘ê┘èÏ® Ïº┘äÏÑÏ│┘äÏº┘à┘èÏ® Ïº┘äÏ¡┘â┘ê┘à┘èÏ® 3 Ï¬Ïº┘åÏ® Ï»ÏºÏ¬Ï▒ ┘ê┘à┘å┘çÏ¼ Ïº┘äÏ¿Ï¡Ï½ ┘ü┘ç┘ê Ï¿Ï¡Ï½ Ï¬ÏÀ┘ê┘èÏ▒┘è. ┘êÏú┘àÏº Ï¬ÏÁ┘à┘è┘à Ïº┘äÏ¬ÏÀ┘ê┘èÏ▒ ┘ü┘è ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ ┘ê┘ç┘ê Ïº┘äÏ¬Ï╣Ï▒┘è┘ü(Define)Ïî ┘êÏº┘äÏ¬Ï«ÏÀ┘èÏÀ (Design)Ïî ┘êÏº┘äÏ¬ÏÀ┘ê┘èÏ▒ (Develop) Ï¿Ï»┘ê┘å ÏºÏ│Ï¬Ï╣┘àÏº┘ä Ïº┘äÏº┘åÏ¬Ï┤ÏºÏ▒ (Desseminate).

┬á┘ê┘åÏ¬┘èÏ¼Ï® Ïº┘äÏ¬ÏÀ┘ê┘èÏ▒ Ï¬┘àÏ½┘ä Ïº┘ä┘üÏ»┘è┘ê ┘â┘êÏ│┘äÏ® Ï¬Ï╣┘ä┘è┘à Ïº┘ä┘é┘êÏºÏ╣Ï»┘ä┘äÏ¬┘äÏº┘à┘èÏ░ ┘ü┘è Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏ½Ïº┘å┘ê┘èÏ® Ïº┘äÏÑÏ│┘äÏº┘à┘èÏ® Ïº┘äÏ¡┘â┘ê┘à┘èÏ® 3 Ï¬Ïº┘åÏ® Ï»ÏºÏ¬Ï▒ Ï«ÏÁ┘êÏÁÏº ┘ä┘äÏÁ┘ü Ïº┘äÏ½Ïº┘à┘å. ┘ü┘è ┘çÏ░Ïº Ïº┘ä┘üÏ»┘è┘ê┘è┘êÏ¼Ï» Ïº┘ä┘àÏºÏ»Ï®Ïî Ïº┘äÏÁ┘êÏ▒Ï®Ïî ┘êÏº┘äÏºÏÁ┘êÏºÏ¬. ┘ê┘åÏ¬┘èÏ¼Ï® Ïº┘äÏ¬ÏÀ┘ê┘èÏ▒ Ï╣┘ä┘ë ┘êÏ│ÏºÏª┘ä ┘åÏ╣┘ä┘è┘à Ïº┘ä┘é┘êÏºÏ╣Ï» Ï¿ÏºÏ│Ï¬Ï«Ï»Ïº┘à Ï¿Ï▒┘åÏº┘àÏ¼ Ï│┘è┘üÏ▒┘â┘ê┘ä ┘üÏ»┘è┘ê Ï│┘âÏ▒ÏºÏ¿ (SparkolVideoscribe) Ïú┘å ┘çÏ░┘ç Ïº┘ä┘êÏ│┘è┘äÏ® ┘à┘åÏºÏ│Ï¿Ï® ┘äÏ¬Ï╣┘ä┘è┘à Ïº┘ä┘é┘êÏºÏ╣Ï» ┘ü┘è Ïº┘ä┘àÏ»Ï▒Ï│Ï® Ïº┘äÏ½Ïº┘å┘ê┘èÏ® Ïº┘äÏÑÏ│┘äÏº┘à┘èÏ® Ïº┘äÏ¡┘â┘ê┘à┘èÏ® 3 Ï¬Ïº┘åÏ® Ï»ÏºÏ¬Ï▒ Ï«ÏÁ┘êÏÁÏº ┘ü┘è ÏÁ┘ü Ïº┘äÏ½Ïº┘à┘å. ┘êÏú┘àÏº ┘åÏ¬┘èÏ¼Ï® ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ Ï¬┘êÏ¼Ï» Ï¿Ï╣┘à┘ä┘èÏ® Ïº┘äÏ¬ÏÁÏ¡┘èÏ¡ ┘à┘å Ïº┘äÏ«Ï¿Ï▒ÏºÏí Ï¿ÏÀÏ▒┘è┘é Ï¬┘êÏ▓┘èÏ╣ ┘êÏ▒┘éÏ® Ïº┘äÏÁÏ¡Ï® ÏÑ┘ä┘è┘ç┘à. ┘êÏº┘äÏ«┘äÏºÏÁÏ® ┘à┘å ┘çÏ░Ïº Ïº┘äÏ¿Ï¡Ï½ Ïú┘å ┘êÏ│┘è┘äÏ® Ï¬Ï╣┘ä┘è┘à Ïº┘ä┘é┘êÏºÏ╣Ï» Ï¿Ï¿Ï▒┘åÏº┘àÏ¼ Ï│┘è┘üÏ▒┘â┘ê┘ä ┘üÏ»┘è┘ê Ï│┘âÏ▒ÏºÏ¿ (SparkolVideoscribe) ÏÁÏ¡┘èÏ¡Ï® Ï¼Ï»Ïº.

AN ANALYSIS OF LEXICAL ERRORS FOUND IN STUDENTSÔÇÖ ARGUMENTATIVE ESSAY

2023-04-12T06:49:42+07:00

The present study aims at describe, analyzing and calculate the percentage the types of lexical errors found in the writing argumentative essay produced by the fourth semester students of English Teaching Department of IAIN Batusangkar in 2017/2018 academic year. This method of the research is a qualitative research by using content analysis design. The subjects were the fourth semester students of English Teaching Department. The data of this research were obtained from 70 students', dokument of midterm test argumentative essay. The research instrument uses Chelimsky's (1989) theory of content analysis which includes six processes in conducting data analysis.The data were analyzed by using theories from james (1998)┬á and Llach (2011) about types lexical errors. The study found a total of 799 lexical errors in twelve types of lexical error. Misspelling was the most common lexical error with a total of 289 errors and the percentage is 36,17%.

STUDENTSÔÇÖ PERCEPTION ON RUNNING DICTATION STRATEGY IMPLEMENTED BY ENGLISH TEACHERS

2023-04-12T06:51:24+07:00

Abstract

This study aims to determine students' perceptions of the Running Dictation strategy applied by teachers in teaching at SMP IT Darul Hikmah Pasaman Barat for the 2020/2021 academic year. This research is a quantitative descriptive study, using a cross sectional design. The population in this study were students of class VII SMP IT Darul Hikmah, amounting to 65 people. In this study, researchers used a total sampling technique. In data collection, the instrument used was a questionnaire about students' perceptions of the implementation of the running dictation strategy by the English teacher. Students' perceptions of the Running Dictation strategy applied by the teacher in teaching, in these three aspects are more dominant in the strongly positive aspect, namely the cognitive aspect with a percentage of 84.61%, the affective aspect with a percentage of 84.61%, in the conative aspect with a percentage of a. percentage 87.69%. Of the three aspects of perception is more dominant to very positive. Based on the results of this study, the Running Dictation strategy is recommended to be used at SMPIT Darul Hikmah Pasaman Barat.