ResearchOpen AccessPDF tersedia
2026•Hasil Penelitian dan Pengabdian
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<span class="markedContent" id="page5R_mcid163"><span dir="ltr" role="presentation" style="left: 94.44px; top: 997.111px; font-size: 20px; font-family: sans-serif; transform: scaleX(0.937821);">Program pengabdian kepada masyarakat ini memiliki tujuan agar ma</span><span dir="ltr" role="presentation" style="left: 666.633px; top: 997.111px; font-size: 20px; font-family: sans-serif; transform: scaleX(0.908908);">hasiswa dapat mengelola</span><br role="presentation" />
<span dir="ltr" role="presentation" style="left: 94.44px; top: 1019.91px; font-size: 20px; font-family: sans-serif; transform: scaleX(0.973609);">dengan baik aspek: 1) kondisi personal, 2) aspek kebiasaan belajar, 3) aspek pengelolaan</span><br role="presentation" />
<span dir="ltr" role="presentation" style="left: 94.44px; top: 1043.14px; font-size: 20px; font-family: sans-serif; transform: scaleX(0.930114);">suasana tempat tinggal, 4) aspek fasilitas perkuliahan, dan 5) aspek hubungan dengan dosen</span></span></p>
ResearchOpen AccessMetadata saja
2026•Hasil Penelitian dan Pengabdian
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1. Agar mahasiswa dapat mempersiapkan kondisi pribadi (personal condition) yang terbaik (fisik, emosional, psikologis, dan spiritual) dalam mengikuti setiap perkuliahan .</div>
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2. Agar mahasiswa dapat menciptakan kebiasaan belajar (study habits) di rumah yang yang mendukung proses pembelajaran yang telah diberikan di kampus, sehingga bisa memaksimalkan hasil akhir pembelajaran.</div>
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3. Agar mahasiswa bisa mengelola dengan baik kondisi di rumah / tempat tinggal (home related aspect), karena kondisi tempat tinggal sangat berpengaruh terhadap bagaimana mahasiswa bisa belajar di rumah, juga terkait dukungan dari banyak pihak agar mahasiswa tetap bisa belajar.</div>
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4. Agar mahasiswa bisa mengelola seluruh fasilitas dan berbagai program yang telah disedikan oleh kampus (university related aspect) dalam memaksimalkan prestasi mereka termasuk prestasi di bidang akademik dan non-akademik.</div>
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5. Agar mahasiswa bisa mengelola hubungan baik dengan dosen (lecture relationship) selama perkuliahan berlangsung di dalam kelas atau di luar kelas, mahasiswa harus memiliki komunikasi dan kesepahaman yang baik dengan dosen, dan juga bagaimana mahasiswa nantinya bisa menyelesaikan berbagai permasalahan yang bisa terjadi dengan dosen.</div>
ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Dea Restian Putri, “A Causal Comparative Study of Dictionary Consultation And Contextual Guessing Strategy At SMA N 2 Bukittinggi” A Thesis, State Islamic University of Sjech M. Djamil Djambek Bukittinggi, 2025. This study aimed to examine whether there was a significant difference in reading comprehension achievement between eleventh-grade students who predominantly used Dictionary Consultation Strategy and those who predominantly used Contextual Guessing Strategy at SMAN 2 Bukittinggi. It also aimed to identify which strategy was more frequently used by students when encountering unfamiliar vocabulary during reading. The study was motivated by the unclear use of both strategies, making it difficult to determine which contributed more to students' reading comprehension achievement. This study employed a quantitative causal-comparative design. The participants were 72 eleventh-grade students enrolled in the Advanced English elective subject from classes XI F2 and XI F8 at SMAN 2 Bukittinggi. Data were collected using a 25-item multiple-choice reading comprehension test and a 30-item Likert-scale questionnaire. Based on the questionnaire results, students were classified into the Dictionary Consultation group (n = 33) and the Contextual Guessing group (n = 39). Since the reading comprehension scores were not normally distributed, the Mann–Whitney U test was used for data analysis. The findings revealed no statistically significant difference in reading comprehension achievement between the Dictionary Consultation and Contextual Guessing groups (U = 564.000, Z = −0.909, p = .363). The questionnaire results showed that Contextual Guessing Strategy was used more frequently. However, this higher frequency did not result in significantly better reading comprehension achievement. These findings suggest that both strategies contributed similarly to students' reading comprehension. Therefore, English teachers are encouraged to apply both strategies flexibly according to students' needs, reading purposes, and text difficulty.
ThesisOpen AccessPDF tersedia
2019•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRAK Novia Gustina: 2314.125, “Menganalisa Strategi Pembelajaran Bahasa pada Pembelajaran Bahasa Inggris yang Digunakan oleh Mahasiswa KPI di IAIN Bukittinggi” Penelitian ini dilakukan karena peneliti menemukan bahwa masih banyak mahasiswa KPI di IAIN Bukittinggi mengalami kesulitan dalam belajar bahasa Inggris. Masalah yang peneliti temukan adalah beberapa mahasiswa menggunakan strategi yang monoton (siswa menggunakan kamus dan bertanya kepada dosen atau siswa yang lain). Siswa kekurangnya motivasi dalam belajar bahasa Inggris. Mahasiswa berpendapat bahwa bahasa Inggris itu sulit dipahami karena kurangnya kosakata. Oleh karena itu, peneliti ingin melihat strategi yang dominan yang digunakan oleh mahasiswa KPI dalam belajar bahasa Inggris di IAIN Bukittinggi tahun ajaran 2018/2019. Jenis penlitian ini adalah deskriptif kunantitatif. Data diperoleh melalui angket. Total sampelnya yaitu 72 mahasiswa, karena jumlah populasinya kurang dari 100 maka peneliti mengambil total sampling. Untuk mengumpulkan data peneliti menggunakan angket berdasarkan rumus dari Sudijono dan untuk menginterpretasikan data menggunakan rumus Suharsimi. Hasil penelitian menunjukkan bahwa strategi yang paling dominan digunakan mahasiswa dalam belajar bahasa Inggris adalah Metacognitive strategi sebanyak 67,47% dan yang paling rendah penggunaannya adalah Cognitive strategi sebanyak 62,90%. Jadi dapat disimpulkan bahwa, kebanyakan mahasiswa KPI dalam belajar bahasa Inggris menggunakan Metacognitive. Kata kunci: Strategi Pembelajaran, Strategi Pembelajaran Bahasa
ThesisOpen AccessPDF tersedia
2018•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Rukna Hayati, 2313.065.An Analysis of Students’ Learning Strategies in Speaking at XI Grade Of State Islamic Senior High School (MAN) 2 Bukittinggi. A Thesis, State Islamic Institute (IAIN) Bukittinggi 2018. This research was conducted due to the problems that occurred among the eleventh grade of state islamic senior high school (MAN) 2 Bukittinggi in speaking. Researcher found the problems that related to the language learning strategies among students in speaking. The first problem was the students did not have a lots of vocabularies to speaking English. The next problem was they only limited numbers of students that want to practice speaking in the classroom. The last problem was some students did not interest to ask about their speaking performance to the teacher. From the phenomena above, researcher wanted to find the learning strategies used by students in speaking at the eleventh grade of state islamic senior high school (MAN) 2 Bukittinggi academic year 2017/2018. This research categorized as a descriptive quantitative research that aimed to analyze the two research question were what learning strategies taht mostly used by the students and how many students that used learning strategy based on the criteria of students in applying learning strategies in speaking. The sample of this research are the eleventh grade of MAN 2 Bukittinggi which consists of 42 students. The sample have taken by using cluster random sampling. This is because the samples have taken all the subject speaking and they have learned how to speak English well. The techniques of data collections in this research by using questionnaire. Based on the findings of the research, the researcher finds that the highest strategy that choosen by the students is memory strategy (65%). The second highest is metacognitive strategy (64%). Then, it is followed by cognitive strategy (61%), affective strategy (60%), compensation strategy (55%) and the lowest strategy is social strategy (50%). Futhermore, the researcher found that the category of learning strategy used by students, where there is no one student which were very good (always use learning strategy) and very bad category (never use learning strategy), 18 students were good category (often use learning strategy), 23 students were enough category (sometime use learning strategy) and 1 student included bad category (seldom use learning strategy).
