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All Journal Al-Irsyad: Journal of Education Science
Utary Rustam
Institut Ilmu Sosial dan Bisnis Andi Sapada, Indonesia
Education

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THE EFFECT OF TURN-TAKING READING ACTIVITY ON STUDENTS’ INTEREST IN ENGLISH LITERACY Utary Rustam; Ernawati Ernawati
Al-Irsyad: Journal of Education Science Vol 3 No 2 (2024): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v3i2.658

Abstract

This study examined the effectiveness of a literacy-based activity, namely the turn-taking reading activity to enhance students’ interest in reading and writing in English. A comparative research design was employed to compare students who participated in the activity with those who did not. Data were collected through a questionnaire consisting of 20 items measuring students’ interest in English reading and writing. The data were analyzed using a t-test to determine whether a significant difference existed between the two groups. The findings revealed that the turn-taking reading activity significantly influenced students’ interest in reading and writing English. Students in the turn-taking reading activity group demonstrated high levels of interest in both reading and writing (Reading = 34, Writing =34). In contrast, students in the non-turn-taking reading activity group showed moderate interest (Reading = 29, Writing = 27). Overall, the results indicate that the turn-taking reading activity is an effective strategy for increasing students’ interest in English literacy skills.
ANALYZING STUDENTS’ PERCEPTION OF ONLINE LEARNING FOR ENGLISH SPEAKING SKILLS Utary Rustam; Nurazizah Nurazizah
Al-Irsyad: Journal of Education Science Vol 2 No 2 (2023): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v2i2.667

Abstract

Online learning for English-speaking skills emerged as an alternative mode of instruction during the COVID-19 pandemic and created learning conditions that differ from conventional face-to-face classrooms. This study aimed to describe students’ perceptions toward online learning for English-speaking skills. The research employed a descriptive quantitative design. The participants of this study were English department students at the State Islamic Institute of Parepare. Data were collected using a questionnaire designed to measure students’ perceptions of online learning for speaking skills. The collected data were analyzed quantitatively by calculating mean scores and frequencies. The findings revealed that the mean score of students’ perception toward online learning for English speaking skills was 79, indicating a positive perception. Furthermore, students’ perceptions were categorized into two main aspects, namely learning facilities and teaching methods. Overall, the results suggest that online learning was perceived as effective in supporting students’ English speaking skills during the online learning process.
STUDENTS’ PERCEPTIONS OF ENGLISH TEACHERS’ TEACHING STRATEGIES IN SECONDARY SCHOOL EFL CLASSROOMS Utary Rustam; Hasbiyah Srianah Amir; Dewi Yuliani Lukman; Syaiful Syaiful
Al-Irsyad: Journal of Education Science Vol 5 No 2 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i2.787

Abstract

Students’ perceptions provide valuable insights into how teaching strategies are experienced in English as a Foreign Language (EFL) classrooms. This study examined secondary school students’ perceptions of the teaching strategies employed by English teachers at SMPN 2 Parepare, Indonesia. A descriptive quantitative survey was conducted with 172 ninth-grade students selected through simple random sampling. Data were collected using a 30-item questionnaire adapted from Barnes and Orlich’s framework of effective teaching strategies (Cronbach’s α = 0.91). The findings revealed a mean perception score of 92.31 out of 120, indicating positive perceptions across all eight instructional dimensions. Teacher–Student Relationship received the highest mean score (M = 3.24), whereas Feedback and Assessment received the lowest (M = 2.93), although both remained within the positive category. These findings highlight students’ positive perceptions of English teachers’ instructional practices and suggest the importance of maintaining supportive teaching strategies while strengthening feedback and assessment practices.
Co-Authors Dewi Yuliani Lukman Ernawati Ernawati Hasbiyah Srianah Amir Nurazizah Nurazizah Syaiful Syaiful