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All Journal Journal of English Language Teaching and Learning (JETLE) EduInovasi: Journal of Basic Educational Studies DIDASCEIN （Journal of English Education） Jadila: Journal of Development and Innovation in Language and Literature Education
Umar Abdullah
Universitas Islam Negeri Raden Fatah Palembang
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penguatan Keterampilan Berpikir Kritis Melalui Pengembangan Bahan Ajar Interaktif PPKn Bermuatan Kearifan Lokal di Sekolah Dasar Citra Silviani; Umar Abdullah; Ary Purwantiningsih
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.9901

Abstract

                This study aims to develop interactive teaching materials for Civic Education (PPKn) based on local wisdom as an effort to strengthen critical thinking skills of elementary school students. The background of this research stems from the need for innovation in Civic Education learning that not only emphasizes conceptual understanding, but also fosters the ability to analyze, evaluate, and make decisions grounded in cultural values. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were fourth-grade students in an elementary school in Rambutan. The findings revealed that the developed interactive teaching materials obtained a very good level of feasibility based on the assessments of subject matter experts, media experts, and educational practitioners. The implementation of the product in a limited trial indicated a significant improvement in students’ critical thinking skills, as shown by test results and positive responses toward the materials. Therefore, the development of interactive Civic Education teaching materials enriched with local wisdom is proven effective in strengthening critical thinking skills and is highly relevant for use in elementary school learning.
COGNITIVE MAPPING IN THE WRITING CLASSROOM: RETHINKING HOW STUDENTS ORGANIZE AND EXPRESS IDEAS Fitrianti Putri; Umar Abdullah; Fitri Alya Okta Sukma
Didascein : Journal of English Education Vol 6 No 2 (2025): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1475

Abstract

Many senior high school students struggle with initiating and organizing their ideas, applying grammar accurately, and maintaining cohesion in their writing. Mind mapping is a visual technique that enables students to brainstorm ideas, establish connections, and structure content in a non-linear format. This study investigated the effect of using mind mapping on the writing ability of tenth-grade students at SMA Negeri 14 Palembang. The study used a quantitative method comparing a group taught using mind mapping (the experimental group, 34 students) and a group taught in the usual way (the control group, with 34 students) before and after the treatment. The students’ writing ability was measured with a writing test before and after the treatment. Because the test results were not normally distributed, nonparametric statistical tests were used to analyze the data. The Wilcoxon Signed-Rank Test revealed that the writing ability of the experimental group improved significantly after using mind mapping. Furthermore, the Mann-Whitney U test showed a significant difference in writing test scores between the experimental and control groups after treatment, with the experimental group scoring better. The findings of this research indicated that using mind mapping greatly helped to improve the tenth-grade students’ writing ability in recount text. This study suggests that teachers could use mind mapping as a way to enhance students’ writing skills.
The Role of Listening Strategy Use in Predicting Listening Proficiency among Tenth-Grade EFL Learners Intan Azzahra; Umar Abdullah; Fitri Alya Okta Sukma
Didascein : Journal of English Education Vol 7 No 1 (2026): March Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i1.1476

Abstract

Listening is a fundamental skill in EFL learning, yet many students face difficulties and show limited awareness of effective listening strategies.  This study aimed to investigate the role of listening strategy use in predicting proficiency among tenth-grade EFL learners. This study employed a correlational quantitative design with 74 tenth-grade students using convenience sampling. Data were collected using a closed-ended questionnaire to measure metacognitive, cognitive, and socio-affective strategies and a standardized TOEFL Junior listening test to assess listening proficiency. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and regression analysis. The findings revealed a statistically significant positive relationship between the use of listening strategies and listening proficiency. However, the predictive power was relatively low, indicating that listening strategies contributed modestly to students’ listening performance. Among the strategy types, socio-affective strategies were used most frequently, while cognitive and metacognitive strategies were used at moderate levels. These findings suggest that although listening strategies play an important role, listening proficiency is influenced by multiple factors. In addition, factors such as learners’ motivation, prior knowledge, and exposure to English may also contribute significantly to listening achievement. Therefore, it is recommended that teachers incorporate explicit instruction of cognitive and metacognitive strategies and provide greater exposure to authentic listening materials to enhance students’ listening development.
The Use of Read, Cover, Remember, Retell (RCRR) Strategy in Improving Students` Reading Achievement Ernia Putri Lestari; Umar Abdullah; Husnaini Husnaini
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 5 No. 3 (2025): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/jadila.v5i3.808

Abstract

Reading is one of the four important skills that must be taught in English. Reading can help students to understand information better, develop critical skills, and increase vocabulary and understand the content of text. However, the majority of EFL student`s experience difficulty reading widely. This study aimed to determine the impact of the RCRR strategy on the reading achievement of the tenth-grade students at SMA Karya Ibu Palembang. The research used a quasi-experimental design with pretest and posttest non-equivalent groups. The sample consisted of 60 students, with 30 in the experimental group (X.A) and 30 in the control group (X.B). Data were collected through pretests and posttests and analyzed using paired and independent sample t-tests. The paired sample t-test results showed a p-value of 0.000 and a t-value of -55.166, indicating significant improvement in students' reading achievement. The independent sample t-test showed a p-value of 0.000 and a t-value of 3.952, surpassing the t-table value (2.045), proving a significant difference between the groups. The findings confirm that the RCRR strategy positively affects students' reading achievement in descriptive texts, suggesting it is an effective strategy for improving EFL students' reading skills.
Beyond fear of speaking: Unpacking the factors shaping EFL students’ speaking anxiety in Indonesian junior high school Muhamad Busthomi Aldaffa; Umar Abdullah; Ridha Ilma
Journal of English Language Teaching and Learning (JETLE) Vol 8, No 1 (2026): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v8i1.44330

Abstract

Speaking is one of the most important skills in English language learning; however, many students experience anxiety when they are required to communicate in English. This study aimed to investigate the factors affecting students’ speaking anxiety at SMP Nurul Amal Palembang and to explore the effects of anxiety, coping strategies, and teacher support in reducing anxiety. This research employed a qualitative case study design. The participants were selected using purposive sampling and consisted of six students who experienced speaking anxiety in English classes. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students’ speaking anxiety was influenced by five major factors: fear of negative evaluation, low self-confidence, fear of making mistakes, speaking in front of peers, and limited practice opportunities. Among these factors, fear of negative evaluation emerged as the most dominant factor because students were highly concerned about being laughed at, criticized, or negatively judged by their classmates. The study also found that speaking anxiety affected students’ speaking performance, motivation, and emotional well-being. To cope with anxiety, students employed preparation strategies, practice strategies, avoidance strategies, and cognitive strategies. In addition, teacher support played an important role in reducing anxiety through emotional encouragement, supportive classroom environments, instructional strategies, and constructive feedback. These findings suggest that teachers should create supportive learning environments and provide sufficient speaking opportunities to help students reduce anxiety and improve their speaking performance.
Co-Authors Ary Purwantiningsih Citra Silviani Ernia Putri Lestari Fitri Alya Okta Sukma Fitrianti Putri Husnaini Husnaini Intan Azzahra Muhamad Busthomi Aldaffa Ridha Ilma