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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ulfah
Indonesian Language and Literature Education, FKIP Tadulako University
Languange, Linguistic, Communication & Media

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Design of Deep Learning Teaching Module in Text Learning Report Observation Results in Class VIII of State Junior High School LIK Layana Indah Amina I.P; Juniati; Sukma; Ulfah; Fadillah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11468

Abstract

This study aims to describe the design of Deep Learning-based teaching modules  developed to support meaningful, active, and student-centered learning. Based on the results of problem identification and needs analysis, data was obtained that the teaching modules used so far have not been fully able to facilitate the in-depth development of students' competencies, especially in the aspects of critical thinking, problem solving, collaboration, creativity, and learning reflection. This research was carried out using one of the stages in the research and development method, namely the product design stage. Deep Learning-based teaching modules  are designed through preliminary studies which include analysis of teacher and student needs, analysis of student characteristics, curriculum analysis, and theoretical studies on deep learning. Based on the results of the study, a Deep Learning-based teaching module design was obtained  which consists of several main components, namely cover design, foreword, table of contents, general information of the module, learning outcomes and objectives, concept maps, learning activities that integrate mindful, meaningful, and joyful principles learning, student activity sheets, learning assessments, reflections, and bibliographies. The design of this teaching module is expected to support the creation of a more meaningful learning experience and improve the quality of the process and learning outcomes of students.
Ability To Write Speech Texts in Grade VIII Students of Junior High School Kevin Jonatan Batolu; Ulfah; Ida Nur'aeni; Juniati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11694

Abstract

The ability to write speech texts is one of the important competencies in learning Indonesian language because it supports the ability to think critically, communicate, and convey ideas systematically in accordance with the demands of the Independent Curriculum. In contrast to previous research which generally focused on the effectiveness of learning models or strategies, this study aims to comprehensively describe students' speech writing abilities based on the assessment components used in learning. This study uses a quantitative descriptive approach with 24 research subjects of class VIII C SMP Negeri 19 Palu. Data was collected through observation, writing tests, and documentation, then analyzed using descriptive statistics in the form of average score, percentage of completeness, minimum score, and maximum score. The results showed that students' speech writing ability was in the good category with an average score of 87.70, the highest score of 100, the lowest score of 75, and the percentage of learning completeness reached 100%. Analysis based on the assessment component shows that the aspect of title selection obtains the highest achievement, while content development is still an aspect that requires attention because some students have not been able to develop ideas in depth and systematically. The findings of this study provide an empirical overview of the profile of students' speech writing ability that can be used as a basis for evaluating and developing writing learning that is more process-oriented and supports the implementation of the Independent Curriculum in junior high schools.
Co-Authors Amina I.P Fadillah Ida Nur'aeni Juniati Juniati Kevin Jonatan Batolu Sukma