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All Journal ELP (Journal of English Language Pedagogy) Tanmiyah Impact: Islamic Economics & Business Service Journal Didactum TadrisReach
Eliza
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Investigasi prefrensi siswa terhadap aktivitas speaking dan jenis input pada kelas jurusan tata busana Ella Jeniro Jambak; Widya Syafitri; Irwandi; Eliza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1167

Abstract

          Speaking skill is an essential component of English for Specific Purposes (ESP) instruction in vocational education, particularly for Fashion Design students, as it supports effective communication in professional and workplace contexts. This study aims to explore students’ preferences regarding speaking activities and input types in ESP classes. The research employed a descriptive quantitative research design. Data were collected through a close-ended questionnaire administered to 67 students of the Fashion Design major at SMKN 2 Bukittinggi. The collected data were analyzed descriptively using percentage analysis.The findings reveal that role play was the most preferred speaking activity (47%), followed by question-and-answer activities (26%), indicating students’ strong preference for interactive and communicative tasks. In terms of input types, authentic audiovisual materials (39%) were most favored, followed by picture-supported monologues (30%) and vocabulary-supported monologues (27%). Additionally, most students preferred medium-length texts (56%), materials sequenced from easy to difficult (57%), and learning materials accompanied by illustrations or tables (80%).These results suggest that ESP speaking materials for vocational learners should be interactive, multimodal, and contextually relevant. This study provides practical implications for ESP teachers and material developers in designing speaking materials that better address the needs of Fashion Design students in vocational education.
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE WRITING PRACTICES OF SIXTH-SEMESTER ENGLISH STUDENTS AT UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI Dani Ramanda; Absharini Kardena; Eliza; Widya Syafitri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i1.1172

Abstract

        Artificial Intelligence tools such as ChatGPT, Grammarly, and QuillBot are increasingly used in academic writing and offer both benefits and challenges for EFL learners. While these tools can support language development, concerns remain regarding students’ independence and academic integrity. This study examines the use of AI across different stages of writing and explores its perceived benefits and limitations among sixth semester English students at UIN Sjech M. Djamil Djambek Bukittinggi. A mixed methods convergent design was employed. Quantitative data were collected through a validated questionnaire from 88 students, while qualitative data were obtained from in depth interviews with 10 selected participants and analyzed thematically. The findings indicate that AI was widely used during pre writing and brainstorming (85 percent), drafting (92 percent), and revision (78 percent). Students reported improvements in grammar, organization, and vocabulary, with grammar receiving the highest mean score of 4.2 out of 5. However, 35 percent of participants admitted to copying AI generated content without proper paraphrasing, highlighting potential ethical concerns. The study emphasizes the importance of integrating digital literacy and ethical guidance in the use of AI for academic writing.  
Optimalisasi Media Pemasaran Digital Sebagai Strategi Peningkatan Daya Saing Produk Keripik Pisang Umkm Berkah Salareh Aie Utara Vina Kurnia Deslita; Eliza
Tanmiyah Impact: Islamic Economics & Business Service Journal Vol. 2 No. 4 (2026): Desember 2026
Publisher : Fakultas Ekonomi dan Bisnis Islam

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Abstract

Perkembangan teknologi informasi membuat cara memasarkan produk berubah dari metode lama menjadi pemasaran yang menggunakan digital. Namun, masih banyak pengusaha UMKM, termasuk UMKM Berkah di Salareh Aie Utara, yang belum menggunakannya secara optimal sehingga cakupan pemasaran dan daya saing produk masih terbatas. Berdasarkan dari hasil Kegiatan penyuluhan pemasaran digital bertujuan agar media pemasaran digital digunakan dengan secara maksimal sebagai cara untuk memasarkan  produk keripik pisang usaha kecil menengah Berkah dalam bersaing. Metode yang digunakan mencakup pengamatan, wawancara, mengidentifikasi masalah, pendampingan, serta penerapan penggunaan media pemasaran digital melalui WhatsApp Business, Facebook,. Hasil dari kegiatan tersebut menunjukkan bahwa dengan memaksimalkan penggunaan media pemasaran digital, promosi bisa mencapai lebih banyak orang, informasi tentang produk menjadi lebih mudah diakses,  dan peluang menjual produk keripik pisang juga menjadi lebih besar. Selain itu, pelaku UMKM memahami betapa pentingnya pemasaran digital sebagai salah satu cara untuk menghadapi persaingan dalam bisnis di masa kini yang sudah digital. Oleh karena itu, penggunaan media pemasaran digital menjadi pilihan yang efektif, hemat, dan ramah lingkungan di UMKM Berkah di Salareh Aie Utara.
The Effect of Using Peer Tutoring Technique on Students’ Writing Ability in Narrative Text at the Tenth Grade of SMAN 1 Pasaman Yolanda Apri Zenna; Eliza; Veni Roza; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

Peer tutoring is a cooperative learning technique that involves students as both tutor and tutee. This technique enables students to enhance their writing abilities through collaborative discourse, feedback, and reflection. Writing remains a major challenge for many tenth grade students at SMAN 1 Pasaman. Based on preliminary observation, students experienced difficulties in generating and organizing ideas, using appropriate verb tenses, and developing coherent narrative texts. In addition, many students were less confident and passive during the writing process, which resulted in writing scores that were still below the Minimum Learning Achievement Criteria (KKTP). Therefore, this study aims to determine how peer tutoring give effect on students' narrative text writing ability at the tenth grade of SMAN 1 Pasaman. The research used a quantitative quasi experimental design with pretest and posttest. The population consisted of tenth grade students and cluster random sampling was applied. Data were collected through a narrative writing test. The findings show that peer tutoring significantly effect for students’ writing ability, as indicated by the increase in the experimental class’s mean score (72.31) compared to the control class (59.92). Statistical analysis using an independent samples t-test also revealed a significant difference between the two groups (sig. 0.002 < 0.05). Therefore, the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, indicating that peer tutoring significantly affected students’ writing ability. In conclusion, peer tutoring is more effective than traditional teaching techniques in enhancing students’ writing ability.   Abstrak Peer tutoring merupakan teknik pembelajaran kooperatif yang melibatkan siswa sebagai tutor dan tutee. Teknik ini memungkinkan siswa meningkatkan kemampuan menulis melalui diskusi kolaboratif, umpan balik, dan refleksi. Menulis masih menjadi tantangan utama bagi banyak siswa kelas X di SMAN 1 Pasaman. Berdasarkan observasi awal, siswa mengalami kesulitan dalam menghasilkan dan mengorganisasi ide, menggunakan bentuk waktu (tenses) yang tepat, serta mengembangkan teks naratif yang koheren. Selain itu, banyak siswa kurang percaya diri dan pasif selama proses menulis, sehingga nilai menulis mereka masih berada di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Oleh karena itu, penelitian ini bertujuan untuk mengetahui pengaruh peer tutoring terhadap kemampuan menulis teks naratif siswa kelas X di SMAN 1 Pasaman. Penelitian ini menggunakan desain kuantitatif quasi eksperimen dengan pretest dan posttest. Populasi penelitian terdiri atas siswa kelas X dan teknik cluster random sampling digunakan dalam pengambilan sampel. Data dikumpulkan melalui tes menulis teks naratif. Hasil penelitian menunjukkan bahwa peer tutoring memberikan pengaruh yang signifikan terhadap kemampuan menulis siswa, yang ditunjukkan oleh peningkatan nilai rata-rata kelas eksperimen (72,31) dibandingkan dengan kelas kontrol (59,92). Analisis statistik menggunakan independent samples t-test juga menunjukkan adanya perbedaan yang signifikan antara kedua kelompok (sig. 0,002 < 0,05). Dengan demikian, hipotesis alternatif (Ha) diterima dan hipotesis nol (H0) ditolak, yang berarti bahwa peer tutoring berpengaruh signifikan terhadap kemampuan menulis siswa. Kesimpulannya, peer tutoring lebih efektif dibandingkan teknik pengajaran tradisional dalam meningkatkan kemampuan menulis siswa.
An Analysis of Pedagogical Competence of Non-English Teacher in Teaching English at MTsT Simanau Rofika Wahyuni; Eliza; Widya Syafitri; Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

This study investigates the pedagogical competence of a non-English teacher assigned to teach English at MTsT Simanau. The research was motivated by the reality that schools in rural areas often face a shortage of qualified English teachers, resulting in teachers from different academic backgrounds being asked to teach English. Such conditions may influence teaching quality, classroom management, and students’ learning outcomes. This research aims to analyze how the non-English teacher fulfills pedagogical competence in English language teaching and to identify the challenges encountered during the teaching process. A descriptive qualitative design was employed. Data were collected through classroom observations and semi-structured interviews with one non-English teacher who taught English. The data were analyzed using data condensation, data display, and conclusion drawing. The findings reveal that the teacher demonstrated basic pedagogical competence in managing the classroom, delivering instructional materials, and conducting assessment. However, the teaching process was still predominantly teacher-centered and highly dependent on worksheets and translation methods. The teacher also experienced difficulties related to limited English content knowledge, pronunciation problems, weak speaking ability, insufficient mastery of macro language skills, and minimal use of media and technology in teaching. The study concludes that although the teacher made efforts to meet pedagogical requirements, professional development and continuous pedagogical training are needed to improve English teaching quality and student learning outcomes.   Abstrak Penelitian ini mengkaji kompetensi pedagogik seorang guru nonbahasa Inggris yang ditugaskan mengajar mata pelajaran Bahasa Inggris di MTsT Simanau. Penelitian ini dilatarbelakangi oleh kenyataan bahwa sekolah di daerah pedesaan sering mengalami kekurangan guru Bahasa Inggris yang berkualifikasi, sehingga guru dengan latar belakang akademik berbeda diminta untuk mengajar Bahasa Inggris. Kondisi tersebut dapat memengaruhi kualitas pembelajaran, pengelolaan kelas, dan hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis bagaimana guru nonbahasa Inggris memenuhi kompetensi pedagogik dalam pengajaran Bahasa Inggris serta mengidentifikasi tantangan yang dihadapi selama proses pembelajaran. Penelitian ini menggunakan desain kualitatif deskriptif. Data dikumpulkan melalui observasi kelas dan wawancara semi terstruktur dengan satu orang guru nonbahasa Inggris yang mengajar Bahasa Inggris. Data dianalisis menggunakan teknik kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menunjukkan kompetensi pedagogik dasar dalam mengelola kelas, menyampaikan materi pembelajaran, dan melaksanakan penilaian. Namun, proses pembelajaran masih didominasi oleh pendekatan berpusat pada guru dan sangat bergantung pada penggunaan lembar kerja serta metode penerjemahan. Guru juga mengalami kesulitan yang berkaitan dengan keterbatasan penguasaan materi Bahasa Inggris, masalah pelafalan, kemampuan berbicara yang lemah, kurangnya penguasaan keterampilan berbahasa makro, serta minimnya penggunaan media dan teknologi dalam pembelajaran. Penelitian ini menyimpulkan bahwa meskipun guru telah berupaya memenuhi tuntutan kompetensi pedagogik, pengembangan profesional dan pelatihan pedagogik yang berkelanjutan masih diperlukan untuk meningkatkan kualitas pengajaran Bahasa Inggris dan hasil belajar siswa.
Teachers’ Strategies in Teaching Vocabulary for Young Learners in Elementary Schools of Ampek Angkek District Gusti Rahmi Putri; Lena Sastri; Eliza; Elsi Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

This study investigated the strategies used by English teachers in teaching vocabulary to young learners at elementary schools in Ampek Angkek District. Teaching vocabulary to young learners requires appropriate strategies because elementary school students have different learning characteristics, such as limited attention span, varied levels of understanding, and low vocabulary retention. In addition, teachers often face challenges related to learning materials, teaching media, classroom conditions, and vocabulary assessment. Therefore, this study aimed to analyze the strategies implemented by English teachers to facilitate vocabulary learning for young learners. This research employed a qualitative case study design conducted at SD N 17 Bonjo Alam and SD N 08 Bonjo Alam. The participants were two English teachers selected through purposive sampling. The data were collected through classroom observations and semi-structured interviews and analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that teachers applied several strategies in teaching vocabulary, such as adjusting materials to students’ abilities, using pictures and real objects as teaching media, implementing repetition and interactive activities, and conducting supportive vocabulary assessment. These strategies helped students understand and remember vocabulary more effectively while encouraging active classroom participation.
An Error Analysis on the Use of Article in Descriptive Text by the Students of Seventh Grade MTsN 3 Agam Risky Ramadhan Putra; Eliza; Lena Sastri; Leli Lismay
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

This study aims to analyze and describe the types of errors in using English articles (a, an, the) made by seventh-grade students in writing descriptive texts. A qualitative approach employing content analysis was adopted for this research. Data were gathered through a student writing test and semi-structured interviews with a purposively selected class of seventh-grade students at MTsN 3 Agam. The collected error data were subsequently categorized based on Dulay, Burt, and Krashen’s Surface Strategy Taxonomy, which divides errors into omission, addition, misformation, and misordering. The findings revealed that students frequently experienced significant difficulties in applying articles correctly, with omission emerging as the most dominant error type, followed by misformation, addition, and misordering. These findings highlight the specific linguistic challenges faced by Indonesian EFL learners in mastering the English article system, which is absent in their native language grammar structure. Consequently, this study offers strategic pedagogical implications for English teachers to design targeted grammar instruction and intervention strategies, particularly in teaching article usage within descriptive text writing context.
Comparative Analysis of EFL Learning Motivation in Formal Classrooms and Extracurricular Activities: An SDT Perspective Aziz Rahman; Loli Safitri; Irwandi; Eliza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

Students’ learning motivation serves as an essential factor influencing their level of engagement and achievement in English language learning. However, students may experience different motivational characteristics depending on the learning environment, particularly between formal classroom instruction and extracurricular English activities. Therefore, this study aimed to compare students’ learning motivation in regular English classrooms and extracurricular English activities based on the framework of Self-Determination Theory. The research adopted a quantitative comparative approach with participants of grade XI and XII at MA Sawah Dangka, an Islamic boarding school in Bukittinggi, West Sumatra, Indonesia. Data were collected through a 30-item questionnaire covering esigned to assess six aspects of motivational regulation, including amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation.. The collected data were analyzed using descriptive statistics and Independent Samples t-Test through IBM SPSS Statistics. The descriptive analysis revealed insights into students’ levels of learning motivation, indicating that in the regular English classroom was at a moderate level, while students’ learning motivation in extracurricular English activities was at a high level. The Independent Samples t-Test analysis demonstrated that revealed a significant difference in students’ learning motivation between the two groups (Sig. 2-tailed < 0.05), indicating that students participating in extracurricular English activities demonstrated higher motivation than those in the regular English classroom. In conclusion, extracurricular English activities provide a more motivating learning environment compared to regular classroom instruction.
The Correlation Between Students’ Language Anxiety and Their English Speaking Performance at MAN 3 Agam Alia Ardilla; Eliza; Lena Sastri; Veni Roza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Abstract

English speaking performance is one of the key aspects of English process of acquiring a language brcause Students can effectively convey their ideas, opinion, and iformation clearly through spoken communication. Nevertheless, expressing themselves in English can remain challenging for many learners, particularly when they experience language anxiety. The correlation between language anxiety and students’ English speaking performance at MAN 3 Agam is investigated in this studi. A quantitatif corelational design was adopted to investigate the correlation between the variables. The study involved 32 tenth-grade students who were selected using a simple random sampling technique. The Foreign Language Classroom Anxiety Scale (FLCAS) and an English speaking test were administered for data collection, and then analyzed using the Spearman rank correlation test usig spss version 26. The findings revealed that a correlation between language anxiety and English speaking performance, with a p- value of 0.000 (p < 0.05). The analysis yielded a correlation coefficient of -0.583 indicated that the correlation between the two variables was moderate in magnitude and indicating a negative relationship. A negative correlation between language anxiety and students’ speaking performance was identified from the findings. Creating a supportive classroom environment may help teachers alleviate students’ language anxiety. The results contribute to the current understanding on affective factors in English language learning by providing evidence of how language anxiety relates to speaking performance among students at the Madrasah Aliyah level.
The Effect of Using Escape Room Toward Students’ Reading Comprehension at the Eighth-Grade of MTsN 7 Agam Lola Lovita; Eliza; Absharini Kardena; Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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Reading comprehension plays a crucial role in English learning, particularly in understanding narrative texts. Based on observations and interviews at MTsN 7 Agam, most students struggled to comprehend English texts, especially in identifying main ideas, implicit information, and moral messages. In addition, the teacher still used conventional methods, in which students read texts, translated words, and answered textbook questions, making learning less interactive. Therefore, this study aimed to determine the effect of using Escape Room on students’ reading comprehension of narrative texts in the eighth grade at MTsN 7 Agam. This study employed a quantitative method with a quasi-experimental design. The population consisted of 222 eighth-grade students, and cluster sampling selected class VIII.2 as the control class and VIII.3 as the experimental class. Data were collected through multiple-choice reading comprehension tests administered as pre-tests and post-tests. The Wilcoxon Signed Rank Test examined differences between pre-test and post-test results, while the Mann-Whitney U Test compared the experimental and control classes. The results showed that Ha was accepted and H0 was rejected. The Wilcoxon test produced Sig. = 0.000, indicating that Escape Room significantly improved students’ reading comprehension. The Mann-Whitney U Test showed a significant difference between the two classes, with Sig. = 0.006. The experimental class obtained a higher mean rank of 38.73 than the control class’s 26.27. Thus, teaching reading using Escape Room was more effective than conventional methods in improving students’ reading comprehension.
Co-Authors Absharini Kardena Absharini Kardena Alia Ardilla Aziz Rahman Cinta Amalia Putri Dani Ramanda Ella Jeniro Jambak Elsi Amiza Febria Sri Artika Gusti Rahmi Putri Irwandi Irwandi Leli Lismay Lena Sastri Lola Lovita Loli Safitri Mirnawati Risky Ramadhan Putra Rofika Wahyuni Siti Hanifa Syahrul Veni Roza Vina Kurnia Deslita Widya Syafitri Yolanda Apri Zenna Zidni Alfaruqi