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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ETERNAL(english, teaching, learning, and Research Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar Voices of English Language Education Society Jurnal Ilmiah Profesi Pendidikan Journal of Classroom Action Research Jurnal Ilmiah Abdi Mas TPB Unram Journal of English Language and Education Journal of Education Research Edukasiana: Jurnal Inovasi Pendidikan Studies in English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Linguistics, Literacy, and Pedagogy Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research Journal of English Education Forum (JEEF)
Zamzam, Ahmad
Universitas Mataram
Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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The Effect of the Word Detective Technique to Improve Vocabulary Skills of the Second-Year Students of Madrasah Tsanawiyah Putri At-Tahzib (Islamic Junior High School) Islami, Nur Laily; Zamzam, Ahmad; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/r3ehf436

Abstract

This study aims to investigate the effect of the Word Detective technique on improving the vocabulary skills of eighth-grade students at MTs. Putri At-Tahzib. The background of the study is based on initial observations showing that most students have low vocabulary skills and are less actively involved in English learning. This study used a quasi-experimental design with two groups: a control group taught conventionally and an experimental group taught using the Word Detective technique. The research sample consisted of 55 students selected through a total sampling technique. Data collection was carried out through a pre-test and post-test with an instrument in the form of 20 multiple-choice questions that have been validated and have a high level of reliability (Cronbach's Alpha = 0.798). The results of the analysis showed that the experimental group experienced an increase in average scores from 52.86 in the pre-test to 74.46 in the post-test, while the control group increased from 51.30 to 63.33. The independent samples t-test yielded a calculated t-value (5.297) greater than the t-table (2.006) at a significance level of 0.05, meaning the alternative hypothesis (Hₐ) was accepted and the null hypothesis (H₀) was rejected. This finding proves that the Word Detective technique has a significant influence in improving students' vocabulary skills. The implications of this study indicate that the Word Detective technique can be an effective learning strategy to improve students' vocabulary skills through an active approach that utilizes contextual clues and word structures. This technique is recommended for application in English learning because it encourages active and meaningful student involvement in the vocabulary acquisition process.
Genre Representation and Curriculum Alignment in English for Nusantara for Grade VII: A Critical Content Analysis of Text Types under the Merdeka Curriculum Qomah, Isti; Zamzam, Ahmad; Arafiq, Arafiq
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/5c3a0z10

Abstract

This study critically examines the representation of text genres in English for Nusantara for Grade VII and evaluates the extent to which the textbook supports the genre-based literacy expectations of the Merdeka Curriculum. The study responds to the need for systematic textbook evaluation because textbooks remain central instructional resources in English as a foreign language classrooms and because curriculum alignment cannot be inferred merely from official textbook status. A qualitative content analysis was employed to identify, classify, and interpret the main reading texts in the textbook by using three genre indicators: social function, generic structure, and linguistic features. The analysis shows that the textbook represents four principal genres, namely descriptive, procedure, recount, and report texts. Descriptive texts dominate the textbook and appear across several chapters, whereas procedure, recount, and report texts occur more narrowly and receive less sustained pedagogical attention. This pattern indicates partial alignment with Phase D learning outcomes, especially because students are expected to read, view, evaluate, and produce different kinds of texts in print, digital, visual, multimodal, and interactive forms. However, the uneven distribution also suggests that students may receive stronger support for describing familiar people, places, and objects than for developing informational, chronological, procedural, and analytical literacy. The novelty of this study lies in conceptualizing genre distribution as a critical indicator of curriculum alignment rather than treating alignment as the simple presence of selected text types. The study recommends that teachers supplement the textbook with additional model texts and genre-based tasks so that students can experience broader communicative purposes and more balanced literacy development.
Students’ Perceptions of Teacher-Designed Interactive Canva AI Materials in Developing English Skills Afriliana, Fina; Zamzam, Ahmad; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bmvyvh64

Abstract

Students still face challenges in understanding English learning materials, especially descriptive texts. The lack of interactive digital media is one of the causes of low student engagement and understanding, resulting in less than optimal learning outcomes. This study aims to determine students' perceptions of Canva-based interactive materials designed by teachers in learning descriptive texts. This study used a qualitative descriptive design supported by quantitative data. The subjects of this study were 32 10th-grade students selected using a total sampling technique. Data collection was conducted through a Likert-scale questionnaire and semi-structured interviews. The results showed that most students had a positive perception of the use of Canva materials, with details of 56.3% in the positive category, 28.1% neutral, and 15.6% negative. These findings indicate that the majority of students perceive the benefits of using Canva in learning, such as increased engagement, motivation, and understanding of the material, although a small number of students still face technical difficulties. Practically, these findings provide implications for English teachers are advised to integrate Canva's interactive features such as quizzes with immediate feedback, color-coded activities, and sentence construction exercises into their learning designs. Teachers also need to consider the availability of technological infrastructure, such as providing offline materials or ensuring a stable internet connection, and designing materials with a gradual level of difficulty to accommodate diverse student abilities. Thus, Canva serves not only as a visual presentation tool but also as a student-centered, interactive learning environment.
The Correlation between Reading Habits and Reading Comprehension of the Eleventh Grade Students at SMAS Darul Falah Aikmel Maisarah, Khairinka Nurani; Zamzam, Ahmad; Thohir, Lalu
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/cbvwp602

Abstract

This study aims to determine whether there is a significant correlation between reading habits and reading comprehension in eleventh-grade students at SMAS Darul Falah Aikmel. This ex post facto study with a quantitative correlational design used two data collection instruments, namely a reading habits questionnaire consisting of 45 items and a multiple-choice reading comprehension test consisting of 20 questions based on narrative texts. The study population was all 63 eleventh-grade students, so a total sampling technique was used. Data were analyzed using Pearson Product-Moment correlation with the help of SPSS 25. The results showed a correlation coefficient (*r*) of .447 and a significance value (*p*) of .000 (< .05). The value of *r* = .447 is included in the category of moderate positive correlation. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In conclusion, there is a significant correlation between reading habits and reading comprehension in eleventh-grade students at SMAS Darul Falah Aikmel. This finding indicates that students with better reading habits tend to have better reading comprehension as well. The purpose of this study was to determine whether reading habits and reading comprehension among the eleventh grade students at SMAS Darul Falah Aikmel were significantly correlated. This ex post facto study with quantitative correlational design used two instruments in gathering the data; questionnaire for gathering students’ reading habits and multiple-choice test for assessing students’ reading comprehension. The population was the eleventh grade students at SMAS Darul Falah Aikmel and the sample consisted of 63 students by using population study. Using the SPSS 25 program, the Pearson Product-Moment Correlation was used to measure the data. A positive and significant correlation was indicated by the result of coefficient (r = .447) and the significance value (p < .05). It meant that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. As a result, there was a significant correlation between reading habits and reading comprehension of the eleventh grade students at SMAS Darul Falah Aikmel.
Exploring The Role of Digital Literacy in Teaching And Learning English as A Foreign Language In 9th Grade SMP NW Kalijaga Maezura, Siti; Zamzam, Ahmad; Saputra, Agus
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/3rat4p24

Abstract

In today's digital era, digital literacy is a crucial competency that students must master to support successful learning, including in learning English as a foreign language. However, in many rural schools in Indonesia, students' digital literacy skills still face various challenges such as limited internet access, lack of technical guidance, and poor ability to evaluate online information. This study aims to explore the role of digital literacy in English learning for 9th-grade students at NW Kalijaga Junior High School and identify the challenges and strategies used by students. The study used a qualitative, descriptive approach. Data were collected through structured observations, semi-structured interviews, documentation, and questionnaires with a Likert scale of 1–4. Data were analyzed using thematic analysis. The results show that digital literacy helps students access learning materials, understand lessons, complete assignments, and communicate through digital media. Platforms such as WhatsApp and Canva also enhance student interaction and creativity. Quantitatively, 83.3% of students agreed that digital literacy helps evaluate information, and 88.9% agreed that digital literacy supports creativity. However, students still face challenges such as limited internet access (69.8% admitted to experiencing this), difficulty understanding digital instructions, and limited ability to evaluate online information. The strategies used by students included seeking information from various sources, comparing content, and asking teachers or peers. This study concluded that digital literacy plays a crucial role in supporting English learning, but requires improved infrastructure and teacher support. Practical implications of this research include the need for integrated digital literacy training and the provision of stable internet access in rural schools.
Co-Authors Afriliana, Fina Ahmad Junaidi Amrullah Amrullah Amrullah Apgrianto, Kurniawan Aprilia, Rizkia Prahasti Arafiq Arafiq, Arafiq Arfah, Hajriana Arfah, Hajriani Arifuddin Arifuddin Aristawidya, Alzena Azis, Atri Dewi Boniesta Zulandha Melani Dinullah, Aqshol Cahya Eka Fitriana Elmafitria, Jazila Elmiana, Dewi Satria Farmasari, Santi Fatmasari, Santi Fauzi, Safira I MADE SUJANA . Islami, Nur Laily isti qomah Jaelani, Selamet Riadi Jannah, Alda Raudatul Khumairah, Azahra khusnul khotimah Lail, Husnul Lail, Husnul Lalu Nurtaat, Lalu Luh Putu Artini Maezura, Siti Mahyuni Mahyuni Mahyuni Maisarah, Khairinka Nurani Muhaimi, Lalu Muhammad Amin Ni Made Ratminingsih Nur Ahmadi, Nur Pebriani, Eti Nurhidayati Prasetyaningrum, Ari Prof. Dr. Ni Nyoman Padmadewi,MA . Putera, Lalu Jaswadi Putu Adi Krisna Juniarta Ramli, Muh. Resiana, Amellia Tasya Riyanto, Andra Ade Rizqiani, Annisa Isdiana Safitri, Lia Saputra, Agus Satria Elmiana, Dewi Sribagus, Sribagus Sugianto, Riris Suhardiana, I Putu Andre Sukreni, Ni Made Marneta Susanti, Rosalina Thohir, Lalu Tsaqiila, Thalia Qaulan Udin, Udin Wahab, Aulia Dwi Amalina Wahyuni, Emi Nurul Waluyo, Untung Wilian, Sudirman Yamin, Warahma Apriliani