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THE EFFECT OF USING MIND MAPPING TECHNIQUES TOWARDS THE STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT AT SMK N 2 PADANG PANJANG Saphira Mande; Syahrul; Elsi Amiza; Irwandi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18140

Abstract

Writing descriptive text has been recognized as one of the most challenging skills for English as a Foreign Language (EFL) learners because many students experience difficulties in generating, organizing, and developing ideas into coherent written texts. Therefore, this study investigated the effect of the Mind Mapping Technique on students' writing ability in descriptive text at SMK N 2 Padang Panjang. This study employed a quantitative approach using a quasi-experimental research design. The population consisted of all eleventh-grade students at SMK N 2 Padang Panjang, and a sample of 60 students was selected through purposive sampling. The data were collected through a descriptive writing test administered before and after the instructional process. Students' writing was evaluated using an analytical scoring rubric covering content, organization, vocabulary, language use, and mechanics. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, paired-sample t-test, and independent-sample t-test with IBM SPSS Statistics. The findings showed that the data were normally distributed and homogeneous. The statistical analysis revealed a significant improvement in students' writing ability, with a significance value of 0.000 (p < 0.05). The analysis also indicated a significant difference in writing achievement between the two groups, with a mean difference of approximately 8.03 points. These findings demonstrated that the Mind Mapping Technique effectively improved students' ability to organize ideas, develop descriptive paragraphs, and produce more coherent written texts. It was concluded that the Mind Mapping Technique was an effective instructional strategy for improving descriptive writing ability among eleventh-grade vocational high school students
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.
English Learning Through Animation Videos: An Analysis Based on Keller’s ARCS Model Intan Zahara; Elsi Amiza; Melyann Melani; Lena Sastri
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

English learning requires instructional media that can facilitate meaningful classroom learning experiences. Although animation videos had been implemented in English learning at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi, several classroom conditions were observed, including limited student participation, students’ dependence on teacher guidance during learning activities, and the lack of analysis of English learning through animation videos based on the ARCS Model. Therefore, this study aimed to analyze English learning through animation videos based on the ARCS Model at the eighth grade of SMP Jam’iyyatul Hujjaj Bukittinggi. This study employed a qualitative case study design. The participants consisted of thirteen eighth-grade students selected through total sampling and one English teacher as a supporting informant. Data were collected through three classroom observations and semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), consisting of data condensation, data display, and conclusion drawing and verification. The findings revealed that the four components of the ARCS Model were reflected during English learning through animation videos. Attention was reflected through students’ interest and focus, although participation was not consistently reflected. Relevance was consistently reflected through the usefulness, meaningfulness, and connection of the learning materials to students’ daily experiences. Confidence was generally reflected, although participation confidence was not consistent. Satisfaction showed the most consistent findings, as students enjoyed the learning activities, expressed satisfaction with the learning process, and demonstrated willingness to continue learning through animation videos. Overall, the findings provide contextual insights into English learning through animation videos based on the four components of the ARCS Model.
Students Perception in Learning English with Nonnative English Speaking Teachers (NNESTs) at English Academy by Ruang Guru Bukittinggi Rofidah Nur Salamah; Lena Sastri; Absharini Kardena; Elsi Amiza
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

Many students perceive Non-Native English-Speaking Teachers (NNESTs) as less competent than Native English-Speaking Teachers (NESTs), particularly in pronunciation and language proficiency. These perceptions may influence students’ attitudes toward English learning. Therefore, this study aimed to analyze students’ perceptions of the strengths and weaknesses of learning English with NNESTs at English Academy by Ruang Guru Bukittinggi. This study employed a descriptive quantitative design involving 20 students selected through a total sampling technique. Data were collected using a questionnaire and analyzed through percentage calculations to identify students’ perceptions regarding NNESTs’ strengths and weaknesses. The findings revealed that students generally held positive perceptions of NNESTs. The strengths indicator achieved a score of 93%, categorized as very high, indicating that students highly appreciated NNESTs’ ability to understand learners’ difficulties and their commitment to supporting the learning process. Meanwhile, the weaknesses indicator obtained a score of 75%, categorized as high, with pronunciation-related aspects perceived as the most prominent limitation. Despite these weaknesses, students continued to value NNESTs’ teaching competence and supportive approach. The study highlights that the strengths of NNESTs are perceived more dominantly than their weaknesses, suggesting their important role in supporting effective English language learning.
A Comparative Study of English Reading Comprehension Among High- and Low-Digital-Multitasking EFL Tenth-Grade Students Mentary Ananda Putri; Lena Sastri; Widya Syafitri; Elsi Amiza
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

The rapid development of digital technology has increased students' engagement in digital multitasking, raising concerns about its potential influence on their attention and English reading comprehension. This study aimed to determine whether there was a significant difference in English reading comprehension between students with high and low levels of digital multitasking at SMA Negeri 5 Sijunjung. A quantitative approach with a comparative research design was employed. The population consisted of 91 tenth-grade students from three classes at SMA Negeri 5 Sijunjung. Because the population was relatively small, total sampling was employed, allowing all students to participate in the study. Data were collected using a Digital Multitasking Questionnaire and a multiple-choice English reading comprehension test. The data were analyzed using descriptive statistics, normality and homogeneity tests, and an Independent Samples t-test with the assistance of IBM SPSS. The results showed that the Low Digital Multitasking group obtained a slightly higher mean reading comprehension score (52.78) than the High Digital Multitasking group (47.28). However, the Independent Samples t-test indicated that the difference was not statistically significant, with a calculated t-value of 1.354, a t-table value of 1.987, and a significance value of 0.179 (p &gt; .05). Therefore, the null hypothesis was not rejected, indicating that there was no significant difference in English reading comprehension between students with high and low levels of digital multitasking. These findings suggest that digital multitasking alone may not be a determining factor in students' English reading comprehension, as their performance may also be influenced by various cognitive and linguistic factors.
Penguatan Kehidupan Religius Masyarakat melalui Kegiatan Keagamaan di Jorong IV Parit Rantang Berbasis Nilai Islam Zulpahri Hasibuan; Elsi Amiza
TadrisReach: Journal of Educational Service Vol. 1 No. 3 (2025): September 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

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Abstract

Kehidupan religius masyarakat di berbagai daerah memiliki karakteristik yang berbeda-beda karena dipengaruhi oleh budaya lokal yang berkembang, sehingga melahirkan keunikan tersendiri dalam praktik keberagamaan. Kondisi tersebut juga terlihat pada masyarakat Jorong IV Parit Rantang yang menunjukkan corak kehidupan religius yang khas, meskipun secara umum memiliki kesamaan dengan masyarakat Muslim di wilayah lain. Penelitian ini bertujuan untuk mendeskripsikan kehidupan religius masyarakat Jorong IV Parit Rantang secara komprehensif, khususnya ditinjau dari aspek budaya dan tradisi keagamaan yang dijalankan dalam kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Data diperoleh selama pelaksanaan Kuliah Kerja Nyata (KKN) yang berlangsung selama kurang lebih satu bulan, sehingga peneliti dapat mengamati secara langsung dinamika kehidupan keagamaan masyarakat setempat. Hasil penelitian menunjukkan bahwa mayoritas masyarakat Jorong IV Parit Rantang menganut paham Muhammadiyah, yang diperkuat oleh keberadaan organisasi otonom seperti Al-Hidayah, Nasyiatul Hidayah, dan Pemuda Muhammadiyah. Kehidupan religius masyarakat tergolong aktif, ditandai dengan pelaksanaan berbagai kegiatan keagamaan rutin seperti wirid mingguan Al-Hidayah, kajian keislaman, tradisi yasinan, serta kegiatan kemalangan yang telah berlangsung lebih dari satu abad. Selain itu, keberadaan lembaga pendidikan Islam seperti MDTA Muhammadiyah dan TPQ Muhammadiyah turut berperan penting dalam membentuk dan memperkuat karakter religius generasi muda di Jorong IV Parit Rantang. Temuan ini menunjukkan bahwa kehidupan religius masyarakat setempat tidak hanya berfungsi sebagai praktik ibadah, tetapi juga sebagai sarana pelestarian nilai budaya dan penguatan kohesi sosial masyarakat. Religious life in various regions differs due to the influence of local culture, resulting in unique forms of religious practice within each community. This condition is also evident in the community of Jorong IV Parit Rantang, which exhibits distinctive religious characteristics while still sharing common features with other Muslim communities. This study aims to comprehensively describe the religious life of the Jorong IV Parit Rantang community, particularly in terms of cultural aspects and religious traditions practiced in daily life. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The data were obtained during approximately one month of Community Service Program (Kuliah Kerja Nyata), allowing the researcher to directly observe the dynamics of religious life within the community. The findings indicate that the majority of the Jorong IV Parit Rantang community adheres to Muhammadiyah ideology, supported by autonomous organizations such as Al-Hidayah, Nasyiatul Hidayah, and Muhammadiyah Youth. The religious life of the community is highly active, as evidenced by various routine religious activities.