Article Per Year (5 Year)
p-Index From 2021 - 2026
2.568
P-Index
This Author published in this journals
All Journal Didactum TadrisReach
Lena Sastri
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Challenges of Integrating the Kurikulum Berbasis Cinta into English Classroom Interactions: A Case Study at MTsN 10 Agam Yuni Aprila; Lena Sastri; Syahrul; Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The implementation of Kurikulum Berbasis Cinta has gained increasing attention in Indonesian education, yet studies on its integration into English classroom interaction remain limited. This study aimed to investigate the challenges faced by an English teacher in integrating Kurikulum Berbasis Cinta into classroom interactions at MTsN 10 Agam. A qualitative case study design was employed involving one English teacher and several seventh-grade students selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The observation checklist was adapted from the Flanders Interaction Analysis Category System, while data were analyzed using the interactive model of Miles et al. (2014). The findings revealed several challenges, including limited implementation guidelines, difficulties in building emotional connections with students, challenges in creating enjoyable learning activities, and difficulties in improving students’ confidence in speaking English. To address these challenges, the teacher applied supportive communication, positive reinforcement, emotional approaches, and interactive learning activities. This study contributes to understanding the practical integration of Kurikulum Berbasis Cinta in English classroom interaction and highlights the need for clearer implementation guidelines and effective classroom strategies. In conclusion, successful integration requires pedagogical adaptation and emotional engagement to create meaningful learning experiences.   Abstrak Implementasi Kurikulum Berbasis Cinta semakin mendapat perhatian dalam pendidikan di Indonesia, namun penelitian mengenai integrasinya dalam interaksi pembelajaran bahasa Inggris masih terbatas. Penelitian ini bertujuan untuk menginvestigasi tantangan yang dihadapi guru bahasa Inggris dalam mengintegrasikan Kurikulum Berbasis Cinta ke dalam interaksi kelas di MTsN 10 Agam. Penelitian ini menggunakan desain studi kasus kualitatif dengan melibatkan satu guru bahasa Inggris dan beberapa siswa kelas tujuh yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi kelas dan wawancara semi-terstruktur. Lembar observasi diadaptasi dari Flanders Interaction Analysis Category System, sedangkan analisis data menggunakan model interaktif Miles et al. (2014). Hasil penelitian menunjukkan beberapa tantangan, seperti keterbatasan pedoman implementasi, kesulitan membangun hubungan emosional dengan siswa, tantangan menciptakan pembelajaran yang menyenangkan, serta kesulitan meningkatkan kepercayaan diri siswa dalam berbicara bahasa Inggris. Untuk mengatasi tantangan tersebut, guru menerapkan komunikasi suportif, penguatan positif, pendekatan emosional, dan aktivitas pembelajaran interaktif. Penelitian ini berkontribusi dalam memahami integrasi praktis Kurikulum Berbasis Cinta dalam pembelajaran bahasa Inggris serta menegaskan pentingnya pedoman implementasi dan strategi pembelajaran yang efektif. Dengan demikian, integrasi kurikulum ini memerlukan adaptasi pedagogis dan keterlibatan emosional untuk menciptakan pembelajaran yang bermakna.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
The Implementation of Collaborative Writing Strategy in Teaching Procedure Text at the Eleventh Grade Students of Madrasah Tarbiyah Islamiyah Pasia Agam Mario Lufti Hakim; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to analyze the implementation of the collaborative writing strategy in teaching procedure texts at the eleventh grade of Madrasah Tarbiyah Islamiyah Pasia Agam. The research was conducted using a qualitative case study design to obtain an in-depth understanding of the teaching and learning process. The participants consisted of an English teacher and eleventh-grade students who were involved in collaborative writing activities. Data were collected through classroom observations, interviews, and document analysis. The findings revealed that the implementation of collaborative writing encouraged students to actively participate in brainstorming, discussing ideas, organizing procedural steps, and revising texts collaboratively. The strategy helped students improve their understanding of the generic structure and language features of procedure texts while enhancing their confidence, motivation, and engagement during writing activities. Furthermore, the collaboratively produced texts demonstrated better organization, clearer procedural steps, and more appropriate language use. However, several challenges were identified, including unequal participation among group members, differences in language proficiency, and difficulties in reaching consensus during group discussions. Despite these challenges, collaborative writing proved to be an effective instructional strategy for improving students’ writing skills and promoting cooperative learning. Therefore, teachers are encouraged to provide clear guidance, assign balanced responsibilities, and monitor group interactions to maximize the effectiveness of collaborative writing activities.
An Error Analysis of Recount Text Writing Produced by Eighth Grade Student of MTsN 11 Agam Oktavia Elya Zahra; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to identify, classify, and determine the frequency of omission and misselection (misinformation) errors in recount texts written by eighth-grade students of MTsN 11 Agam. The study employed a qualitative content analysis approach supported by quantitative frequency calculations. The participants were selected through purposive sampling and consisted of 14 eighth-grade students whose recount texts followed the generic structure of orientation, events, and re-orientation but contained grammatical errors. Data were collected through document analysis and analyzed using the Surface Strategy Taxonomy proposed by Dulay et al. (1982), supported by James’ (1998) error analysis framework. The analysis focused on two categories: omission and misselection (misinformation). Omission included the omission of was/were, main verbs, articles, suffixes -s/-es, and -ed. Misselection (misinformation) included incorrect pronoun use, prepositions, verb forms, and Subject-Verb Agreement. The findings based on the final data from Rater 3 identified 9 omission errors and 53 misselection (misinformation) errors, resulting in 62 validated errors. Omission errors were most frequently found in the -ed suffix (4 cases; 44.45%), followed by was/were and -es (2 cases each; 22.22%), and articles (1 case; 11.11%); no omission of main verbs was identified. Misselection errors were dominated by incorrect verb forms (31 cases; 58.49%), followed by prepositions (12; 22.64%), Subject-Verb Agreement (6; 11.32%), and pronouns (4; 7.55%). The findings indicate difficulties with verb forms, past-tense markers, auxiliary verbs, prepositions, and agreement. These errors reflect systematic interlanguage development and L1 interference, as Indonesian does not use morphological tense inflections in the same way as English. The findings are expected to help teachers develop more focused grammar instruction and writing-based remedial activities.  
The Effectiveness of Using ChatGPT on Students' Writing Ability at the Eleventh Grade of SMKN 4 Payakumbuh Hanaan Nazhiifah Maharani; Lena Sastri; Febria Sri Artika; Widya Syafitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities to support students’ English writing development. ChatGPT, as an AI-powered language model, has gained significant attention due to its ability to provide instant feedback, generate ideas, and assist learners in improving grammar and vocabulary. However, many vocational high school students still face difficulties in writing, including limited vocabulary, grammatical inaccuracies, low confidence, and challenges in organizing ideas. This study aims to investigate the effectiveness of ChatGPT on the writing ability of eleventh-grade students at SMK N 4 Payakumbuh. This research employs a quantitative descriptive approach involving 83 students selected through total sampling. Data are collected using a questionnaire based on indicators of instant feedback, personalized learning, and support in overcoming writing difficulties. Preliminary findings from classroom observations, interviews with an English teacher, and interviews with eleven students revealed that ChatGPT helped students generate ideas, improve grammar and vocabulary, and organize their writing more effectively. The teacher also reported that ChatGPT facilitated the preparation of teaching materials and supported writing instruction, particularly in descriptive text. These findings indicate that ChatGPT has the potential to positively contribute to students’ writing development when used appropriately under teacher supervision. The study is expected to provide insights into the effective integration of AI-based tools in English language teaching and learning.
Analysis of AI-Assisted Thesis Writing Fauziah Illahi; Lena Sastri; Febria Sri Artika; Widya Syafitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The increasing use of Artificial Intelligence (AI) in academic writing has provided students with support for developing ideas, organizing information, constructing sentences, and improving language. However, the availability of AI assistance does not necessarily mean that the resulting academic text fully demonstrates the characteristics of effective thesis writing. This study examined the characteristics of AI-assisted thesis writing in the Background of the Study sections of five English Study Program students at UIN Sjech M. Djamil Djambek Bukittinggi. The study employed a qualitative approach using qualitative content analysis. Data were collected through document analysis of five students’ Background of the Study sections and were analyzed using a guideline based on Brown’s (2001) writing aspects. The analysis focused on Organization and Vocabulary. Organization was examined through Logical Arrangement of Ideas, Development of Ideas, and Overall Organization, while Vocabulary was examined through Appropriate Word Choice and Contextual Relevance. Researcher coding and second-rater coding were compared, and disagreements were reviewed against the coding criteria before final coding was established. The analysis identified 51 coded instances: 42 related to Organization and 9 related to Vocabulary. Development of Ideas was the most frequent category, with 25 instances, followed by Logical Arrangement with 10 and Overall Organization with 7. Vocabulary findings consisted of 4 Appropriate Word Choice and 5 Contextual Relevance instances. The findings indicate that AI-assisted writing can support recognizable organization and development of ideas, but overall coherence, lexical precision, and naturalness are not automatically guaranteed. The study therefore highlights the continuing importance of critical evaluation and human revision in AI-assisted thesis writing.
The Correlation Between Self-Esteem and Reading Achievement at Eleventh Grade of MAN 3 Agam Nadia Tri Cahyani; Elsi Amiza; Irwandi Irwandi; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Affective factors influence how learners cope with reading in a foreign language, yet the link between self-esteem and reading outcomes is still reported inconsistently. This study examined whether self-esteem is related to reading achievement among eleventh-grade students at MAN 3 Agam, West Sumatra, Indonesia, and identified the direction and strength of the relationship. A quantitative correlational design was applied to all 55 students of two classes (XI F3 and XI F4), who were selected through total sampling. Self-esteem was measured with a 28-item, four-point Likert questionnaire built on Plummer’s seven foundations of healthy self-esteem (Aiken’s V = 0.93; Cronbach’s alpha = .943), while reading achievement was taken from daily reading test scores recorded by the English teacher. Because both variables departed from normal distribution, Spearman’s rank correlation was used. The analysis produced ρ = .301 (p = .026, N = 55), showing a positive, statistically significant, but low association: students with higher self-esteem tended to obtain higher reading scores, although self-esteem alone accounts for only a small share of the variation. The results imply that English teachers should nurture learners’ confidence while continuing systematic reading instruction, and that future studies should add predictors such as motivation, vocabulary, and reading anxiety.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Exploring the Need for Song-Based Vocabulary Learning Among Fifth Grade Students: A Preliminary Study Aditya Gusman; Lena Sastri; Syahrul Syahrul; Irwandi Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocabulary mastery is a fundamental aspect of English language learning, particularly for young learners in EFL contexts, yet vocabulary instruction in many Indonesian elementary schools remains largely textbook-based and teacher-centered. This preliminary study aimed to explore the current conditions of vocabulary learning among fifth-grade students at MIN 4 Agam, an Islamic elementary school in West Sumatra, and to examine the potential role of song-based learning as an instructional strategy. A qualitative descriptive design was employed, involving classroom observation, a semi-structured interview with the English teacher, and an analysis of students' daily vocabulary test scores from two fifth-grade classes (n=55). The findings revealed that vocabulary instruction primarily relied on textbooks and direct explanation, with limited use of audio or visual media. Students commonly experienced difficulties in retaining previously learned vocabulary and using it productively in sentences. Analysis of test scores showed a mean of 74.5, slightly above the sch ool's minimum competency score (KKM) of 70, yet nearly one-third of students (30.9%) scored below this threshold, indicating considerable variation in vocabulary achievement. Notably, students demonstrated markedly higher engagement during an observed song-based activity compared to conventional instruction, and the teacher reported that students with greater exposure to English songs outside the classroom tended to show stronger pronunciation confidence and vocabulary use. These findings suggest a need for further research into song-based vocabulary instruction within Madrasah Ibtidaiyah contexts, where curricular constraints often limit the use of varied teaching media. This study provides an initial empirical foundation for future intervention-based research on song-based vocabulary learning among young EFL learners.
Segmental Pronunciation Errors among Indonesian EFL Undergraduate Students: A Qualitative Case Study Sadad D. Alfonso; Melyann Melani; Febria Sri Artika; 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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pronunciation remains one of the most persistent challenges faced by English as a Foreign Language (EFL) learners in Indonesia, particularly at the segmental level, where the phonological system of Indonesian differs substantially from that of English. This study employed a qualitative case study design to investigate the segmental pronunciation difficulties of EFL undergraduate students enrolled in a Pronunciation course at an Indonesian university. Data were collected through an audio-recorded Word List Reading task consisting of 25 target words distributed across three phonetic groups - consonant errors, vowel confusion and diphthong reduction, and final consonant deletion - and analyzed using International Phonetic Alphabet (IPA) transcription together with a standardized error-coding system (C-sub, V-conf, Diph, FC-del). In-depth analysis of two case participants revealed distinct yet overlapping error patterns. The first participant predominantly substituted the interdental fricative /θ/ with /t/ and the labiodental fricative /v/ with /f/, reflecting consonant substitution as the most frequent error type. The second participant produced more frequent vowel confusion, particularly involving the contrasts /æ/-/e/ and /iː/-/ɪ/, as well as diphthong substitution. Both participants exhibited final consonant deletion in words containing coda consonants and consonant clusters. These findings are interpreted as evidence of first language (L1) phonological interference, consistent with the Contrastive Analysis Hypothesis and Flege's Speech Learning Model. The study concludes that segmental pronunciation instruction for Indonesian EFL learners should explicitly target the consonant and vowel contrasts that are absent from the Indonesian sound system.
Co-Authors Absharini Kardena Aditya Gusman Alia Ardilla Aulia Tri Oktaviana Eliza Eliza Eliza Elsi Amiza Elsi Amiza Enjelita Enjelita Fauziah Illahi Febria Sri Artika Fildza Husna Maulani Genta Sakti Gusti Rahmi Putri Hanaan Nazhiifah Maharani Intan Zahara Irwandi Irwandi Leli Lismay Leonisa Mario Lufti Hakim Melyann Melani Mentary Ananda Putri Nadia Tri Cahyani Nur Azizah Nurul Fadila Oktavia Elya Zahra Reflinda Reflinda Risky Ramadhan Putra Rofidah Nur Salamah Sadad D. Alfonso Syahrul Veni Roza Widya Syafitri Yuni Aprila