Article Per Year (5 Year)
p-Index From 2021 - 2026
1.555
P-Index
This Author published in this journals
All Journal Didactum TadrisReach
Leli Lismay
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Analysis of Mindful Learning Strategies in English Class 11 of SMAN 1 Solok Selatan Faizah Ulya; Reflinda Reflinda; Melyann Melani; Leli Lismay
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

Mindful learning is gaining increasing attention in educational settings due to its potential to enhance students' awareness, concentration, engagement, and emotional readiness during learning activities. However, studies exploring specific mindful learning strategies employed by English teachers and the challenges faced during their implementation, particularly in Indonesian EFL classrooms, are limited. This preliminary study aims to explore the types of mindful learning strategies employed by an English teacher and identify the challenges faced during their implementation in an eleventh-grade English classroom at SMAN 1 Solok Selatan. This study employed a qualitative descriptive design, employing classroom observation, semi-structured interviews, and documentation as data collection techniques. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data collection, data reduction, data presentation, and conclusion drawing. Preliminary findings indicate that five mindfulness learning strategies have been identified: Mindful Breathing Exercise, Reflective Pause Activity, Reflective Listening Activity, Focus Preparation Activity, and Emotional Awareness Activity. The findings also revealed four implementation challenges, including limited learning time, lack of teacher training, student unfamiliarity, and curriculum pressure. These findings provide initial insights into the application of mindfulness learning in English language teaching and can assist teachers in creating a more focused, supportive, and engaging classroom environment.
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.
A Causal Comparative Study Of Dictionary Consultation and Contextual Guessing Strategy On Students’ Reading Comprehension at SMA N 2 Bukittingggi Dea Restian Putri; Loli Safitri; Reflinda; Leli Lismay
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 determine whether there was a significant difference in students’ reading comprehension between those who predominantly used Dictionary Consultation and those who predominantly used Contextual Guessing Strategy at SMA Negeri 2 Bukittinggi. Vocabulary knowledge is an important factor to support student’s reading comprehension, particularly when students encounter unfamiliar words in texts.  This research applied a quantitative approach using a causal-comparative design. The population included all eleventh-grade students taking the Advanced English program in the 2025/2026 academic year. Two classes were selected through purposive sampling: XI.F2, which mainly relied on Dictionary Consultation, and XI.F8, which mainly used the Contextual Guessing Strategy. A 25-item multiple-choice test was given to measure reading comprehension. Since the scores were not normally distributed, the Mann–Whitney U test was chosen for analysis. The average score of the Dictionary Consultation group was 76.12, while the Contextual Guessing Strategy group scored 78.00 on average. The Asymp. Sig. (2-tailed) value reached 0.363, which is above the 0.05 level. This means the difference between the two groups was not statistically significant. In short, this study found no meaningful difference in reading comprehension between students who used the two different strategies.  
Evaluation of the English Club (EC) Program Using the Kirkpatrick Model at SMA N 2 Bukittinggi Geovanny Putri; Widya Syafitri; Leli Lismay; Absharini Kardena
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 investigates the effectiveness of the English Club (EC) program at SMA N 2 Bukittinggi in supporting students’ English language development and achieving the educational goals of the Merdeka Curriculum. The research addresses the need for a comprehensive evaluation of extracurricular language-learning programs, particularly regarding their impact on students’ learning experiences, behavioral development, and educational outcomes. The study aims to evaluate the program using Kirkpatrick’s Four-Level Evaluation Model, focusing on students’ reactions, learning outcomes, behavioral changes, and overall results. A mixed-methods approach employing an explanatory sequential design was adopted. Quantitative data were collected through questionnaires administered to 40 active English Club members, while qualitative data were obtained through semi-structured interviews with an English teacher and the club advisor. Descriptive statistics and thematic analysis were used to analyze the data. The findings revealed positive outcomes across all four evaluation levels. Students reported high satisfaction with the program (M = 4.21), perceived significant improvements in English knowledge, skills, and attitudes (M = 4.09), and demonstrated increased application of English in academic and social contexts (M = 3.97). Qualitative findings further indicated enhanced confidence, participation, communication skills, and alignment with the values of the Merdeka Curriculum. The study concludes that the English Club is an effective extracurricular learning environment that promotes language proficiency, learner confidence, and holistic student development while providing practical implications for the improvement of school-based language programs.
An Analysis of Deep Learning in Reading to Develop Students’ Critical Thinking Riza Syahfitri; Absharini Kardena; Leli Lismay; Loli Safitri
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 growing demands of 21st-century education have highlighted the importance of developing students’ critical thinking skills as an essential competency for academic success and lifelong learning. In English language education, particularly reading instruction, students are expected not only to comprehend textual information but also to analyze, evaluate, and construct meaning critically. However, many learning practices continue to emphasize surface-level understanding, limiting students’ opportunities to develop higher-order thinking skills. Therefore, this study aimed to examine the role of deep learning in fostering students’ critical thinking skills through a review of previous research. This study employed a qualitative literature review design by analyzing fifteen scholarly articles published in educational contexts related to deep learning, critical thinking, and English language learning. The data were collected from reputable academic sources and analyzed using thematic analysis to identify recurring patterns and themes. The findings revealed that deep learning contributes significantly to the development of critical thinking by promoting active engagement, inquiry, reflection, problem-solving, knowledge transfer, and meaningful learning experiences. Strategies such as problem-based learning, critical reading, collaborative learning, and dialogic learning were consistently associated with improvements in students’ analytical, evaluative, and creative thinking abilities. These findings suggest that deep learning provides an effective pedagogical framework for enhancing critical thinking and supporting meaningful learning in English language education. The study contributes to the growing body of literature on deep learning and offers practical insights for educators seeking to develop higher-order thinking skills in contemporary classrooms.
Students’ Needs in Learning English through Deep Learning Approach at the 11th Grade of SMAN 1 Sungai Puar Harfina Mulyati; Widya Syafitri; Leli Lismay; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

The implementation of the Deep Learning Approach in education emphasizes meaningful, contextual, active, and reflective learning. In English language learning, identifying students’ needs is important to ensure that the learning process is relevant to students’ actual conditions, difficulties, expectations, and learning preferences. This study aimed to identify and describe the target needs and learning of 11th grade students at SMAN 1 Sungai Puar in learning English in the context of the Deep Learning Approach. This study used an explanatory sequential mixed-methods design. Quantitative data were collected through a questionnaire administered to 85 eleventh-grade students, while qualitative data were collected through semi-structured interviews with nine selected students to give deeper explanations of the quantitative findings. The questionnaire was develop based on Hutchinson and Waters’ (1987) framework, consisting of target needs, namely necessities, lacks, and wants, and learning needs, namely learning material and media, activities, interaction, and teacher’s role. The quantitative data were analyzed using descriptive statistics, while the qualitative were analyzed thematically. The findings showed that students a very high need all aspects of target needs, including necessities, lacks, and wants. They needed contextual English materials connected to real-life situations and prior knowledge, opportunities to practice speaking and writing, support to overcome difficulties in vocabulary and listening comprehension, opportunities to express ideas confidently, and opportunities to evaluate and reflect on their learning. In terms of learning needs, students also need a very high need all aspects of learning media, learning activities, learning interaction, and teacher’s role. They needed contextual, visual, and audio-visual learning media, interactive, practical, collaborative, and reflective activities, a comfortable and supportive learning environment, teacher guidance, clear explanations, feedbacks, and evaluation from teachers. Therefore, the findings show that students involve contextual, active, interactive, collaborative, and reflective English learning that focus on their target needs and learning needs.
The Effect of Grammar-Focused Writing Instruction on Tenth-Grade Students' Writing Ability Nuraini Putri Sarah; Reflinda Reflinda; Melyann Melani; 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 research aimed to investigate the effect of Grammar Focused Writing Instruction on the writing ability of tenth grade students in composing recount texts at MAN 1 Pasaman Barat. The researcher identified several problems including students difficulties in writing and grammar as well as monotonous learning resources. The research design used a purely quantitative approach with a quasi experimental design specifically a pre-test and post-test experimental and control group design. The population comprised all tenth grade students of MAN 1 Pasaman Barat. The researcher used purposive sampling to select class X.E.1 as the experimental group and class X.E.3 as the control group. Data were collected through a writing test. Furthermore the data were analyzed using non parametric statistical tests specifically the Wilcoxon Signed Rank Test and the Mann Whitney U Test. The results indicate that the post-test scores were significantly higher than the pre-test scores in the experimental group. The mean score of the experimental pre-test was 55.15 and the post-test was 81.67. The Wilcoxon Signed Rank Test for the experimental group showed a significant internal effect with a p value less than 0.001. Furthermore the Mann Whitney U Test comparing both groups resulted in a p value less than 0.001 proving a significant difference. The N Gain score for the experimental group was 0.59 indicating medium improvement compared to negative 0.2 for the control group. It is concluded that Grammar Focused Writing Instruction is highly effective in improving students writing ability compared to conventional methods.
Revitalisasi Peran Remaja Masjid melalui Pelatihan Public Speaking Islami bagi Pemuda Nagari Cinta Olivia; Leli Lismay
TadrisReach: Journal of Educational Service Vol. 2 No. 1 (2026): Maret 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i1.2941

Abstract

Organisasi remaja masjid menempati posisi strategis dalam menghubungkan pembelajaran agama, partisipasi pemuda, dan pelayanan sosial, tetapi aktivitasnya dapat melemah ketika regenerasi, perencanaan program, dan keterampilan komunikasi tidak dibina secara berkelanjutan. Program pengabdian ini bertujuan merevitalisasi peran remaja masjid sekaligus menguatkan keterampilan public speaking Islami bagi pemuda dan pemudi nagari. Kegiatan menggunakan pendekatan tindakan partisipatif sederhana melalui observasi awal, koordinasi dengan mitra lokal, penyusunan materi kontekstual, penyampaian interaktif, praktik berbicara terbimbing, umpan balik sejawat, refleksi, dan perencanaan tindak lanjut. Sasaran utama ialah remaja masjid serta pemuda dan pemudi yang terlibat dalam kegiatan keagamaan selama periode KKN 2026. Evaluasi dilakukan melalui catatan lapangan, observasi partisipasi, dokumentasi, penampilan praktik, dan refleksi bersama. Karena dokumentasi yang tersedia tidak memuat data kuantitatif pre-test dan post-test secara lengkap, hasil disajikan secara deskriptif tanpa klaim angka. Program membentuk ruang belajar bersama di masjid, mendorong peserta mengambil peran komunikasi, mengenalkan struktur praktis penyampaian pesan Islami, dan menumbuhkan kesadaran bahwa pemuda perlu berperan sebagai penggerak, bukan hanya sebagai peserta. Kontribusi utama program terletak pada penggabungan revitalisasi organisasi dan latihan berbicara berulang yang menghubungkan keberlanjutan kelembagaan dengan peningkatan kompetensi individu. Keberlanjutan membutuhkan agenda rutin, pendampingan pengurus masjid, rotasi peran, dan evaluasi berkala.
Meningkatkan Kompetensi Keagamaan Masyarakat melalui Pendidikan dan Praktik Penyelenggaraan Jenazah Zahwa Fauzi; Leli Lismay
TadrisReach: Journal of Educational Service Vol. 2 No. 3 (2026): September 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i3.4628

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan sebagai upaya mengatasi masih terbatasnya pengetahuan dan keterampilan masyarakat dalam penyelenggaraan jenazah sesuai syariat Islam sebagai salah satu kewajiban keagamaan. Tujuan kegiatan ini adalah meningkatkan kompetensi keagamaan masyarakat melalui edukasi dan praktik penyelenggaraan jenazah. Kegiatan dilaksanakan pada bulan Juni 2026 di masjid Jorong Sarik Laweh, Kecamatan Palupuh, Kabupaten Agam dengan melibatkan sekitar 15 peserta yang terdiri atas bapak-bapak dan ibu-ibu masyarakat setempat. Metode yang digunakan adalah pendekatan partisipatif melalui penyampaian materi, demonstrasi, praktik langsung, diskusi, dan tanya jawab. Evaluasi dilakukan melalui observasi terhadap partisipasi peserta serta kemampuan mereka dalam mempraktikkan setiap tahapan penyelenggaraan jenazah secara mandiri. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta mengenai hukum, tata cara, dan praktik memandikan, mengafani, menyalatkan, hingga menguburkan jenazah sesuai tuntunan syariat Islam. Selain itu, peserta menjadi lebih percaya diri dan siap menerapkan pengetahuan tersebut ketika dibutuhkan di lingkungan masyarakat. Kontribusi kegiatan ini terletak pada penguatan kompetensi keagamaan masyarakat melalui pembelajaran berbasis praktik yang mendorong kemandirian dalam melaksanakan kewajiban fardhu kifayah serta memperkuat nilai-nilai sosial keagamaan di lingkungan masyarakat. Dengan demikian, program edukasi dan praktik penyelenggaraan jenazah terbukti efektif dalam meningkatkan pengetahuan, keterampilan, dan kesiapan masyarakat dalam melaksanakan penyelenggaraan jenazah sesuai ajaran Islam.
Pendampingan Pemahaman Ilmu Tajwid untuk Meningkatkan Kemampuan Membaca Al-Qur’an bagi Santri TPA/TPQ di Masjid Istiqamah Jorong Sarik Laweh Miranti Anggela; Leli Lismay
TadrisReach: Journal of Educational Service Vol. 2 No. 3 (2026): September 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan - UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/tadrisreach.v2i3.4708

Abstract

Membaca Al-Qur'an dengan benar berdasarkan aturan tajwid adalah kemampuan dasar yang wajib dimiliki oleh setiap santri di Taman Pendidikan Al-Qur'an (TPA/TPQ). Namun, selama pelaksanaannya masih terdapat beberapa hambatan, seperti kurangnya pemahaman tentang aturan tajwid, metode pembelajaran yang kurang beragam, serta kurangnya bimbingan yang cukup dalam proses belajar. Kondisi itu juga terjadi pada para santri TPA/TPQ di Masjid Istiqomah Jorong Sarik Laweh, sehingga diperlukan pendampingan yang lebih terstruktur dan sistematis. Kegiatan ini bertujuan agar para santri lebih memahami dan mampu menerapkan aturan tajwid dengan benar saat membaca Al-Qur'an. Metode yang digunakan adalah pendekatan partisipatif dengan melakukan sosialisasi, memberikan materi, melakukan demonstrasi, mempraktikkan membaca Al-Qur’an secara langsung, memberikan bimbingan yang intensif, serta mengevaluasi kemampuan para peserta. Pendampingan dilakukan secara perlahan dengan memberikan bimbingan secara individu atau kelompok sesuai dengan kemampuan setiap santri. Hasil dari kegiatan menunjukkan bahwa para santri semakin memahami berbagai aturan tajwid, seperti tempat keluarnya bunyi huruf, sifat-sifat huruf, hukum nun sukun dan tanwin, hukum mim sukun, serta hukum mad. Selain itu, kemampuan santri dalam membaca Al-Qur’an meningkat terlihat dari peningkatan kemampuan mengucapkan huruf dengan tepat, penerapan aturan tata cara bacaan yang benar, serta rasa percaya diri mereka saat membaca Al-Qur’an. Antusiasme dan partisipasi aktif peserta selama kegiatan menjadi tanda bahwa program tersebut berhasil. Dengan demikian, bimbingan dalam memahami ilmu tajwid di TPA/TPQ Masjid Istiqomah Jorong Sarik Laweh telah memberikan manfaat positif dalam meningkatkan kualitas belajar Al-Qur'an dan menjadi salah satu cara yang efektif untuk mengasah kemampuan membaca Al-Qur'an dengan baik dan benar sesuai aturan tajwid.
Co-Authors Absharini Kardena Ahmed Alfarazi Cinta Olivia Dea Restian Putri Eliza Faizah Ulya Geovanny Putri Harfina Mulyati Lena Sastri Loli Safitri Melyann Melani Melyann Melani Miranti Anggela Nuraini Putri Sarah Reflinda Reflinda Risky Ramadhan Putra Riza Syahfitri Widya Syafitri Zahwa Fauzi