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Strategies of English Lecturers in Facilitating Interactional Communication of English Students During the New Normal Period of the Covid 19 Pandemic at UIN Fatmawati Sukarno Bengkulu for the 2021-2022 Academic Year Susanto, Ferri; Ramos, Patricia Perez; Ibrahim, Muhammad Abdul Ali Sayyid
Al-Hijr: Journal of Adulearn World Vol. 1 No. 2 (2022)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v1i2.513

This research aims to describe the strategy of English lecturers in facilitating interactional communication of English students at the English Tarbiyah Faculty during the new normal Covid 19 pandemic at Fatmawati Sukarno Bengkulu State Islamic University in 2021-2022. This qualitative research aims to describe and analyze the ability, form, uniqueness, and variety of strategies produced by English lecturers in the classroom. The results of this study indicate that there are several strategies used by English lecturers, especially in facilitating student interactional communication. The strategies are providing a new learning environment with students, providing two-way communication with students, facilitating communication media between students (student peer feedback), and activating role play models in the classroom and contextual teaching processes. Several obstacles to facilitating student interactional communication at Fatmawati Sukarno Bengkulu State Islamic University include limited teaching time due to social distance, the learning process is only 60% offline and 40% online so that face-to-face learning is not optimal. English lecturers can improve their teaching competence through several online trainings, online seminars, and online workshops. In fact, the results of the research, it can be concluded that the strategy in facilitating student English interactional communication is very important to be applied in the English class to achieve the aims and objectives of teaching English.

Cybernetic Thinking: Serialist and Wholist style as an English Grammar Problem Solving Learning Perspective during the Pandemic Susanto, Ferri; Khan, Ali; Deng, Changjiang; Cardinal, Kaufmann
Al-Hijr: Journal of Adulearn World Vol. 1 No. 4 (2022)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v1i4.532

This study aims to describe how students think cybernetics in solving English grammar problems using serialist and wholist thinking styles. The qualitative approach used in this study is because it is more descriptive. Data collection techniques used questionnaires and instruments in the form of written tests in solving English Grammar questions and combined with interviews. This research was conducted at the Faculty of English Tarbiyah in the second semester of Fatmawati Sukarno State Islamic University Bengkulu in the 2020/202 academic year. Purposive sampling technique was used to take research samples. The sample of this study consisted of two students who had the serialist thinking style and two students who had the wholist thinking style. The results showed that information in the form of questions received by students who had serialist and wholist thinking styles entered the five senses directly through the senses of sight and hearing. The attention process occurs after the question is read and understood so that perception arises. The perceptions that arise are taken as necessary concepts from long-term memory to solve problems. During the retrieval, students who have the serialist thinking style are very at risk of improvisation. Meanwhile, for students who have the wholist thinking style, the concepts needed in short term memory are not stored properly by long term memory, so these students often experience mistakes and forget when doing retrieval, as a result these students are more likely to generalize excessively. These two thinking styles are expected to be able to become perspectives on the development of thinking styles in the teaching and learning process during the current pandemic.

The Effect Of Digital Bamboozle Game Toward Students’ Vocabulary Mastery (A Quasi Experimental Research on Eight Grade Students’ at SMP Negeri 14 Seluma Regency Academic Year 2024-2025) Fitriani, Fitriani; Susanto, Ferri; Efrizal, Dedi
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.560

The study identified various problems encountered by teachers and students in the English learning process within the classroom, one of which being students' restricted vocabulary proficiency. One initiative to assist kids in memorizing vocabulary involves engaging methods, specifically the use of games. This study seeks to ascertain the substantial effect of the digital game Bamboozle on vocabulary acquisition among eighth-grade students at SMP Negeri 14 Seluma Regency. This research used quantitative method with quasi-experimental design. The population in this study were all eight grade students of SMP Negeri 14 Seluma Regency in the 2024-2025 school year. The sampling technique used was purposive sampling, with class VIII E as the experimental class and class VIII D as the control class. Data were collected through a multiple choice vocabulary test of 27 questions. The acquired data was analyzed using the t-test and f-test formulas. Researchers found that there was an increase in the post-test. The average value of the experimental class was 66.13 in the pretest and 86.53 in the posttest. The T-test result is higher than the t-table (7.419 > 1672) and the F-test is higher than the f table (55.039 > 4.00). Thus it can be concluded that there is a significant effect of using digital bamboozle game toward students’ vocabulary mastery on eight grade students’ at smp negeri 14 seluma regency academic year 2024-2025.

The Effect Of Cooperative Learning Method By Using Team Games Tournament (TGT) Model Toward Students Writing Skills (A Quasi Experimental Research on 11th Grade Students at SMAN 1 Bengkulu City) Juniarti, Yulia; Susanto, Ferri; Efrizal, Dedi
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.561

Penelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran kooperatif model Team Games Tournament (TGT) terhadap keterampilan menulis siswa, khususnya menulis teks eksposisi analitis siswa kelas XI SMAN 1 Kota Bengkulu. Latar belakang masalah meliputi beberapa masalah, seperti sebagian siswa tidak mencapai Kriteria Ketuntasan Minimal (KKM), kesulitan menerjemahkan soal dan menulis paragraf bahasa Inggris karena keterbatasan kosakata, perbedaan minat belajar, dan rendahnya keterlibatan siswa dalam diskusi kelas. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi eksperimen yang melibatkan dua kelas, kelas eksperimen dan kelas kontrol, masing-masing berjumlah 36 siswa. Instrumen yang digunakan adalah tes menulis yang terdiri dari tes awal dan tes akhir. Data dianalisis menggunakan SPSS versi 28. Hasil penelitian menunjukkan terdapat pengaruh yang signifikan model TGT terhadap keterampilan menulis siswa, dibuktikan dengan hasil uji F dengan nilai F hitung sebesar 56,782, lebih besar dari nilai F tabel sebesar 3,98, dengan sumbangan pengaruh sebesar 44,8%. Hasil penelitian menunjukkan bahwa model Team Games Tournament (TGT) efektif dalam meningkatkan kemampuan siswa menulis teks eksposisi analitis secara terstruktur dan komunikatif sehingga dapat direkomendasikan sebagai salah satu model pembelajaran bagi guru dalam mengajarkan keterampilan menulis di kelas.

The Effect Of Educational Video-Based Multimedia Toward Students’ English Vocabulary Mastery (A Quasi Experimental on 7th Grade Students at SMPN 52 North Bengkulu Academic Year 2024-2025) Fadillah, Rahmatul; Susanto, Ferri; Efrizal, Dedi
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.562

Penelitian ini bertujuan untuk menyelidiki pengaruh pembelajaran multimedia berbasis video terhadap penguasaan kosakata bahasa Inggris siswa. Penelitian ini dilakukan dengan menggunakan desain kuasi-eksperimental yang melibatkan dua kelas siswa kelas tujuh di SMPN 52 Bengkulu Utara pada tahun ajaran 2024/2025. Satu kelas ditetapkan sebagai kelompok eksperimen, yang menerima pembelajaran melalui multimedia berbasis video edukasi, sedangkan kelompok kontrol diajarkan menggunakan metode konvensional. Data dikumpulkan melalui tes awal dan tes akhir untuk menilai pemahaman kosakata sebelum dan sesudah perlakuan. Temuan penelitian mengungkapkan bahwa siswa dalam kelompok eksperimen menunjukkan peningkatan yang signifikan dalam penguasaan kosakata mereka dibandingkan dengan kelompok kontrol. Hal ini menunjukkan bahwa penggunaan multimedia berbasis video edukasi dapat meningkatkan keterlibatan, motivasi, dan pemahaman siswa terhadap kosakata bahasa Inggris. Penelitian ini mendukung integrasi multimedia dalam pengajaran bahasa Inggris dan menyoroti potensinya untuk menciptakan lingkungan belajar yang lebih dinamis dan interaktif.

The Effect Of Wordscapes Application Toward Students Vocabulary Mastery (A Quasi Experimental at the Seventh Grade Students MTs at Al-Um Islamic Boarding School of North Bengkulu Regency Academic Year 2024-2025) Hidayah, Nur; Susanto, Ferri; Efrizal, Dedi
Jurnal Penelitian Ilmu Pendidikan Indonesia Vol. 4 No. 3 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpion.v4i3.563

Penguasaan kosakata merupakan aspek penting dalam pembelajaran bahasa Inggris, namun masih menjadi tantangan bagi siswa Madrasah Tsanawiyah, terutama karena metode pembelajaran yang monoton dan kurang interaktif. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan aplikasi Wordscapes terhadap penguasaan kosakata siswa kelas VII di MTs Al-Um Islamic Boarding School, Kabupaten Bengkulu Utara, tahun ajaran 2024/2025. Penelitian ini menggunakan metode kuantitatif dengan desain quasi eksperimen, yang melibatkan dua kelas: kelas eksperimen yang diajarkan menggunakan aplikasi Wordscapes dan kelas kontrol dengan metode konvensional. Instrumen penelitian adalah tes kosakata (pre-test dan post-test) sebanyak 26 soal pilihan ganda yang telah diuji validitas dan reliabilitasnya. Perlakuan diberikan selama empat kali pertemuan dengan durasi masing-masing 45 menit. Hasil analisis data menunjukkan adanya peningkatan rata-rata skor post-test pada kelas eksperimen dibandingkan dengan kelas kontrol. Uji-t menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil post-test kedua kelompok, dimana nilai signifikansinya lebih kecil dari 0,05. Dengan demikian, dapat disimpulkan bahwa penggunaan aplikasi wordscapes berpengaruh signifikan terhadap peningkatan penguasaan kosakata siswa.

The CLIL (Content Language Integrated Learning) Approach to English Speaking Skill in the industrial Revolution 5.0 era Susanto, Ferri; Kurniawan, Ildi
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.207-223

This research explored the effectiveness of the Content and Language Integrated Learning (CLIL) approach in improving the speaking skills of Tadris students at State Islamic University Fatmawati Sukarno and State Islamic Institute of Islam Curup Bengkulu. The research specifically focused on integrating CLIL's core aspects: Content, Communication, Cognition, and Culture. A mixed-methods design was used, with qualitative data analyzed via the Huberman and Miles model (data collection, reduction, presentation, and conclusion verification) through observations, interviews, and documentation. Quantitative data was analyzed using a Randomized Solomon Four Group Design and ANOVA. Findings showed that an effective CLIL-based speaking curriculum requires the seamless integration of all four CLIL aspects, grounded in global realities and trending topics. This approach significantly fostered Deep Learning's 6Cs: character, citizenship, collaboration, communication, creativity, and critical thinking, leading to a notable enhancement in students' speaking proficiency. The study also highlighted the crucial role of digital technology collaboration in optimizing this teaching methodology. Quantitative analysis strongly supported these findings, demonstrating a significant positive impact of the CLIL approach on students' English speaking skills, with an F-calculated value (37.276) far exceeding F-table values (2.74 and 4.08).The implications for English language education, particularly within the Tadris programs in Bengkulu, are substantial. The CLIL approach, especially when enhanced by digital support, offers a powerful pedagogical framework for teaching speaking skills. It not only boosts linguistic fluency but also cultivates essential 21st-century competencies crucial for future careers. This research underscores the vital need for developing content-rich, globally relevant curricula that effectively leverage technology to create dynamic and deeply engaging learning experiences.

The Impact of Implementing the Carousel Brainstorming Strategy to Improve Students' Critical Reading Comprehension in Revolution 5.0 Yusrizal, Yusrizal; Susanto, Ferri; Kurniawan, Ildi
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.437-458

This study investigated the effect of the Carousel Brainstorming strategy on students' critical reading comprehension. A mixed-methods approach was used, combining a quantitative quasi-experimental non-equivalent control group design with qualitative action research. The sample consisted of 30 students selected through purposive sampling, divided into an experimental and a control group.The quantitative findings indicated that the use of the Carousel Brainstorming strategy significantly improved students' critical reading comprehension, with a two-tailed significance of p=0.015. The effect size, as measured by Partial Eta Squared, was 0.610, representing a moderate effect (61%). The qualitative results further supported this finding, showing a progressive increase in students' average critical reading comprehension scores from an initial 43.3% to 53.3% after the first cycle and 73.3% after the second cycle.This research demonstrates that the Carousel Brainstorming strategy is an effective and viable method for enhancing students' critical reading skills. The findings have implications for educators, suggesting that this strategy can be incorporated into teaching practices to improve students' critical thinking and reading abilities.

Students Understanding of Science in Using the Cognitive Thinking Skills Method With Online Learning as A Solution for Speaking Skills in The Era of Digital Technology Susanto, Ferri; Zasrianita, Fera; Nadrah, Nadrah; Hamzah, Syukri
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 6, No 1 (2024): January 2024
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v6i1.2388

The research examines the cognition of Foreign English (EFL) students using the Cognitive Thinking Skills method using online media as a solution for speaking skills in the digital era. The research method uses a mix method, namely: a sample of 20 students uses quantitative data analysis techniques to calculate validity and reliability, while qualitative data is analyzed based on Huberman and Miles' theory, namely collecting, reducing, verifying and displaying. The research results showed that students gave positive responses, learning felt easy and they were confident in practicing English with online media so that the development of students' cognition using the Cognitive Thinking Skill method was more adaptable and flexible. Questionnaire with a Likert scale, validity and reliability are calculated statistically: 45 items are tried out into 20 valid items, then whether the items are valid or not use the significance value (P-value) provided that if the significance value is < 0.05 then the item is valid and if significance value > 0.05 then the item is invalid. Cronbach's Alpha is significant at 0.758 > 0.21, meaning the data can be concluded to be reliable. The questionnaire instrument contains aspects of student cognition using the Cognitive Thinking Skills Method with three indicators, namely: thinking, judgment and decision. The percentage shows 45% of students gave a positive response. 25% of the total respondents to the online speaking class were in the very positive category and another 35% chose neutral. Percentage data can provide evidence that cognitive skills are a complex function of the human brain that involves aspects of memory, both short-term and long-term, attention, planning, and reasoning and strategies in a person's thinking.

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