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All Journal Journal of Languages and Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JISIP: Jurnal Ilmu Sosial dan Pendidikan Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat JURNAL PENGABDIAN KEPADA MASYARAKAT CAHAYA MANDALIKA (ABDIMANDALIKA) Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Riwayat: Educational Journal of History and Humanities
Hanan, Ahmad
Unknown Affiliation
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Journal : Riwayat: Educational Journal of History and Humanities

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Exploring EFL Students Learning Motivation and Activeness in the Extensive Reading Classroom through Task-Based Learning Terasne*, Terasne; Permana, Dira; Hanan, Ahmad
Riwayat: Educational Journal of History and Humanities Vol 6, No 4 (2023): Educational, Historical Studies and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v6i4.34158

Abstract

This research is motivated by the assumption that Task Based Learning (TBL) is an old method that is no longer relevant in the world of education. The purpose of study was to determine to what extent TBL contributed to the students motivation and students activeness in extensive reading classroom through TBL at fifth semester students of Faculty, Culture, Management and Business, Mandalika University of Education. The technique of data collection used was: (1) the questionnaire consisted of twelve statements based on steps of TBL namely; pre-task, during-task and post-task. Technique of data analysis use was data reduction, data display and data conclusion. To determine frequency of the students motivation and activates trough TBL using the formula. The results of questionnaire shows that from 30 students, there were thirteen students or 43% who were included in the motivated category. It can be concluded that the fifth semester students of the Faculty of Culture, Management and Business are motivated in extensive reading classroom through TBL. (2) Observation, to find out how active students are in extensive reading classroom through TBL. Observation data was analyzed qualitatively in the form of statements that describe students activates. From the result of observation shows a total percentage of 91.37. It can be concluded that the fifth semester students of the Faculty of Cultural, Management and Business are active enough in extensive reading classroom through TBL.
Developing TaskBased Reading Materials to Improve EFL Students Critical Thinking in the Extensive Reading Class Hanan, Ahmad; Terasne, Terasne; Permana, Dira
Riwayat: Educational Journal of History and Humanities Vol 7, No 4 (2024): October, Social Issue and Education
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jr.v7i4.41364

Abstract

This study aims to develop task-based instructional materials (Task-Based Learning/TBL) designed to enhance the critical thinking skills of EFL students in the Extensive Reading course at Universitas Pendidikan Mandalika. The research employs the Research Development (RD) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, observations and interviews were conducted to assess students' needs. During the development stage, reading materials covering themes such as environmental issues, cultural diversity, and technology were created to promote analytical thinking. Specific tasks included evaluating arguments, comparing perspectives, and synthesizing information from multiple texts. These tasks required students to not only comprehend the material but also apply critical thinking by questioning assumptions and drawing reasoned conclusions. The instructional materials were tested for practicality and used in both experimental and control classes, involving 70 fourth-semester students. Results showed that the materials were highly suitable for classroom use with minor revisions. Post-test results indicated that students in the experimental class demonstrated a significant increase in critical thinking skills, with an average score of 83.3, compared to 71.73 in the control group. These findings suggest that task-based instructional materials are effective in promoting critical thinking and can serve as an innovative tool in Extensive Reading instruction. Future research could explore the long-term effects of task-based learning on critical thinking skills in diverse EFL contexts, as well as investigate the integration of digital tools to further enhance student engagement and learning outcomes.
Co-Authors A.A. Ketut Agung Cahyawan W Bagis, Abdul Kadir Budiarti, Hera Aulia Dedi Sumarsono Firman, Edi nafisah, bq zuhrotun Nafisah, Bq. Zuhrotun P.P, Ayumaryani Permana, Dira Putri, Ayi Nurfazriah Qomariyah, Siti Syafiyatul Setianingsih, Tri Sri Ariani Suadiyatno, Taufik Sudirman Sudirman Sumarni, Baiq Tawali, Tawali Terasne*, Terasne Terasne, Terasne Yuliani, Neni Zurri, Arbi Maulida Hadijah