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All Journal JEES (Journal of English Educators Society) LETS: Journal of Linguistics and English Teaching Studies Journal of Pedagogy and Education Science Lire Journal (Journal of Linguistics and Literature) Journal of Educational Technology Innovation and Applications
Husain, Balqis
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Flip-Book Based on Screencast-O-Matic (SoM) Video as An Asynchronous System: The Impact on University Students’ English Learning Outcomes Husain, Balqis; Wardiman, Sri Setyarini; Abasa, Zulhasmi
Journal of Pedagogy and Education Science Vol 4 No 01 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v4i01.649

Abstract

This study aimed to improve students’ English skills after using a Flip-book based on Screencast-O-Matic Video as an asynchronous system. This study employed a quantitative approach that is mainly focused on true experimental research design, particularly a pre-test-post-test control group design. The population in this study was university students who studied the Economics, Civil Engineering, Environmental Engineering, Informatics Engineering, Public Administration, and Marine Science Study Program of Universitas Pasifik Morotai. At the same time, the sample was 152 university students. In this study, a simple random sampling technique was used. Mann-Whitney U test was carried out in data analysis techniques. The Kolmogorov-Smirnov test was conducted to determine the normality of the data, and a homogeneity test was implemented to determine the variance of each group. The finding demonstrated that the data was not normally distributed due to Sig. value less than 0.05 (< 0.05). Indeed, the mean Sig. value of the homogeneity test was 0.114, greater than 0.05, implying that the data was homogeneous. The Asymp value was derived from the results of the Non-parametric Mann-Whitney U test. Sig. (2-tailed) of 0.000 (< 0.05). As a result, it was reasonable to state a difference in average students’ English learning outcomes while using the Flip-book based on the Screencast-O-Matic learning model compared to conventional models. Afterward, the researchers used the N-gain interpretation with five categories to compare the effectiveness of Flip-book based on the Screencast-O-Matic Video learning model applied to the experimental group and the conventional model applied to the control group. Based on the N-Gain Score test results for the experimental group, the average value of 56.1354 or 56% fell into the quite effective category, with a minimum score of 25.00 and a maximum score of 91.30. Indeed, the N-Gain score for the control group was 21.1750, or 21 percent, when including the ineffective category, with a minimum score of -12.00 and a maximum score of 57.58. It can be concluded that the use of the Flip-book based on the Screencast-O-Matic learning model was quite effective in improving the learning outcomes of English courses for Universitas Pasifik Morotai students. In contrast, the use of conventional learning models was ineffective in improving the learning outcomes of the English courses for Universitas Pasifik Morotai students.
A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Husain, Balqis; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1166

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.
Blended learning intervention on the students’ reading comprehension achievement with different personality traits Husain, Balqis; Wardiman, Sri Setyarini; Purnawarman, Pupung; Abasa, Zulhasmi
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1789

Abstract

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability. HIGHLIGHTS : The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models Blended learning model was generally regarded as ineffective due to the N gain score less than 40% Blended learning model as a multi-way instructional models that accommodate students’ needs.
ANXIETY LEVEL IN ENGLISH SPEAKING AMONG AHMAD DAHLAN STUDENTS Basri, Megawati; Djaguna, Fahmi; Husain, Balqis
Lire Journal (Journal of Linguistics and Literature) Vol. 4 No. 1 (2020): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v4i1.57

Abstract

One language that is a communication tool in various parts of the world is English; English has become a language that must be mastered by the community, especially students. However, not everyone can easily speak English. The purpose of this research is to know the level of anxiety when they speak in English at Universitas Ahmad Dahlan students. This research uses a qualitative method. One hundred and twenty seven students were selected as the participants of the questionnaire; the tool used for this study was adapted from Horwitz, Horwitz & Cope (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The result of this study was showed that the majority of the students (n=103) were found students had a moderate level of anxiety, one student had a very high level of anxiety and thirteen students were found to had a high level of anxiety. The level of anxiety by dimensions, such as the Fear of Negative Evaluation (FNE) ranks third. Meanwhile, Communication Apprehension (CA) and Test Anxiety (TA) are significantly dominant performance anxieties.
Teachers’ Beliefs of Culture in Intercultural Language Learning: A study in North Maluku Husain, Balqis; Rd. Safrina; Gandana, Isti Siti Saleha
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i1.1822

Abstract

This study investigates EFL teachers' conceptualizations of culture and intercultural language learning (ILL) and examines how cultural values are reproduced in classroom practices. This research was conducted as a qualitative single-case exploratory study involving two senior high school EFL teachers from North Maluku, Indonesia, selected through purposive sampling. Data were collected through semi-structured interviews and document analysis, and analyzed thematically. The findings reveal distinct differences in how the teachers conceptualize culture and implement ILL. One teacher adopts a reflective and critical approach aligned with Byram's concept of critical cultural awareness, emphasizing integrating local culture and small 'c' culture through experiential learning. This approach reflects a dynamic view of culture (culture as verb) and actively seeks to balance the influence of target cultures with local values. In contrast, the other teacher views culture as static (culture as noun), focusing on Big' C' culture and pragmatic linguistic access, relying heavily on digital resources without direct intercultural experiences. Reflections in this approach remain cognitive and affective but are not fully translated into pedagogical practice. These findings demonstrate how personal experience, access to learning resources, and pedagogical orientation shape teachers' beliefs and practices. The study underscores the need for professional development programs to strengthen teachers' critical cultural awareness and contextually relevant intercultural practices, while also highlighting the importance of equitable access to intercultural learning opportunities to reduce overreliance on digital or conventional materials.
Co-Authors Abasa, Zulhasmi Adam, Saifudin Sabri Bachrudin Musthafa Didi Sukyadi Fahmi Djaguna Faudi, Faudi Fazri Nur Yusuf Gandana, Isti Siti Saleha Ibrahim Ibrahim Jaguna, Fahmi Langasa, Ivon Asry Megawati Basri Purnawarman, Pupung Rd. Safrina Suhernita, Suhernita Swara, Marrieta Moddies Tawaluyan, Folken Smith Wardiman, Sri Setyarini