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All Journal Edulangue JUPE : Jurnal Pendidikan Mandala Abdi Masyarakat Borneo Educational Journal (Borju) JOLLT Journal of Languages and Language Teaching JURNAL PENGABDIAN KEPADA MASYARAKAT CAHAYA MANDALIKA (ABDIMANDALIKA) Journal of Language and Literature Studies Pendidikan Bahasa dan Sastra Journal of English Education and Literature
Muhlisin, Muhammad .
Universitas Pendidikan Mandalika
Humanities Education Energy Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE EFFECT OF PROBLEM-BASED LEARNING (PBL) ON STUDENTS’ WRITING OF EXPOSITION TEXT BY THE TENTH GRADE STUDENTS OF SMKN 2 KURIPAN Lola Febrianti; Muhammad Muhlisin; Sugianto
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v2i1.84

Abstract

This study investigates the effect of Problem-Based Learning (PBL) in improving the writing skills of tenth-grade students at SMKN 2 Kuripan, specifically in composing exposition texts. Using a pre-experimental one group pretest and posttest design, the research involved 31 students from class X DPIB 1 in the 2022/2023 academic year. Writing tests, administered as pretest and posttest, served as the primary data collection instruments. The results, analyzed using descriptive and inferential statistics, including a paired sample t-test, showed a significant improvement in students’ writing skills. The mean score increased from 59.65 in the pretest to 74.35 in the posttest, with notable enhancements in content, organization, language use/grammar, and mechanics. The hypothesis test confirmed the effect of PBL, as evidence by a p-value < 0.05, indicating its significant impact on students’ ability to produce well-structured and coherent exposition texts. This study concluded that PBL not only improves students’ critical thinking and collaboration but also enhances motivation and engagement in learning. The null hypothesis was rejected, affirming that PBL positively influences students’ writing skills.
Implementation Of Differentiated Instruction In Multi-Level English Language Classrooms: Strategies And Outcomes Fathurrahman Imran; Muhammad Muhlisin
JUPE : Jurnal Pendidikan Mandala Vol 10 No 4 (2025): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i4.9776

Abstract

This study aims to describe the implementation of differentiated instruction in multi-level English language classrooms among undergraduate Management students at Mandalika University of Education. Employing a descriptive quantitative approach, the study involved 35 student participants during the 2025/2026 odd semester. Data were collected through questionnaires, classroom observations, and focus group interviews, then analyzed using descriptive and thematic techniques. Findings reveal that differentiated instruction-adapting materials, teaching processes, student products, and the learning environment-effectively enhances student participation, motivation, and achievement across all proficiency levels. Notably, significant improvement was recorded among students at the basic proficiency level, and the classroom climate became more inclusive and supportive. These results reinforce the role of differentiated instruction as a key strategy for teaching English in heterogeneous higher education settings, though institutional backing and ongoing professional development for instructors remain essential.
The Effect of Content and Language Integrated Learning on Students' Reading Skills Ipan Rinaldi; Fathurrahman Imran; Muhammad Muhlisin
Pendidikan Bahasa dan Sastra Vol. 5 No. 2 (2026): Jurnal Pendidikan Bahasa dan Sastra
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jtqbmj37

Abstract

Reading is one of the essential language skills that enables students to acquire information and develop English proficiency. However, many junior high school students still experience difficulties in comprehending English texts because of limited vocabulary, low motivation, and teacher-centered instructional practices. This study aimed to investigate the effect of Content and Language Integrated Learning (CLIL) on students' reading skills at SMPN 3 Masbagik. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The population consisted of 78 seventh-grade students, while 52 students were selected as the sample through purposive sampling, comprising 26 students in the experimental class and 26 students in the control class. Data were collected through reading comprehension tests administered as pre-tests and post-tests and were analyzed using descriptive statistics and an Independent Samples t-test with SPSS version 25. The findings revealed that students taught through CLIL demonstrated significantly better reading achievement than those taught through conventional instruction. The mean score increased from 41.54 in the pre-test to 68.19 in the post-test, and the Independent Samples t-test showed a significance value of 0.000 (p < 0.05), indicating that CLIL had a significant positive effect on students' reading skills. The findings suggest that integrating meaningful content with language instruction promotes active learning, enhances reading comprehension, and creates more contextualized learning experiences for junior high school students
Co-Authors Ahmad Hanan Ahmad Hanan Anugrah Widyanto Aprianoto, Aprianoto Edi Firman Enda Hendrawati Febrianti, Lola Hasby, Muhammad Asrul Imran, Fathurrahman Ipan Rinaldi Juanda Maharani, Riska Kamarudin Kamarudin Komang Dedy Sandiarsa Lola Febrianti Muhammad Syarifuddin Muliani Muliani Ni Made Pegy Natasia Putri Sugianto Sugianto Taufik Suadiyatno Tawali Tawali Vu Tien Thinh Zainul Islam