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All Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Jurnal Pengabdian UNDIKMA Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Language and Literature Studies Journal of English Education and Literature
Suhaili, Muhamad
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Analysis Of Character Building Values In Turning Red Tawali, Tawali; Suhaili, Muhamad
JUPE : Jurnal Pendidikan Mandala Vol 8, No 4 (2023): 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.v8i4.6430

Abstract

In the field of education, in Indonesia there are many moral crises occurring. Considering the existence of a moral degradation, in this case, the government implements the education of the character which will serve as a solution to the form and reconstitutes the behavior of the pupils to have a noble character in according to the character of the nation.The purpose of this research is to find out character building values in The Turning Red movie. The researcher used theory of Zaim El Mubarok that Character Building Values divided into two groups. There are (1) to recognize the types of character building values Turning Red movie. (2) to recognize the percentages of character building values in The Turning Red movie, (3) to describe the implication of character building values in The Turning Red movie. This research, the researcher used the library research which applies descriptive qualitative approach. The primary data sources were “Turning Red movie” and it’s script.The secondary sources were taken from other books and related references which supported and concerned the primary data. The researcher used content analysis to analyze the data. The result of this study shows that were are two groups to analysis the character building values. There are values of being and values of giving. The values of being, namely: (1) Honesty, (2) brave, (3) peace, (4) confidence and potential, (5) self-dicipline and moderation self, (6) purity. Then values of giving, namely (1) loyalty and trust worthiness, (2) respect, (3) love and affection, (4) sensibility and not selfishness, (5) kind and friendly, (6) fair and humanist.   
The Effectiveness Of Wwh (What-Why-How) Strategy Towards Students' Creativity In Writing Suhaili, Muhamad; S, K. Dedy Sandiarsa
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 7, No 1 (2023): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Januari)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v7i1.4673

Abstract

This research was aimed to find out how effective the use of WWH strategy on students’ writing skills in creativity. The research was quasi experimental. This research was quasi experimental research with pre-test and post-test design. Next to that, the sample was selected by using Random Sampling Technique, in which the samples were selected randomly, therefore class XI 1 as an experimental group consisted of 30 students and class XI 2 as a control group consisted of 30 students, so the number of samples in this research was 60 students. Next to that, the data collected by using writing test in the form of a descriptive text. The techniques of data analysis were use d descriptive analysis and inferential analysis by using SPSS 25 for windows. In analyzing data of the research, the researcher used t–test formula. Based on the analysis, there is a significant effect of WWH strategy (M= 84.50, SD= 5.923) higher than Mind Mapping (M= 80.50, SD= 15.500), t (1.320) = 0.58, (sig. 2 tailed) = 0.192. The researcher found the result of statistical data analysis, it showed that the mean score of experimental groups was = 84.50 and the result of control group was 80.50 and t-test (1.320) was higher than t-table (0.58), it means that 1.320>0.58 and degree of freedom (df) was 19 with significant level was 0.192. Thus, the alternative hypothesis (Ha) was accepted and null hypothesis (H0) was rejected. Based on the result of data analysis, it can be concluded that there is a significant effect of WWH (What-Why-How) strategy toward students’ creativity in writing at SMAN 1 Seteluk.
Students’ Cognitive Strategies in Remembering English Vocabulary: Case Study at Ponpes NW Nurul Yaqien Sayang-Sayang Cakranegara Mataram Tawali, Tawali; Suhaili, Muhamad
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 7, No 3 (2023): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v7i3.5660

Abstract

This research aimed to analyze the student’s cognitive strategies in remembering English Vocabulary survey study at Ponpes NW Nurul Yaqien Sayang-Sayang Cakranegara. The subject of this research was first grade VII-A of MTs NW Nurul Yaqien Sayang-Sayang in academic year 2023/2024. The subject of this study were 7 students. The method of this research was qualitative case study. The technique of data collection applied in this study were interview, recording and note taking/documents. Then the procedure of data analysis was data condensation, data display and conclusion drawing and verification used the theory of Miles and Huberman 2014. The result of this research, the researcher found out the types of student’s cognitive strategies in remembering English vocabulary. The strategies used by the students were Note taking strategy, repeating strategy, Grouping, Recombination, Imagery, Auditory representation, Keyword, Elaboration Transfer, and practice strategy. Therefore, the strategies used by students to remember the meaning and repetition strategy, translation strategy, and auditory representation and dominants used strategy note taking and repetition.
IMPLEMENTATION OF THINK PAIR SHARE (TPS) TO IMPROVE   STUDENT’S LEARNING ACTIVENESS IN TEACHING WRITING AT THE SECOND GRADE OF SMAN 1 KURIPAN Muhamad Suhaili
Journal of English Education and Literature Vol. 1 No. 2 (2024): Journal of English Education and Literature Vol.1 No.2 (Juli, 2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i2.36

Abstract

This research was conducted based on the researcher's observations.The aim of this research is to describe and find out how think pair share is implemented to increase student learning activities in students' writing skills, increase student activity, student responses, student learning outcomes and describe the obstacles that occur during the learning process using Think Pair Share. Pair Share (TPS) Learning. TPS is designed to increase students' sense of responsibility towards the lesson itself and others. The type of research carried out in this research is a pre-experimental design using a "one-group pretest-posttest design", The sample in this research was all class XI students a sample of 30 students. The research instruments used to collect data include: student activity observation sheets, pre-test and post-test sheets provided, and questionnaires. The data analysis method used in discussing the results of this research is a quantitative descriptive method. Based on the research results, a large percentage of class completion was obtained from the pre-test result 16% and increased to 83% from the post-test results. The increase in pre-test to post-test learning outcomes was caused by the implementation of the Think Pair Share type cooperative learning model in cause and effect subjects which was carried out well and ran smoothly. Student activity from observations showed a percentage of 20% at meeting 1 and increased to 51% at meeting 2. The increase in student activity occurred because in teaching and learning activities students were required to be active in work groups and be responsible. the lesson itself and so on. The Think Pair Share type cooperative learning model received a very good response from students, this was shown by a percentage of 75%. Thus, it can be concluded that the Think Pair Share type cooperative learning model can improve student learning outcomes in cause and effect subjects.
THE EFFECT OF READING HABIT ON EFL LEARNERS’ VOCABULARY SIZE Muhamad Suhaili
Journal of English Education and Literature Vol. 1 No. 4 (2024): Journal of English Education and Literature Vol.1 No.4 (2024)
Publisher : Sinar Lima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67045/joeeal.v1i4.73

Abstract

There were 128 students in sixth semester, the researcher found some difficulties that faced by students, such as a lack of vocabulary numbers, which causes poor understanding in reading. Besides, the students do not want to read an English text since they feel difficult to understand the meaning of the text. The purpose of this research was to investigate the effect of reading habits on EFL learners’ vocabulary size. This research employs a quantitative approach with ex post facto design. The participants of this research were 69 third-year students in English Language Education Study Program at Islamic State University of  Mataram. Data of students’ vocabulary size were garnered through Lemma-based Vocabulary Size Test (LVST), while their reading habits were elicited through self-report measurement scale. The gained data then were analyzed using one-way ANOVA and post-hoc analysis to compare students’ vocabulary size based on high, medium, and low reading habit. The results of this research were 1) There is a significant difference in students' vocabulary size based on their reading habits (high, medium, and low) indicated by p-value Sig. 0.004 <0.005. Nevertheless, the post-hoc analysis showed that high vs low and high vs medium reading habit categories differ significantly. 2) Reading habit has minor effect size on EFL learners’ vocabulary size as indicated by Cohen’s d value .283. Therefore, despite significant differences between high vs low and high vs medium category, reading habit is shown to have small effect on students’ vocabulary size.
TEACHER CORRECTIVE FEEDBACK IN TEACHING SPEAKING AT SMAN 1 BATUKLIANG Agus Jayadi; Muhamad Suhaili; I Made Permadi Utama
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.v2i1.83

Abstract

English speaking play a vital role in global education and communication. In today’s globalized world, English speaking proficiency is not just an additional skill, but a fundamental requirement that supports various aspects of life, including education, business, and international relations. However, teaching speaking skills presents a number of challenges, including students’ lack of confidence, grammatical errors, mispronunciation, and limited vocabulary. This study aims to identify the types and frequency of feedback used by teachers in teaching speaking at SMAN 1 Batukliang. This study used a qualitative method with observation and interview instruments. The results showed that oral feedback was more dominant than written feedback. The types of oral feedback used included explicit correction, repetition, positive feedback, and metalinguistics. Meanwhile, written feedback applied was only positive feedback. In terms of frequency, oral feedback was given six times, while written feedback was only given once, with feedback most often occurring in the main activity and pre-activity stages. Teachers at SMAN 1 Batukliang used more oral feedback to correct mistakes and motivate students. Although written feedback was limited, this approach succeeded in creating a supportive learning environment.
ENGLISH LANGUAGE LEARNER’S WRITING COMPETENCE INSMP NEGERI 2 EMPANG Martina Laela; Muhamad Suhaili
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.v2i1.85

Abstract

Many students face challenges in mastering English vocabulary, impacting their writing competence. The most common challenges are lack of vocabulary knowledge, inappropriate word usage, and difficulty in constructing coherent sentences. This study aims to describe the English writing competence of grade IX students at SMP Negeri 2 Empang. Using a qualitative research method with a qualitative descriptive approach, this study provides an in-depth analysis of students' writing ability. The research subjects consisted of ninth-grade students in the 2024/2025 academic year who were selected as data sources. Based on the results from the documentation data and assessment categories, it shows that students' writing competence varies significantly based on their academic ability level, with students who have high competence showing better ability in organizing ideas, cohesion, and the use of relevant vocabulary. In contrast, students with low competence continue to face challenges in mechanical aspects such as grammar, punctuation, and spelling. To improve students' writing competence, it is crucial to implement a process-based approach that includes writing stages such as prewriting, writing, revising, and editing, as well as constructive feedback between teachers and students.
IMPROVING STUDENTS’ WRITING SKILL THROUGH INTERACTIVE BLOG AT IKIP MATARAM Muhamad Suhaili; Taufik Suadiyatno
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 3 No. 2 (2016)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v3i2.2432

Abstract

This research is aimed to improve students’ writing skill through Interactive Blog at English Department of IKIP Mataram. The subjects of the research were A class students of the fifth semester of English Department that consist of 45 students. This research was a Classroom Action Research that involved critical analyses of the situation in classroom and system in which they worked. These situations were structured institutionally with some cycles that consist of planning, acting, observing, and reflecting which can help to define issues and ideas. There were four techniques of data collection that  were applied in this research; they were observation, interview, questioner and objective test. The techniques of analyzing data in this research used analytical scoring rubric adapted from Weigle. There were five components presented in the analytical scoring rubric for writing, i.e., content, organization, vocabulary, language use, and mechanics. The result of this research showed that interactive blog could improve students’ writing skill, It can be proved by some facts; first, related to the srudents’ result, there was 82% who passed the passing grade (60). Second, the observation result of students’ participation showed the good improvement from the first meeting until the last meeting. The last, the result of interview towards students and lecturer showed the positive response when the interactive blog was applied in improving students’ writing skill. It created a situation of feeling free and enjoyable. The students can explore and share their idea or opinion with other friends. Therefore students can help each other to do whatever was necessary to succeed. These situation made students’ writing skill and productivity were more increasing. In addition by using this media, students were able to improve their ability in working individually, students were able to build their own knowledge, students were able to find out steps in solving problem in writing. Based on the result of this research, it can be concluded that interactive blog is able to improve students writing skill at IKIP Mataram.
EFL Learners' Perceptions of Applying Webtoon as a Digital Learning Medium Integrated with Deep Learning Principles in Reading Skills Suhaili, Muhamad; Ariani, Sri
Journal of Language and Literature Studies Vol. 6 No. 3 (2026): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i3.6334

Abstract

This qualitative study investigated EFL learners’ perceptions of using Webtoon as a digital learning medium integrated with deep learning principles in reading activities at Islamic senior high schools in East Lombok. The study involved 33 EFL learners and 11 EFL teachers selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The findings showed that learners generally perceived Webtoon as an interesting, accessible, and meaningful medium that reduced the pressure associated with conventional reading texts. Its multimodal features, including dialogue, illustrations, facial expressions, and sequential panels, supported contextual vocabulary learning, identification of setting and emotion, inferencing, and comprehension. When combined with prediction, character analysis, conflict evaluation, reflection, and evidence-based discussion, Webtoon also encouraged deeper cognitive engagement and more active classroom participation. Teachers confirmed that learners became more willing to express opinions and discuss alternative interpretations. However, the study also identified several challenges. Learners sometimes relied excessively on images, struggled with slang, idioms, cultural references, and complex analytical questions, and found it difficult to justify interpretations in English. Unequal participation in group work, unstable internet access, limited devices, and digital distraction also affected the learning process. The findings indicate that Webtoon is most effective when used as a supplementary medium supported by appropriate content selection, structured tasks, vocabulary assistance, collaborative roles, and teacher scaffolding. The study concludes that integrating Webtoon with deep learning principles can enhance linguistic, cognitive, affective, and social dimensions of EFL reading, provided that pedagogical and technological conditions are carefully addressed effectively.
Co-Authors AGUS JAYADI Agus Jayadi I Made Permadi Utama Komang Dedy Sandiarsa Sari Laela, Martina Martina Laela Purbaya Sakti, Galih Siti Syafi’atul Qomariyah Siti Syafi’atul Qomariyah Sri Ariani Sri Ariani Suadiyatno, Taufik Taufik Ismail, Muhamad Taufik Suadiyatno Tawali, Tawali Tri Setianingsih Utama, I Made Permadi