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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Tell : Teaching of English Language and Literature Journal AL ISHLAH Jurnal Pendidikan Jambura Journal of English Teaching and Literature Klasikal: Journal of Education, Language Teaching and Science Journal of English Language and Education Jurnal Pendidikan Indonesia (Japendi) Ilmu Manajemen Sosial Humaniora (JIMSH)
Nasrullah, Rahmat
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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UNVEILING THE COMMUNICATION SKILLS DYNAMICS OF INDONESIAN STUDENTS IN INTERNATIONAL CREDIT TRANSFER PROGRAM: A PHENOMENOLOGICAL INQUIRY INTO ACADEMIC LIVED EXPERIENCES IN THE PHILIPPINES Febiola, Febiola; Maulina, Maulina; Nasrullah, Rahmat
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 1 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i1.1115

Abstract

This study aims to explore the dynamics of communication skills of Indonesian students’ lived experiences during the International Credit Transfer (ICT) program in the Philippines. We apply the phenomenology method with a stimulated-recall interview to find out students' lived experiences to recall the communication skill dynamics while studying at Nueva Ecija University of Science and Technology in the Philippines for one semester. 3 students (1 female and 2 male students) as participants were selected purposively. Data was analyzed thematically following six phases, 1) become familiar with the data, 2) generate initial codes, 3) search for themes, 4) review themes, 5) define themes, and 6) write-up. The result of the research demonstrated that after taking part in the ICT program, Indonesian students' communication abilities increased in three areas: verbal, written, and social communication skills. Verbal communication skills involve idea presentation, overcoming language barriers, collaborative presentation, and teamwork. While written communication skills include aspects of using social media for collaboration, assignment models, and active communication involvement. Besides, social communication skills include reaching a consensus, body language communication, cultural sensitivity, and language learning. All these information provides a significant communication skills impact enhancement that offers Indonesian students a valuable opportunity to enhance their communication skills verbally, written, and social through various classroom activities and interactions in the ICT program.
EFL Students' Metacognitive Strategies in Learning Vocabulary Septiani, Anissa Dwi; Nasrullah, Rahmat; Faridawati, Faridawati
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1169

Abstract

This research aims to find out the metacognitive strategies used by students to learn vocabulary. This research is quantitative descriptive. In four semesters, questionnaires were distributed to 116 students in the English Language Education Study Program at Muhammadiyah University of Kendari. From the research results it was found that overall in the planning aspect the highest percentage 41% shows that students sometimes plan before studying, the strategy they often use is to read the instructions carefully before starting the task related to vocabulary improvement. while for comprehension monitoring it was found that the highest percentage was 44%, which shows that students sometimes carry out comprehension monitoring to deepen their vocabulary. The types of strategies they often use are pausing while doing the task to check their understanding of vocabulary and asking them-self how well they understand when adding new vocabulary. For the information management strategy aspect, the overall result shows that the majority of students sometimes use this information management strategy with the highest percentage being 37%. The type of strategy they often use is focused on the meaning and importance of new vocabulary. In addition, the overall highest percentage in debugging strategy is 37%, which shows that students often use debugging strategies in learning vocabulary. The strategy they often use is to stop and reread the word when they are in doubts. Lastly, for evaluation aspect shows that students sometimes carry out evaluations in learning vocabulary, with the highest percentage is 43%, the type of strategy they often use is asking themselves about how good they are when learning new vocabulary, especially when it comes to developing vocabulary.
PRE-SERVICE TEACHER’S TEACHING COMPETENCE DURING KAMPUS MENGAJAR PROGRAM Azizah, Nur; Maulina, Maulina; Nasrullah, Rahmat
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1234

Abstract

Kampus mengajar is one of flagships of Merdeka Belajar Kampus Merdeka managed by indonesian ministry of education, culture, or higher education. The purpose of this study was to students’ perceptions of teaching competence about pre-service teachers during kampus mengajar program batch 6 by using quantitative descriptive design. A questionnaire with a Likert scale was used as a quantitative study to determine students' perceptions. Data collection was carried out by distributing questionnaire and observation to 62 students who took English class. The result of this study indicate that participants have a positive perception of Kampus Mengajar program to improve their competence as pre-service teachers. The perception of teaching competence was influenced by four aspects of pedagogic competence, personality competence, internet, communication, and technology competence, and Soft skill development. It reached 82% of pedagogic competence, 87% in personality competence, 99% in ICT, and 50% in soft skill development. Futhermore, the dominant aspect or indicator from the students’ perception of pre-service teachers in teaching competence is indicator 4. Kampus Mengajar program is highly recommended to be implemented in teachers by students and should be encouraged by each universities.
INTEGRATING TECHNOLOGY IN ENGLISH CLASSROOM AT ELEMENTARY SCHOOL: EFL PRE-SERVICE TEACHER PERSPECTIVE Adyanti, Diyan; Sain, Yuliyanah; Faridawati, Faridawati; Nasrullah, Rahmat
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1235

Abstract

Effective technology integration is believed to be able to increase student motivation in learning while also helping teachers' work become easier. This research aims to determine pre-service teachers' perspectives on how technology is used to increase student motivation in learning English in elementary school students. This research focuses on learning applications used by pre-service teachers. Qualitative descriptive methods were used as the design of this research. Data were collected through semi-structured interviews involving two EFL students participating in a campus teaching program. The findings show that pre-service teachers use the Duolingo and Quizizz applications in teaching English. Integrating technology in the form of learning applications gets positive results where students are motivated to learn English because students seem more active and comfortable learning with the learning while playing system. So the use of technology is felt to be very fun and makes learning not become saturated and boring
EFL STUDENTS’ PERCEPTIONS TOWARDS YOUTUBE AS A LANGUAGE LEARNING RESOURCE TO IMPROVE LISTENING SKILLS: OUT OF THE CLASS CONTEXT Meldayana, Sri Ratna; Maulina, Maulina; Nasrullah, Rahmat
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 1 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i1.1278

Abstract

This study investigates EFL students' perceptions of using YouTube as a language learning resource to improve their English listening skills outside the classroom. Using a qualitative research design, data were collected through open-ended questionnaires and semi-structured interviews with ten of the fourth-semester students. The data was analyzed using thematic analysis. Four main themes emerged from the data: motivation, efficacy, relevance, and attractiveness. Students viewed YouTube as an interestinglistening learning resource that offers a variety of real, flexible, and authentic content that is appropriate for self-directed learning. Because of its user-centered features and inspiring content providers, the platform was determined to be relevant to each student's unique needs, helpful in improving pronunciation and listening comprehension, and encouraging. This study highlights the value of YouTube as an informal yet impactful tool for improving English listening skills. It suggests its integration into language learning practices to support autonomous and interest-driven learning beyond the classroom.
Effectiveness of Using Game Techniques to Improve English Vocabulary Mastery in Elementary School: A Systematic Literature Review Pratiwi, Yuliani; Maulina, Maulina; Nasrullah, Rahmat
Jambura Journal of English Teaching and Literature Vol 6, No 2 (2025): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v6i2.34711

Abstract

Vocabulary mastery is a fundamental aspect in English learning, especially at the elementary school level. However, many students still experience difficulties in mastering vocabulary optimally due to learning methods that are less interesting and not appropriate to their age characteristics. This study uses a Systematic Literature Review (SLR) methodology to look into how well game tactics can help elementary school students improve their command of English vocabulary. A total of 50 articles published from 2020 to 2025 from various sources using publish or perish were collected and analyzed according to predetermined both inclusion and exclusion standars. The study’s findings indicate that game techniques have a favorable effect on enhancing vocabulary mastery, learning motivation, and active student engagement.Various types of games such as flash card, scrabble game, word game and wordwall have been demonstrated to be successful in aiding students in comprehending and rebember new vocabulary. However, there are also several obstacles such as limited time, facilities, and teachers' abilities in implementing game techniques optimally. The results of this investigation should be a reference for educators, researchers, and educational policy makers in developing more interesting and effective English learning methods at the elementary school level.
Co-Authors Adyanti, Diyan Anastasya, Santika Arsita, Dita Dayana, Umil Faridawati Faridawati, Faridawati Febiola, Febiola Filandari, Frizka Geelan, David Hadania, Hadania Lisna Lisna, Lisna Maulina Maulina, Maulina Meldayana, Sri Ratna Nur Azizah Ordanza Cortez, Angelica Petriani, Pelis Pratiwi, Yuliani Rahmiatin, Titin Rasyiid, Rizal Nur Resueňo, Celso P. Rusli, Tri Indah Sain, Yulianah Sain, Yuliyanah Saputra, Ronal SARIANTI SARIANTI, SARIANTI Septiani, Anissa Dwi