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All Journal IJELR: International Journal of Education, Language, and Religion Getsempena English Education Journal Journal of Research in Instructional English Language Study and Teaching Journal (ELASTE)
Faudi, Faudi
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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QUALITATIVE DESCRIPTIVE RESEARCH: INTEGRATING INQUIRY-BASED LEARNING INTO ELEMENTARY SCHOOL ENGLISH INSTRUCTION Nirwan, Nirwan; Faudi, Faudi; Isra, Rahmi; AG, Burhanuddin
Getsempena English Education Journal Vol. 11 No. 1 (2024)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i2.2700

Abstract

This study is a qualitative descriptive research that focuses on integrating Inquiry-Based Learning (IBL) into the teaching of English in elementary schools in Indonesia. The research methodology includes interviews with teachers, classroom observations, and analysis of curriculum documents. The aim is to explore the challenges, experiences, and perceptions of implementing IBL approaches. It highlights the potential benefits of IBL, such as increased student engagement and language proficiency, but also identifies challenges, such as limited resources and varying levels of teacher readiness. The research emphasizes the importance of addressing these challenges while leveraging the potential benefits of IBL to create enriching learning experiences for students. The study's practical implications are discussed, focusing on enhancing English instruction practices in elementary schools. It emphasizes the need for comprehensive professional development, supportive classroom environments, and curriculum alignment. This research provides insights into IBL implementation in the Indonesian context and contributes to the ongoing discourse on effective English language education.
The Effect of Digital Comic Books on Reading Comprehension Firnanda, Aris; Usman, Muhammad; Faudi, Faudi
English LAnguage Study and TEaching Vol 4, No 2 (2023): ELASTE
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/elaste.v4i2.7340

Abstract

This experimental research aims to find out the effectiveness of digital comic books in reading skills at SMP Bunga Matahari Banda Aceh in the academic year 2021/2022. The samples of this research were 16 students of ninth-grade students who were divided into two groups (one group as an experimental group and one group as the control group). The researcher administered a pre-test before the treatment to collect data about the students reading preliminary scores. Then, the teacher taught reading by using comics in two meetings at the experimental group and conducted a post-test to collect data about the student's reading ability after they learned reading by using narrative-based comics. Meanwhile, the students in the control group were taught reading by using the traditional method in two meetings and then they were given a post-test. Then, the pre-test and post-test test scores were analyzed by using N-Gain scores. The mean score pre-test of the control group was 75.50, and the experimental group was 70.63, the mean score post-test of the control group was 82.50 and the mean score post-test of the experimental group increased to 89.50. Based on the result of the research, it could be concluded that teaching reading narrative text by using digital comics could improve the student's reading comprehension of narrative text.
An Analysis of Intermediate Level Speaking Students’ Perception of Cake Application for Speaking Skill Improvement Ridhallah, Rizky; Yoestara, Marisa; Faudi, Faudi
IJELR: International Journal of Education, Language, and Religion Vol 6, No 1 (2024): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i1.8586

Abstract

This study aimed to explore students' perception of the Cake application's effectiveness in enhancing their speaking skills. Using a descriptive qualitative method, the researcher surveyed 14 students from Serambi Mekkah University's English Education program. A structured questionnaire with 20 questions gathered data on the participants' experiences and improvements resulting from using Cake. The analysis revealed that 93.69% of intermediate-level students believed Cake significantly improved their speaking skills. These findings establish Cake as a valuable Mobile-Assisted Language Learning tool for intermediate-level students, fostering confidence and fluency in spoken English. The study's implications highlight the importance of incorporating technology-enhanced language learning tools like Cake into educational programs. Educators and curriculum developers can benefit from these insights when designing language learning strategies. In conclusion, this research confirms the positive perception of students towards Cake's impact on speaking skills. The study supports the effectiveness of Mobile-Assisted Language Learning tools like Cake in enhancing language proficiency among intermediate-level students. Further research in this area can contribute to the advancement of language learning methodologies.
Practice and barriers of technology integrated pedagogy in teaching EFL young learners: A critical analysis Faudi, Faudi; Husain, Balqis; Musthafa, Bachrudin
Journal of Research in Instructional Vol. 3 No. 2 (2023): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v3i2.251

Abstract

Young learners' characteristics, which differ from those of young adolescents, adolescents, and adults, encourage EFL instructors to implement technology-based learning strategies with high consideration. If EFL teachers fail to implement the appropriate strategy for teaching English, young students may likely encounter academic difficulties in subsequent years. Teachers of English as a foreign language (EFL) have implemented technology-based learning strategies to improve students' literacy, vocabulary, and critical thinking abilities. There are also implementation obstacles. This article aims to identify the types of digital-based learning strategies implemented by Indonesian EFL teachers for teaching English to young learners, as well as to identify the challenges faced by Indonesian EFL teachers when implementing digital-based learning strategies for young learners.The findings indicated that EFL teachers in Indonesia employed a variety of technological approaches to develop their students' language and critical thinking skills. EFL teachers utilized multimodal e-books to improve reading skills; animated e-books were employed to enhance literacy skills; flipped classroom was utilized to augment vocabulary; and digital folklore was used to foster analytical and critical thinking skills among EFL young learners.
Co-Authors Bachrudin Musthafa Burhanuddin AG Firnanda, Aris Husain, Balqis Isra, Rahmi Marisa Yoestara, Marisa Muhammad Usman, Muhammad Nirwan Nirwan Ridhallah, Rizky