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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELS Journal on Interdisciplinary Studies in Humanities Jurnal Kridatama Sains dan Teknologi Jurnal Paedagogy Al-Mudarris : Jurnal Ilmiah Pendidikan Islam JOLLT Journal of Languages and Language Teaching LETS: Journal of Linguistics and English Teaching Studies Almufi Jurnal Pengabdian kepada Masyarakat Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) TAKSONOMI Room of Civil Society Development Research Horizon Room of Civil Social Development
Astiantih, Susi
Universitas Sembilanbelas November Kolaka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Research Horizon

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Improving Vocabulary Mastery through Direct Instruction Fitriani; Abin, Rais; Karimuddin; Zakaria; Astiantih, Susi; Suryadi, Ray
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.587

Abstract

The low mastery of students' skills in learning English and the limited application of explicit learning strategies such as DI in English as a Foreign Language (EFL) class in Indonesia. This study aims to determine the effectiveness of the Direct Teaching (DI) strategy in improving the mastery of understanding of grade VII students at State Junior High School 3 Tanggetada. The method used in this study is Classroom Action Research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observation, and reflection. The research subjects were 18 students who were selected purposively based on their low mastery of understanding. Data collection techniques include insight tests, student and teacher activity observation sheets, and field notes. Data analysis was carried out descriptively quantitatively and qualitatively to assess the development of student learning outcomes and behavior during the learning process. The results of the study indicate that the application of the Direct Teaching strategy can improve students' mastery of understanding and encourage active involvement in the learning process. Students become more confident, motivated, and able to understand understanding in a more structured way.
The Role of Guided Questions in Enhancing Student’s English Writing Ability Mu'min; Reskiawan, Bimas; Astiantih, Susi
Research Horizon Vol. 5 No. 4 (2025): Research Horizon - August 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.4.2025.633

Abstract

Many students encounter challenges in organizing ideas, developing content, and maintaining coherence in descriptive writing tasks. In response to this issue, guided questions were introduced as a structured instructional approach to help students think critically and write more effectively. The purpose of this research was to analyze the differences in students’ writing performance before and after the implementation of the guided questions strategy and to compare the results with those of students who were taught using traditional methods. The research used a quasi-experimental design involving 70 students, divided into control and experimental groups. Both groups completed pre-tests and post-tests focused on descriptive text writing. Data were analyzed using descriptive statistics to observe patterns of improvement. The results showed that students in the experimental group experienced greater improvement in their writing scores and moved into higher performance categories compared to the control group. The results have implications for educators that guided questions offer practical and adaptable approach to support students in developing their writing skill. These findings suggest that the guided questions strategy can enhance students’ ability to generate and organize ideas in writing. Therefore, this strategy is recommended as an effective method for improving writing instruction in similar educational contexts.
Co-Authors Abin, Rais Agusman, Yudi Akfan, Sofyan Sukwara Arafat Firdaus Firdaus Firmansyah Firmansyah Fitriani Haeniah, Nurul Hafifah, Nurul Hendrawan, Kevin Irajuana Haidar Karimuddin, Karimuddin La Ode Asrun Azis R La Ode Muhammad Idrus Hamid B Marlianti, Rosyana Mu'min Muhammad Azwar Assiddiq Netty Huzniati Andas, Netty Huzniati Pratiwi Sofyan, Windari Nurul Pratiwi, Alifiah Rahayu, Deti Sri Ray Suryadi, Ray Reskiawan, Bimas - Salmia Syarifuddin Sri Ayu Budi Lestari Sultan Sultan Syarif Hidayat Nasir, Syarif Hidayat Yetty Yetty Zakaria Zakaria Zakaria