Garuda - Garba Rujukan Digital

Abasa, Zulhasmi

Unknown Affiliation

Author-ID : 2094033

Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

Flip-Book Based on Screencast-O-Matic (SoM) Video as An Asynchronous System: The Impact on University Students’ English Learning Outcomes Husain, Balqis; Wardiman, Sri Setyarini; Abasa, Zulhasmi
Journal of Pedagogy and Education Science Vol 4 No 01 (2025): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jpes.v4i01.649

This study aimed to improve students’ English skills after using a Flip-book based on Screencast-O-Matic Video as an asynchronous system. This study employed a quantitative approach that is mainly focused on true experimental research design, particularly a pre-test-post-test control group design. The population in this study was university students who studied the Economics, Civil Engineering, Environmental Engineering, Informatics Engineering, Public Administration, and Marine Science Study Program of Universitas Pasifik Morotai. At the same time, the sample was 152 university students. In this study, a simple random sampling technique was used. Mann-Whitney U test was carried out in data analysis techniques. The Kolmogorov-Smirnov test was conducted to determine the normality of the data, and a homogeneity test was implemented to determine the variance of each group. The finding demonstrated that the data was not normally distributed due to Sig. value less than 0.05 (< 0.05). Indeed, the mean Sig. value of the homogeneity test was 0.114, greater than 0.05, implying that the data was homogeneous. The Asymp value was derived from the results of the Non-parametric Mann-Whitney U test. Sig. (2-tailed) of 0.000 (< 0.05). As a result, it was reasonable to state a difference in average students’ English learning outcomes while using the Flip-book based on the Screencast-O-Matic learning model compared to conventional models. Afterward, the researchers used the N-gain interpretation with five categories to compare the effectiveness of Flip-book based on the Screencast-O-Matic Video learning model applied to the experimental group and the conventional model applied to the control group. Based on the N-Gain Score test results for the experimental group, the average value of 56.1354 or 56% fell into the quite effective category, with a minimum score of 25.00 and a maximum score of 91.30. Indeed, the N-Gain score for the control group was 21.1750, or 21 percent, when including the ineffective category, with a minimum score of -12.00 and a maximum score of 57.58. It can be concluded that the use of the Flip-book based on the Screencast-O-Matic learning model was quite effective in improving the learning outcomes of English courses for Universitas Pasifik Morotai students. In contrast, the use of conventional learning models was ineffective in improving the learning outcomes of the English courses for Universitas Pasifik Morotai students.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits Husain, Balqis; Wardiman, Sri Setyarini; Purnawarman, Pupung; Abasa, Zulhasmi
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1789

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability. HIGHLIGHTS : The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models Blended learning model was generally regarded as ineffective due to the N gain score less than 40% Blended learning model as a multi-way instructional models that accommodate students’ needs.

Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills Husain, Balqis; Suhernita, Suhernita; Abasa, Zulhasmi; Djaguna, Fahmi
Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional
Publisher : Univeritas Papua

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.

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