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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pedagogi dan Pembelajaran Journal of Society Innovation and Development (JSID)
Ashadi
Jurusan Arsitektur Fakultas Teknik Universitas Muhammadiyah Jakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effects of Emotional Intelligence on Language Learning Strategy Preference among EFL Students Nisa, Liana Buruuja; Ashadi
Jurnal Pedagogi dan Pembelajaran Vol. 7 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v7i1.64507

Abstract

In the Indonesian EFL context, there has been little discussion regarding the study of learners' emotional intelligence and whether it influences their language learning strategy preferences. The purpose of this research was to analyze whether emotional intelligence has any effect on the language learning preference among Indonesian EFL learners. The main design of this research was based on survey. The instrument used in this study consists of two questionnaires namely TEIQue-SF and SILL. To achieve this goal, thirty Indonesian EFL students participated in the completion of the questionnaires. The sampling technique used was convenience sampling. SPSS 25 was used to perform the analysis of the data. The descriptive findings of the study showed that the most common strategy utilized by EFL students was cognitive strategies, while the least preferred strategy was affective strategy. It was revealed that there is a significant correlation between emotional intelligence and strategies for learning languages (p 0.001). Learners who have a higher level of emotional intelligence use a wider variety of strategies than students who have a lower level of emotional intelligence. There were considerable disparities between the two groups in terms of the strategies that they chose to implement. In conclusion, pedagogical implications as well as findings were examined.
Applying Cooperative Learning STAD Model to Improve Students' Reading Comprehension Senen, Ikram; Ashadi; Tianusa, Marseilles; Azhari
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 7 No 1 (2025): Journal of Society Innovation and Development
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v7i1.211

Abstract

Background of the problem: Reading comprehension is a fundamental skill in learning, yet many students have difficulty in mastering it. Conventional learning methods are often less effective in increasing student engagement, so innovative learning models are needed. Purpose: To examine the effectiveness of STAD learning model in improving students' reading comprehension in grade VII at junior school South Halmahera. Method: This study used pre-experiment method with one-group pre-test and post-test design. The research sample consisted of 30 students, who were selected using cluster sampling techniques. Data was collected through reading comprehension tests before and after the application of the STAD model. Data analysis was conducted using t-test to measure the significance of differences in pre-test and post-test results. Result: The pre-test mean score was 55.30, while the post-test mean score increased to 77.40. The t-test result (19.55) was greater than the t-table (1.699) at a significant level of 0.05 with a degree of freedom (df) of 29. This shows that there is a significant increase in reading comprehension after the application of the STAD model. Implication: The results of this study indicate that the STAD learning model can be used as an effective strategy to improve students' reading comprehension. Therefore, it is recommended for educators to apply this model in learning to improve student learning outcomes, as well as develop further research to see its effectiveness in other subjects.
The Effectiveness of Supplementary Reading Materials in Improving Students’ Reading Comprehension: A Systematic Literature Review Mustika; Ashadi; Priyana, Joko
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8364

Abstract

This systematic literature review examined thirteen articles published between 2020 and 2024 in various countries, including Malaysia, China, Indonesia, the Philippines, and Cambodia, that addressed the broad issue of improving students' reading comprehension at various levels of education through supplementary reading materials. The purpose of this study was to assess the efficacy of these reading materials, determine the most beneficial types, and examine the variables influencing their success using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The results indicated that supplementary reading materials can improve students' post-test reading scores (mean score increased by 21.34%), motivation, engagement, vocabulary acquisition, language comprehension, and critical thinking skills. Older students responded better to text-based reading materials, while younger students benefited more from digital resources. A key factor influencing the impact of reading materials is their relevance to students' cultural and personal backgrounds. Future research is recommended to examine how supplementary teaching materials can be used in online and hybrid learning to improve learning outcomes in the digital age.
Co-Authors Azhari Joko Priyana Mustika Nisa, Liana Buruuja Senen, Ikram Tianusa, Marseilles