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All Journal English Review: Journal of English Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Proceedings of ISELT FBS Universitas Negeri Padang Journal of English Education and Teaching (JEET) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Linguistics Initiative Jurnal Kajian Ilmu Pendidikan (JKIP) Journal of English Education Program (JEEP) Journal Cerdas Mahasiswa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Kasmaini Kasmaini
Universitas Bengkulu
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPROVING ENGLISH STUDENTS’ SPEAKING SKILLS THROUGH AN ACTION LEARNING STRATEGY Kasmaini Kasmaini; Sudarwan Danim; Muhammad Kristiawan; Zahrida Zahrida; Sufiyandi Sufiyandi; Dwi Maharrani
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7232

Abstract

For students of English education, speaking skills are of paramount importance. However, in the context of English students at Universitas Bengkulu, many students seemed to still struggle with speaking skills. Therefore, to cope with this problem, this classroom action research was conducted with the aim of improving the speaking skills of students who took English conversation course by applying action learning strategy (ALS) since this strategy was scientifically promising. Two phases of the class action design were employed in this research project. The data were garnered using observations, interviews, and English-speaking test. It was evident from the first phase of observation that almost all students recommended the ALS. The data from the interview revealed that a significant proportion of students had profited from this approach, and there were few students who spoke in front of the class. The first phase's precise decision how an average score of 74 was attained by the students. At the second phase, the observation and interview data showed that nearly all students actively participated during discussions and had good improvements of English-speaking skills. The result revealed that the implementation of ALS in the conversation course in semester 1 improves S1 students’ speaking skills.
The Effect of Using Canva on Students’ Motivation in Learning English Tiara Andhini; Iis Sujarwati; Kasmaini Kasmaini
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.23642

Abstract

Motivation is essential for learning English. But in some cases, student motivation declines, which impacts their learning outcomes. There are many ways to increase this motivation, including using engaging learning media, such as Canva. Therefore, this study aims to determine whether the use of Canva is related to students' motivation to learn English. The sample comprised 46 seventh-semester students in the English Education study program at the University of Bengkulu in the 2025/2026 academic year. The method used in this study was a quantitative correlational analysis using Spearman's rank correlation. The results showed a very strong positive correlation (r=0.813) with a significance level of <0.001. It can be said that the more frequently Canva is used as a learning medium, the higher students' motivation to learn English is. This is because Canva has an attractive, easy-to-use interface that increases students' motivation, participation, and self-confidence. Based on the research results, Canva as a learning medium is important and effective for increasing motivation to learn English at the tertiary level.
How Instructional Leadership Supports and Influences Teacher Professional Development? Aidah Nur Hafizah; Kasmaini Kasmaini
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2020

Abstract

This study investigates how instructional leadership supports teacher professional development and how it influences teachers’ motivation and classroom performance. Using a qualitative approach, data were collected through semi-structured interviews with three participants: a school principal, a senior teacher, and an early-career teacher. The findings show that instructional leadership is enacted through clear communication of instructional goals, participatory decision-making, consistent supervision, constructive feedback, and facilitation of professional development activities. These practices help teachers engage more deeply in professional learning and strengthen their instructional capacity. The results also reveal that supportive leadership enhances teacher motivation by providing recognition, emotional encouragement, and opportunities for autonomy, which in turn improves teachers’ confidence and classroom performance. The study concludes that strong instructional leadership plays a vital role in shaping teacher learning and motivation, ultimately contributing to improved instructional quality in schools. Recommendations include enhancing leaders’ coaching skills and strengthening collaborative learning structures to better support teacher development.
The impact of literature through short stories on English language instruction Juentri Enfira; Kasmaini Kasmaini
Linguistics Initiative Vol. 6 No. 1 (2026)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.61395

Abstract

This study investigates the effectiveness of integrating literature, specifically short stories, into English language instruction for junior high school students. Conducted at SMPIT AN-NIDA' Lubuklinggau, it aims to determine if short stories enhance vocabulary acquisition, reading comprehension, and overall language proficiency compared to traditional methods. The research addresses the need for engaging, culturally relevant teaching strategies in Indonesian Islamic schools. A quasi-experimental design was employed with a population of 60 students divided into two classes (30 students each). Class A (experimental group) received English instruction incorporating short stories (e.g., adapted narratives with themes of morality and adventure), while Class B (control group) followed conventional grammar-focused lessons. Pre- and post-tests measured English proficiency (vocabulary, comprehension, and grammar scores out of 100). Data were analyzed using descriptive statistics (means) and an independent samples t-test to assess differences between groups (α = 0.05). Pre-test means showed similar baseline proficiency: Class A (M = 65.2, SD = 8.1) and Class B (M = 66.8, SD = 7.9). Post-test means indicated improvement in both groups, but Class A outperformed Class B: Class A (M = 78.5, SD = 6.5) vs. Class B (M = 71.2, SD = 7.2). The independent t-test revealed a significant difference (t (58) = 4.23, p = 0.001), confirming that the use of short stories has a real positive impact on improving students’ English language skills.
RHETORICAL PATTERNS OF DISCUSSION SECTIONS OF REPUTABLE INTERNATIONAL JOURNALS Kasmaini Kasmaini; Riswanto Riswanto; Zahrida Zahrida; Adesti Anggita Putri
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.7919

Abstract

This study aims to investigate the rhetorical patterns in the discussion sections of reputable international journals (Q1) in the field of English language teaching using a qualitative content analysis design. The discussion sections of the selected journals are analyzed using the Ruiying  and Allison model (2003). A total of 30 articles served as the research corpus. This study will reveal the rhetorical patterns (based on the Ruiying  and Allison model). The findings indicate that certain moves and steps are consistently present across the articles, reflecting conventional or obligatory rhetorical practices. Moves 2 and all steps of Move 4 were observed in 100% of the articles, identifying them as obligatory elements in structuring discussion sections. Other moves, such as Moves 1, 3, 5, 6–Step 1, and 6–Step 2, appeared in 90–96.6% of the articles, demonstrating their conventional but non-obligatory nature. In contrast, optional steps, including Move 6–Step 3 and Move 7–Step 3, were present in only 30–36.7% of the articles, suggesting that they are not essential to the overall rhetorical structure. These results can serve as valuable resources for academic writing courses.
Co-Authors Adesti Anggita Putri Aidah Nur Hafizah Anisa Imelda Anita Anita Ayu Suhesti Azzah Salandega Dedi Sofyan Dorea Afrilia Wulandari Dwi Maharrani Elfrida Elfrida Gusti Komang Permana Iis Sujarwati Ildi Kurniawan Indah Damayanti Juentri Enfira Lidia Gusnen Mimid Muhammad Kristiawan Nova Pandan Sari Reko Serasi Revvi Ayu Fratiwi Riswanto Riswanto Riswanto Riswanto Riswanto Riswanto Riswanto Riswanto Sepmi Risanda Sudarwan Danim Sufiyandi Sufiyandi Tiara Andhini Wisma Yunita Zahrida