Garuda - Garba Rujukan Digital

USING WHISPERING GAME IN EFL LEARNERS SHOLIHATUL HAMIDAH DAULAY; MUHAMMAD DALIMUNTE; NURSYAHDIYAH NURSYAHDIYAH
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 5 No. 2 (2021): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v5i2.1493

In the process of learning English, there are many techniques and media that can be used. The methods and media in learning are made in a variety of ways so that learning English is not monotonous, and student motivation in learning English can be increased. In this study, the researcher discussed about the effectiveness of the whispering game in EFL learners. In the learning process of English, the 'Whispering Game' can increase student motivation, make the learning process more attractive to students so that it can improve the ability of students to learn English exactly. In conclusion, the researcher will apply the steps, advantages and disadvantages of this game. Abstrak Dalam proses pembelajaran bahasa Inggris, ada terdapat beberapa teknik dan media yang dapat digunakan. Metode-metode dan media dalam pembelajaran dibuat dengan berbagai cara agar pembelajaran bahasa Inggris tidak monoton, dan motivasi murid dalam belajar bahasa Inggris dapat ditingkatkan. Dalam pembahasan ini, peneliti akan mendiskusikan tentang keefektifan dari permainan whispering (berbisik) pada pembelajar bahasa Inggris. Dalam proses pembelajaran bahasa Inggris, “permainan berbisik” dapat meningkatkan motivasi murid, membuat proses pembelajaran semakin atraktif sehingga meningkatkan kemampuan murid dalam belajar bahasa Inggris secara tepat. Pada kesimpulan, peneliti akan menjelaskan langkah-langkah, kelebihan dan kekurangan dari permainan ini.

Evaluation of the Teacher Quality Improvement Training Program for Junior High School Level Using the CIPP Model Usman Usman; Candra Wijaya; Muhammad Dalimunte
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2232

Purpose of the study: This study evaluates the Junior High School Teacher Quality Improvement Training Program organized by the Gayo Lues Department of Education using Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model to assess its relevance, implementation quality, and measurable outcomes. Methodology: Employing a qualitative evaluative design, the research involved teachers, principals, facilitators, and program organizers as key informants. Data were collected through in-depth interviews, direct observation, and documentation, and analyzed descriptively to capture the program’s effectiveness across the four CIPP dimensions. Main Findings: The findings show that the program is highly relevant to teachers’ professional development needs, particularly in strengthening pedagogical and classroom management skills. Although the program benefited from competent facilitators, input evaluation revealed shortcomings in learning facilities and teaching media. The process evaluation indicated that training sessions were generally well-implemented, yet participant engagement and reflective practice require improvement. The product evaluation demonstrated meaningful gains in teachers’ pedagogical competence; however, the transfer of training into classroom practice remained partial due to limited follow-up support. Novelty/Originality of this study: The novelty of this study lies in its comprehensive application of the CIPP model to a rural district training program, offering a nuanced diagnostic framework that links systemic constraints with individual teacher outcomes an approach seldom used in remote Indonesian contexts. The results highlight the need for active learning strategies, improved infrastructure, and structured post-training mentoring to sustain instructional improvements and ensure continuous professional growth among junior high school teachers.

Exploring AI-Powered Speaking Applications on Learning Styles Accommodation Among Indonesian Senior High School Students Cut Miftahul Salami; Muhammad Dalimunte; Farida Repelita Waty BR Kembaren
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1160

This qualitative case study addresses the understudied interplay between students' diverse VARK learning styles (Visual, Auditory, Read/Write, Kinesthetic) and their engagement with an integrated AI-powered speaking platform, Practica AI, within the Indonesian socio-cultural context. The research was driven by the practical observation of varied learning outcomes among students using the same AI tool, suggesting a critical mediating role of individual learning styles. Conducted over three months at SMA Sukma Bangsa Lhokseumawe, the study employed a descriptive case study design with six purposefully selected 10th-grade participants representing a spectrum of VARK profiles. Data were collected through semi-structured interviews, non-participant observations, participant reflective journals, and document analysis (VARK questionnaires, app logs). Thematic analysis revealed three primary findings. First, learning styles functioned not as static labels but as dynamic strategic identities; students consciously curated personalized learning pathways by selectively navigating and combining Practica AI's multimodal features. Second, the study conceptualizes a critical "affordance-accessibility gap," where the effectiveness of a technological feature is contingent upon its alignment with the user's cognitive style, rendering the same feature a strength for one learner and a point of friction for another. Third, the research documents the significant cultural practice of "socializing the interface," where students collectively transformed the individualistic AI tool into a collaborative learning experience through peer comparison and shared scenario analysis, aligning with the local gotong royong (mutual assistance) ethos. Crucially, the study elucidates how these style-mediated experiences indirectly contribute to speaking skill improvement by fostering metacognitive awareness, reducing anxiety, and enabling targeted micro-skill practice. The study concludes that the efficacy of AI in language learning is co-constructed through the negotiation of intrinsic cognitive preferences, technological design, and the socio-cultural learning context. It underscores the urgent need for pedagogical strategies that foster metacognitive awareness and for instructional designs that are not only multimodal but also culturally responsive.

Exploring Challenges, Strategies, and Human Impacts of Bilingual Class in Indonesian Secondary School Muhammad Dalimunte; Farida Repelita Waty BR Kembaren; Zamzami Zamzami
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1015

Bilingual learning has been increasingly implemented in Indonesian secondary schools to enhance students’ English proficiency and global competitiveness; however, its classroom implementation remains uneven and challenging. This study aims to explore the challenges, instructional strategies, and human impacts of bilingual learning in everyday school practices. Employing a qualitative case study approach, the research was conducted at SMPS Iskandar Muda Aceh Utara through classroom observations and semi-structured interviews with teachers, students, and school administrators. The findings reveal that bilingual learning encounters interconnected challenges at multiple levels, including students’ limited academic English proficiency, teachers’ pedagogical and linguistic constraints, and insufficient institutional and policy support. Although many students demonstrate conceptual understanding, they often struggle to articulate academic ideas in English, while teachers struggle to balance content mastery and language use. To address these challenges, teachers and schools adopt adaptive strategies such as code-switching, scaffolding, flexible language practices, and gradual implementation of bilingual instruction. Beyond instructional outcomes, the study highlights significant human impacts, particularly on students’ motivation, socio-emotional development, and classroom engagement. Initial anxiety and hesitation are commonly observed; however, supportive instructional practices foster increased confidence, resilience, and active participation over time. This study concludes that bilingual learning should be understood not merely as a technical instructional model, but as a human-centered educational practice shaped by linguistic readiness, emotional dynamics, and institutional context.

Innovative Techniques for Teaching English in Elementary Schools: Perspectives from Young Learner Educators Muhammad Dalimunte; Sholihatul Hamidah Daulay; Afanin Nabila; Ahmad Husein Nst
Jurnal Langua Vol 8 No 1 (2025): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21164330

English is one of the most important languages needed nowadays. English has been introduced to children since childhood. An English teacher must be able to teach English to the children he teaches. The purpose of this study is to find out what techniques are used by teachers in teaching English to children in Indonesia. The method used by the author in this study is a literature review. This method uses several journals or books and then summarizes the results found in the journal and book collections. The results of this study indicate that the techniques often used by teachers to teach English to children in Indonesia include learning with games and songs.

Implementation of Islamic Education Management in the Development of Digital Madrasahs: A Case Study at MIS Terpadu Kota Langsa Zulfahji Zulfahji; Mesiono Mesiono; Muhammad Dalimunte
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol. 13 No. 1 (2026): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/f25h9v21

Digital transformation in madrasah ibtidaiyah presents challenges in integrating technology into learning processes grounded in Islamic educational values. This study aims to analyze the implementation of Islamic education management in the development of digital madrasahs and to explore the use of technology in supporting learning, assessment, and students’ digital literacy at MIS Terpadu Kota Langsa. The study employs a qualitative approach with a case study design, involving the principal, teachers, and educational staff as informants through in-depth interviews, observations, and documentation. Data were analyzed using a descriptive-analytical approach with source triangulation and member checking to ensure data validity. The findings indicate that digital classes are implemented for students in grades 4–6 through a readiness-based and contextual approach, taking into account cognitive readiness, foundational literacy, and parental support. Learning Management Systems (LMS) and digital learning applications strengthen the management of learning materials and activities, while digital-based final examinations function as tools for both assessment and the development of technological literacy. Digital transformation also enhances teachers’ professional roles and highlights the importance of integrating Islamic values into decision-making processes. This study emphasizes that the success of digital madrasahs is determined by the institution’s ability to manage technology in an ethical, pedagogical, and contextual manner. Theoretically, this study contributes new insights into the principles of Islamic education management that support the development of digital madrasahs, ensuring that technological transformation in primary education remains aligned with the values of tarbiyah. Keyword: Digital Madrasah, Islamic Education Management, Primary Education

Evaluation of the Teacher Quality Improvement Training Program for Junior High School Level Using the CIPP Model Usman Usman; Candra Wijaya; Muhammad Dalimunte
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2232

Purpose of the study: This study evaluates the Junior High School Teacher Quality Improvement Training Program organized by the Gayo Lues Department of Education using Stufflebeam’s CIPP (Context, Input, Process, Product) evaluation model to assess its relevance, implementation quality, and measurable outcomes. Methodology: Employing a qualitative evaluative design, the research involved teachers, principals, facilitators, and program organizers as key informants. Data were collected through in-depth interviews, direct observation, and documentation, and analyzed descriptively to capture the program’s effectiveness across the four CIPP dimensions. Main Findings: The findings show that the program is highly relevant to teachers’ professional development needs, particularly in strengthening pedagogical and classroom management skills. Although the program benefited from competent facilitators, input evaluation revealed shortcomings in learning facilities and teaching media. The process evaluation indicated that training sessions were generally well-implemented, yet participant engagement and reflective practice require improvement. The product evaluation demonstrated meaningful gains in teachers’ pedagogical competence; however, the transfer of training into classroom practice remained partial due to limited follow-up support. Novelty/Originality of this study: The novelty of this study lies in its comprehensive application of the CIPP model to a rural district training program, offering a nuanced diagnostic framework that links systemic constraints with individual teacher outcomes an approach seldom used in remote Indonesian contexts. The results highlight the need for active learning strategies, improved infrastructure, and structured post-training mentoring to sustain instructional improvements and ensure continuous professional growth among junior high school teachers.

Exploring Boarding School EFL Teachers' Strategies to Build Up Students' Speaking Competence Hafez Al Assad; Farida Repelita Waty Br. Kembaren; Muhammad Dalimunte
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.v13i2.7860

This study investigates how EFL (English as a Foreign Language) teachers utilize teaching strategies to enhance students' speaking competence, particularly in Grade 8 classes. The data were collected through 30-minute observations per teacher and 15-minute semi-structured interviews with both teachers from the boarding school, conducted both inside and outside the classroom. This study employed a descriptive case study approach, and the data were analyzed using descriptive qualitative analysis to identify recurring patterns and categorize the strategies used in the classroom. The findings revealed that teachers employed a combination of strategies both inside and outside the classroom. Inside the classroom, strategies include vocabulary drilling, question-and-answer sessions, discussions, and group work. Meanwhile, the teachers from outside the classroom employed a range of teaching strategies, including group work, vocabulary drilling and memorization, as well as question-and-answer sessions and conversations. The above strategies demonstrate that interaction strategies, such as dialogue, conversation, and Q&A, encourage the use of speaking language, while vocabulary drilling provides the foundation for speaking development. The results offer insight into how boarding schools can promote lifelong language learning by striking a balance between classroom instruction and additional practice. The study highlights the practical value of interactive strategies in fostering speaking competence. However, as the research was limited to two teachers in a single institution, the findings provide transferable insights for similar EFL boarding school settings, particularly in highlighting the practical value of interactive approaches for fostering speaking competence.

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search