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All Journal Jurnal Celtic Language Literacy: Journal of Linguistics, Literature, and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings Journal of Research on English and Language Learning (J-REaLL) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Seminar Nasional Peningkatan Mutu Pendidikan ELLITE: Journal of Education, Linguistics, Literature and Language Teaching Jurnal Pendidikan dan Pengabdian Masyarakat Komposit : Jurnal Pengabdian Dan Pemberdayaan Masyarakat International Journal of Social Sciences and Humanities
Rahmiati Rahmiati
Universitas Samudra
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Development of E-Module Based on Flip Book Media to Improve Students’ Speaking Skills Makhroji Makhroji; Rahmiati Rahmiati; Chairuddin Chairuddin; Irma Dewi Isda
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 4 (2023): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i4.8999

Abstract

This research aims to develop E-module teaching materials based on Flip Book media to improve students' speaking skills. This research method used research and development with the Plomp model consisting of three stages: preliminary analysis phase, development or manufacture of prototypes, and assessment. The research instrument used a questionnaire, while the data analysis technique was quantitative. Based on the results of the media product feasibility test validation, the value was 85.62%, while the media feasibility test percentage was 89.58%. Next, the practicality test with a percentage of 0.86%, the results of the feasibility test and practicality test showed that the flip book-based e-module product developed was in the very valid category and suitable for use without revision. Meanwhile, the results of the N-gain score test for increasing students' speaking skills each semester towards increasing speaking skills are in the medium category, so it can be concluded that using e-modules based on Flip Book media can improve students' speaking skills.
Integrating Social-Emotional Learning in English Language Teaching: Teachers’ Perspectives, Pedagogical Practices, and Challenges Makhroji; Evi Zulida; Muhammad Arif Sanjaya; Rahmiati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17761

Abstract

This study aims to explore how Social-Emotional Learning is integrated into English Language Teaching by examining teachers’ perspectives, pedagogical practices, and implementation challenges, and to provide pedagogical implications for enhancing ELT practices, focusing on the Indonesian context of Kota Langsa, Aceh. Using a mixed-methods design, the research employed 50 questionnaires containing 30 items to gather quantitative data and conducted 12 in-depth interviews to collect qualitative insights. The study involved 50 English teachers from junior and senior high schools in Kota Langsa, Indonesia, representing public, private, and Islamic boarding schools. Quantitative data were analyzed using descriptive and inferential statistics, including independent-samples t-tests, with SPSS. Qualitative data were examined through thematic analysis. Integration of both strands enabled triangulation, generating findings that were both statistically grounded and contextually rich. Results indicated that while teachers demonstrated high awareness of SEL benefits (M = 4.32, SD = 0.45), their classroom practice remained moderate (M = 3.65, SD = 0.52), revealing a significant awareness-practice gap. Institutional constraints, limited training, and cultural issues were identified as major barriers, with public school teachers reporting more systemic challenges than private school teachers (p = 0.003, Cohen’s d = 0.88). Qualitative findings highlighted culturally responsive practices, such as integrating Islamic narratives, alongside the need for institutional support. The study concludes by recommending localized strategies and systematic training to bridge the gap between SEL awareness and classroom implementation.
Co-Authors Allif Syahputra Bania Ardhea Rosana Putri Azza Lutfiyyah Rambe Chairuddin Chairuddin Elma Tiara Fadlia Fadlia Fadlia Fadlia Faiz Isma Fitria Mustika Fiza Rauzika Altasa Fiza Rauzika Altasa Altasa Imran Imran Imran Imran Irma Dewi Isda Iskandar Abdul Samad Makhroji Makhroji Makhroji Maria Ulfa Merina Devira Muhammad Arif Sanjaya Muhammad Fauzan Isma Muhammad Yakob Nuraini Nuraini Nursamsu Nursamsu Pebry Aisyah Putri Batubara Prima Nucifera Purwati Purwati Putri baroona Rachmat Almi Putra Surya Asra Surya Asra Wan Muthia Lubis Zulida, Evi