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ROLE PLAY IN VIDEO TO ACCELERATE NON-ENGLISH STUDENTS’ MASTERY OF SPEAKING COMPETENCE Asna Usman Dilo; La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 1 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.906 KB)

To teach English to non-English major students in Islamic University is unique. This perception is also applied among lecturers and to stimulate a conversation situation in which students might find and give them an opportunity to practice and develop their speaking ability. Therefore, the use of role play that involved in short film documenter or video is used in this study to make their English creatively, not only to practice speaking ability but the students can explore their acting. This study is an action research study, where pre-test and posttest are administered to obtain the data, in addition to observation and literature study. This research is carried out in two cycles, every cycle there are four components they are: planning, acting, observing, and reflecting. The result of this research showed that used role play in video can accelerate the non-English students’ department mastery of speaking competence. It showed the first cycle showed that only 10 or 40% students were competent. While in the second cycle, there were 25 or 88% students gained the score more than 80. It means that the indicator of success has reached. Keywords: Role Play in Video, Speaking Competence, Non-English Students

Flashcards as A Media in Teaching English Vocabulary La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (875.428 KB)

This article aims to observe the using of flashcard as a media in teaching English vocabulary. The importance of language element is vocabulary because it is the vital organ of language. Teaching language needs media to deliver material to motivate the students and to put material easy to be understood. Therefore, this article examines two questions, namely how flashcard was used as media in teaching English vocabulary and is flashcards media effective in teaching English vocabulary. Classroom Action Research was used as a research method in this research. The result showed that the flashcard was prepared by teacher according to his/her creativity, such as the size and the content of words on the flashcards. The teacher used models of teaching vocabulary using flashcards, namely rhyme and lines flashcards, vocabulary introduction, find the pictures, story cards, categorizing vocabulary, and flashcard memory game. All the models have their steps. The result of research also showed that flashcard as a media is sufficient to improve the students' vocabulary. It is indicated through the achievement of a pretest, where only two (2) students have 500 words. However, 6 (six) students got 1200 words in the posttest.

ROLE PLAY IN VIDEO TO ACCELERATE NON-ENGLISH STUDENTS’ MASTERY OF SPEAKING COMPETENCE Asna Usman Dilo; La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 1 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.906 KB)

To teach English to non-English major students in Islamic University is unique. This perception is also applied among lecturers and to stimulate a conversation situation in which students might find and give them an opportunity to practice and develop their speaking ability. Therefore, the use of role play that involved in short film documenter or video is used in this study to make their English creatively, not only to practice speaking ability but the students can explore their acting. This study is an action research study, where pre-test and posttest are administered to obtain the data, in addition to observation and literature study. This research is carried out in two cycles, every cycle there are four components they are: planning, acting, observing, and reflecting. The result of this research showed that used role play in video can accelerate the non-English students’ department mastery of speaking competence. It showed the first cycle showed that only 10 or 40% students were competent. While in the second cycle, there were 25 or 88% students gained the score more than 80. It means that the indicator of success has reached. Keywords: Role Play in Video, Speaking Competence, Non-English Students

Flashcards as A Media in Teaching English Vocabulary La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (887.606 KB)

This article aims to observe the using of flashcard as a media in teaching English vocabulary. The importance of language element is vocabulary because it is the vital organ of language. Teaching language needs media to deliver material to motivate the students and to put material easy to be understood. Therefore, this article examines two questions, namely how flashcard was used as media in teaching English vocabulary and is flashcards media effective in teaching English vocabulary. Classroom Action Research was used as a research method in this research. The result showed that the flashcard was prepared by teacher according to his/her creativity, such as the size and the content of words on the flashcards. The teacher used models of teaching vocabulary using flashcards, namely rhyme and lines flashcards, vocabulary introduction, find the pictures, story cards, categorizing vocabulary, and flashcard memory game. All the models have their steps. The result of research also showed that flashcard as a media is sufficient to improve the students' vocabulary. It is indicated through the achievement of a pretest, where only two (2) students have 500 words. However, 6 (six) students got 1200 words in the posttest.

A Content Analysis of English Textbook “Bright An English” Used in Second Grade Junior High School Based on Merdeka Curriculum Nurhayati Tuluki; Harni Jusuf; La aba; Andi Nurwati; Enni Akhmad
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 2 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i2.2880

In the context of educational reform in Indonesia, the implementation of the Merdeka Curriculum has brought significant changes over the past few decades. A crucial aspect of this transformation is the curriculum for students, aimed at equipping them with the knowledge and skills necessary to become productive members of society. Launched by the Ministry of Education in 2020, the Merdeka Curriculum emphasizes a more holistic and inclusive educational approach, focusing on student-centered learning and technology use. This study aims to analyze the alignment of the textbook "Bright An English" with the Merdeka Curriculum for second-grade junior high school students, identifying its strengths and weaknesses in supporting English language learning. A qualitative approach was employed, specifically through document analysis. This method is often used to analyze written or visual data to identify specific characteristics or materials, focusing on the English textbook "Bright An English". The analysis revealed that the textbook generally meets the English language competencies outlined in the Merdeka Curriculum. Students are able to engage with various types of texts and develop their language skills effectively. However, areas such as the integration of character values and cultural diversity in the teaching materials require improvement. The findings indicate that "Bright An English" is largely aligned with the Merdeka Curriculum, fulfilling many essential requirements. Despite some shortcomings, the textbook remains a valuable resource for teachers and students, and supplementary materials are recommended to enhance the learning experience. Overall, it provides a solid foundation for English language education at the junior high school level.

Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective Rahmi Kusno; La Aba; Adimawati Helingo; Jhems Richard Hasan; Zulkifli Akhmad
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.439

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.

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