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All Journal Parole: Journal of Linguistics and Education English Education Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Research in English and Education Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Burhanuddin Yasin
Universitas Syiah Kuala
Humanities Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media

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GENDER-BASED DIFFERENCES IN MASTERING ENGLISH LANGUAGE SKILLS Nurlindawati Nurlindawati; Burhanuddin Yasin; Abdul Hadi
Jurnal Ilmiah Didaktika Vol 22, No 2 (2022): Jurnal Ilmiah Didaktika Februari 2022
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v22i2.11139

Abstract

This study aims to find out gender-based differences in mastering English language skills between male and female students in single-sex schooling. There were 330 participants from first and second-year students of Darul Ihsan Islamic Senior High School involved. Direct learning strategies (memory, cognitive, and compensation strategy) along with attitude, motivation, and anxiety are variables analyzed in this study. A questionnaire from the Strategy Inventory for Language Learning (SILL) and Attitude Motivation Test Battery (AMTB) were adapted to collect the data. The data were analyzed by using Mann Whitney-U Test. The findings from the partial test show there was a significant difference between male and female students in attitude, motivation, anxiety, memory strategy, and cognitive strategy. Only compensation strategy and the simultaneous test of the variables were found to have no statistically significant difference between male and female students. The finding of the English subject score showed that female students outperform male students. It also found that male students have a higher level of anxiety than female students. Therefore, it is suggested that teachers should try to adjust the teaching and learning in male classes so that hopefully the learning circumstance will reduce the anxiety of male students.
Using contextual teaching and learning (CTL) approach to improve students' speaking ability Ramzi Yusyac; Asnawi Muslem; Burhanuddin Yasin
English Education Journal Vol 12, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i3.19189

Abstract

The objective of this research is to investigate the implementation of Contextual Teaching and Learning (CTL) to improve students’ speaking skills in the aspects of accuracy, clarity, and fluency. This research employed a quantitative method in nature. A pre-experimental design with pre-test and post-test was used. The population of this research was all second-year students. The sample of this research was one of the second-year classes chosen by using the purposive sampling technique. The instrument used in this research was a speaking test: pre-test and post-test. The data collected were analyzed statistically. The results showed that the implementation of contextual teaching and learning (CTL) improved students’ speaking skills in terms of accuracy, clarity, and fluency. The result of Wilcoxon showed the value of Asymp. Sig (2-tailed) for accuracy, clarity, and fluency is 0.000 which means that the resulting test is less than the minimum requirements of the statistics range (0.05). Therefore, the use of CTL in teaching and learning speaking is very beneficial for students to improve their speaking skills. Thus, the hypothesis of this research was accepted. There is a significant improvement in students’ speaking skills after they were taught by using CTL.
Language learning strategies employed by higher and lower achieving students in learning speaking Suci Rahmi Amjusfa; Burhanuddin Yasin; Kismullah Abdul Muthalib
English Education Journal Vol 12, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i2.19468

Abstract

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.
The Effect of Multipass Strategy in Teaching Reading on Students’ Reading Comprehension Putri Nabila Aisyah; Burhanuddin Yasin; Ika Apriani Fata
Research in English and Education Journal Vol 6, No 2 (2021): June 2021
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (134.554 KB)

Abstract

This research aims to look at the effect of the Multipass strategy in teaching reading on students’ reading comprehension (A Library Research). The Multipass strategy and reading comprehension function as the independent variable and dependent variable consecutively. The Multipass strategy is a teaching strategy that aims to increase students' reading ability by using three main procedures; survey-pass, size-up pass, and sort-out pass. The researcher focuses on the lack of students' reading comprehension and aims to find out the effectiveness of the Multipass strategy to improve students' reading comprehension skills. The method of this study is library research and the data attached in this research are obtained from the previous works of the other researchers and some literature sources include journals, books, articles, and internet websites. The data analysis technique includes the process of data identification from relevant literature sources, determining where the data are located, obtaining the data, evaluating the data, and incorporating data into the research presentation. The results of this study show that the students reading comprehension skills were improved after they were given the treatment of the Multipass strategy using ten teaching instructions and the three Multipass main procedures (survey-pass, size-up pass, and sort-out pass). The results were proven by the students' test scores and validity tests. To sum up, the Multipass strategy is considered as the teaching strategy to improve students' reading comprehension skills. 
Effective Classroom Management in English as a Foreign Language Classroom Burhanuddin Yasin; Faisal Mustafa; Ayu Mentari Sarani Bina
PAROLE: Journal of Linguistics and Education Vol 12, No 1 (2022): Volume 12 Number 1 April 2022
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v12i1.91-102

Abstract

Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
STUDENT CONTRIBUTION INDEX (SCI) IN SCIENCE: A MEASURE OF CONTRIBUTION TO MITIGATING SOCIAL LOAFING AND FREE-RIDING IN TEAM PROJECTS Burhanuddin Yasin; Omar K Burhan; Faisal Mustafa; Ika Apriani Fata; Endang Komariah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.42064

Abstract

In this study, we introduce the Student Contribution Index (SCI) to measure these contributions. The purpose of this quantitative study is to test the validity of SCI as a measure of task identifiability and to determine the student satisfaction with SCI-based assessments. To collect the data, 52 students were split into high and low identifiability conditions. Both groups worked on a project and completed SCI once (LI group) and twice (HI group). We measured the SCI variability using an F-test at the significance level of 0.05. Furthermore, a group project of 113 students was assessed using SCI. Students completed an evaluation form to measure procedural fairness, distributive fairness, and satisfaction. We then analyzed the correlations between these variables using Pearson's Correlation. The results show that the variability in SCI of the HI group was negligible (SD = 0), indicating that all students contributed equally to the project. Meanwhile, a variability was observed in the LI condition (SD = 0.08), suggesting that SCI was a valid measurement. Additionally, students were generally satisfied with the assessment (M = 4.40), and a significant correlation was observed between the variables. This study presents a novel method for assigning grades to group members in group projects, taking into account each member’s individual contribution. As a result, fairness in grading can be achieved, and educators can discourage social loafing and free-reading behavior.
Co-Authors Abdul Hadi Asnawi Muslem Ayu Mentari Sarani Bina Endang Komariah Faisal Mustafa Ika Apriani Fata Kismullah Abdul Muthalib Nurlindawati Nurlindawati Omar K Burhan Putri Nabila Aisyah Ramzi Yusyac Suci Rahmi Amjusfa