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All Journal Indonesian Journal of Applied Linguistics (IJAL) PIONIR: Jurnal Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Englisia Journal Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran PEJ (PRIMARY EDUCATION JOURNAL) Jurnal Ilmiah Bina Bahasa Studies in English Language and Education Jurnal Pengembangan Profesi Guru dan Dosen Jurnal Kolaborasi Akademika
Siti Khasinah
Universitas Islam Negeri Ar-Raniry Banda Aceh
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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DEVELOPING BEGINNING READING USING PICTURE AND PICTURE LEARNING MODEL Khasinah, Siti; Ningsih, Yuni Setia
PIONIR: JURNAL PENDIDIKAN Vol. 12 No. 3 (2023): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v12i3.21624

Abstract

The reading ability of beginner students at SD Negeri Lamklat is still low. In a reading lesson, they can name the letters of the alphabet in the reading sequence from A to Z. However, if the letters are scrambled, most students cannot remember how to pronounce the letters correctly. Apart from that, their pronunciation and intonation when reading are also inappropriate. Therefore, this research aims to determine the influence of the Picture and Picture learning model to improve the beginning reading skills of grade I students at SD Negeri Lamklat, Kabupaten Aceh Besar. The research method used is the One Group Pre-test-Post-test Design of Pre-Experiment. The sample of this study was 22 grade 1 students. An oral pre-test and post-test were used to collect the data. Completion of the initial reading ability test results is carried out using statistical tests with a significance level of 0.05 and using the percentage formula. The results of the research show that the use of pictures and pictures influences the students' ability. After testing, it is found that t-test = 4.395 and t-table = 1.721. Thus, t-test ≥ t-table or 4.395 > 1.721. Therefore, it can be concluded that the hypothesis in this research (Ha) is accepted. In addition, the average score for the pre-test was 51.363 and the post-test was 91.363. Thus, the finding shows that there is an impact of the use of the Picture and Picture learning model in developing the initial reading ability of the students. 
MANAGING CLASSROOM: TEACHERS' STRATEGIES AND CHALLENGES Khasinah, Siti; Nurdin, Syahidan; Panjaitan, Annisa Mardia
PIONIR: JURNAL PENDIDIKAN Vol. 13 No. 2 (2024): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v13i2.24134

Abstract

Classroom management ensures optimal teaching and learning processes, especially in thematic learning. Teachers often face challenges requiring specific coping strategies, particularly because students are still young. This study describes the strategies and challenges teachers face in classroom management during thematic learning at an Islamic Elementary School in Banda Aceh. The researchers used observation sheets and interview lists to guide this qualitative research. The findings revealed that the classroom management strategies employed by second-grade teachers at the school include weekly reorganization of student seating arrangements, engaging students through question-and-answer sessions and games, classroom administration by designing lesson plans (RPP), taking attendance, providing a reading corner, ensuring availability of trash bins, keeping student personality notes, and implementing rewards and punishments. The challenges teachers face in managing the classroom during thematic learning include internal factors such as student motivation and psychological conditions and external factors such as the teacher's proficiency in designing lesson plans that integrate available learning media and facilities.Keywords: Strategy,  Challenge, Classroom management, Thematic learning
A mix-method study on students’ demotivating factors in learning English in higher education context Bahri , Syamsul; Khasinah, Siti; Fajarina, Nabila
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 2 No. 2 (2025): Jurnal Pengembangan Profesi Guru dan Dosen
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v2i2.97

Abstract

This study attempts to explore students’ demotivating factors in learning English at Department of English Language Education. This research employed a mixed-method research which used questionnaire and interview technique. The participants consisted of 63 students from Department of English Language Education. The finding showed that the students reflected on teaching material, teaching process and teaching content factors, teaching facilities and teaching environment, the relationship between lecturers and students, lecturers’ teaching competence and attitude of lecturers, experience of failure and lack of confidence, unclear study goal factor, significance others, the scheduling system and the usage of native language in language learning process as their demotivating factors in learning English. Teaching material, process and content found out to be the major factor that decreases students’ interest in learning English. This research is expected to enrich the literature research of demotivation in learning English and to provide an adequate information to the educators to help the students eliminate the demotivating factors
Enhancing English Teachers’ Capacity to Implement Differentiated Instruction in Post-Disaster School Settings: Reflections and Pedagogical Recommendations from a Community Service Action in Pidie Jaya, Aceh Khasinah, Siti
Jurnal Kolaborasi Akademika Vol. 3 No. 1 (2026): JKA
Publisher : Bansigom Na Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64826/nhzekw35

Abstract

Post-disaster school conditions present complex challenges for English teachers, including damaged infrastructure, limited learning resources, and diverse student learning needs. In response to these challenges, a community service program in the form of a seminar was conducted for disaster-affected communities, including teachers in general and English teachers in particular, in Pidie Jaya, Aceh. This article aims to provide pedagogical reflections and recommendations on how English teachers can implement differentiated instruction in post-disaster school settings. Drawing on theories of differentiated instruction, post-disaster education, and English language teaching, this article outlines practical strategies for adapting teaching methods, materials, and media to students’ readiness, interests, and learning profiles. Rather than reporting empirical outcomes, this paper emphasizes conceptual guidance and professional recommendations derived from the seminar content and discussions. The article contributes to community capacity building by offering a flexible instructional framework that supports teaching continuity and educational resilience in post-disaster contexts.
Co-Authors Amiruddin Amiruddin Anita Siregar Bahri , Syamsul Elviana Elviana Elviana Elviana Elviana Elviana, Elviana Fajarina, Nabila INDAH MAYANGSARI Izza, Khairul Khairiah Syahabuddin Muhammad Farhan Mutia Ulfa Nidawati Nidawati Panjaitan, Annisa Mardia Raden Mohamad Herdian Bhakti Ridwan M. Daud Saiful Akmal Sa’i, Sa’i Syahidan Nurdin, Syahidan Teuku Zulfikar Yuliar Masna Yuni Setia Ningsih