Article Per Year (5 Year)
p-Index From 2021 - 2026
3.416
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Lingua Cultura IJEE (Indonesian Journal of English Education) Englisia Journal English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Register Journal Indonesian Journal of English Language Teaching and Applied Linguistics Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JISIP: Jurnal Ilmu Sosial dan Pendidikan Journal of English Education and Teaching (JEET) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Pedagogy : Journal of English Language Teaching Jurnal Pengabdian UNDIKMA Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of EFL and Linguistics Akademika : Jurnal Pemikiran Islam Journal of Language and Literature Studies Nuras : Jurnal Pengabdian Kepada Masyarakat REGISTER JOURNAL Sasambo: Jurnal Abdimas (Journal of Community Service) Indonesian Journal of English Language Teaching and Applied Linguistics
Haerazi, Haerazi
Universitas Pendidikan Mandalika
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : REGISTER JOURNAL

 1 
The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction Haerazi Haerazi; Rully May Vikasari; Zukhairatunniswah Prayati
Register Journal Vol 12, No 2 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i2.157-180

Abstract

ABSTRACTThis study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8th-grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction  
Intercultural Communicative Competence Model Using English Literature: A Case Study at Some Islamic Universities in Indonesia Juliastuti; Magfirah Thayyib; Haerazi Haerazi
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.112-138

Abstract

The acquisition of intercultural competence is considered paramount in enabling learners to engage comfortably with individuals from diverse linguistic and cultural backgrounds. The ability to communicate and interact appropriately with individuals from diverse cultural and linguistic backgrounds is increasingly recognized as a fundamental component of the 21st century learning skillset. To investigate the attitudes, knowledge, and skills of students in relation to intercultural activities, this study employs a literature-based instructional approach. The implementation of the Intercultural communicative competence through English Literature (ICC-EL) paradigm among 92 students enrolled in the English Education Study Program at an Islamic higher education institution is the subject of this study. The research adopted a mixed-method approach to generate both quantitative and qualitative data. Specifically, a questionnaire was administered to students upon the completion of the course to elicit quantitative data, while qualitative data was obtained through observation of the students' performance by the course lecturer. The results demonstrate that the implementation of the ICC-EL model has proven to be successful in stimulating the students' intercultural communication skills. Furthermore, the study of literary materials in the form of English novels has encouraged students to administer their awareness of intercultural communication skills. The incorporation of a variety of techniques has provided students with greater exposure to diverse languages and cultures, thereby encouraging them to manage their intercultural communication skills. The assessment of intercultural communication competency employed in the ICC-EL model is deemed appropriate and adaptable for implementation in different language teaching and evaluation contexts.
Co-Authors Aminullah Aminullah Aminullah Aminullah, Aminullah Arif Rahman Arif Rahman Dedi Irwansyah Dedi Irwansyah Dehghani, Sadaf Edi Firman Fitri Anggraini Hariyanto Herdiana Fitriani Heri Hidayatullah Heri Hidyatullah Hunaepi, Hunaepi I Ketut Warta I Wayan Karmana I Wayan Karmana, I Wayan Imran, Fathurrahman Irawan, Lalu Ari Issra Pramoolsook Jayrome Lleva Núñez Juliastuti Jumadil Jumadil Jupri Jupri Jupri Jupri K. Dedy Sandiarsa Kamarudin Kamarudin KETUT SUKARMA . Khaerul Fadli Kholisussa’di, Kholisussa’di Lalu Ari Irawan Lalu Ari Irawan Lalu Ari Irawan Lalu Ari Irawan Lalu Ari Irawan Lalu Ari Irawan M Zaenuddin M. Sopian Assauri Assauri Magfirah Thayyib May Vikasari, Rully Mismardiana Moh Arsyad Arrafii Moh. Arsyad Arrafii Muhammad Ikhsan Muhsinin Muhsinin, Muhsinin Muslim Ni Wayan Prami Wahyudiantari Novi Sulastri Prayati, Zukhairatunniswah Reformana, Gusti Bagus Adri Yogha Rimajon Sotlikova Rully May Vikasari Rully May Vikasari Rully May Vikasari Sadaf Dehghani Sadaf Dehghani Soemardiawan, Soemardiawan Sotlikova, Rimajon Sugianto Sugianto Taufik Samsuri Taufik Suadiyatno Tawali Tawali Umi Rachmawati Zukhairatunniswah Prayati Zukhairatunniswah Prayati Zukhairatunniswah Prayati