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All Journal Wahana Didaktika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme FOSTER: Journal of English Language Teaching Teaching and Learning Journal of Mandalika (Teacher) Education Journal of Indonesia (EJI) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Kemitraan Masyarakat Jurnal Pendidikan dan Sosial Humaniora
Masagus Firdaus
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Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Influence of Rea-Examine-Decide-Write (REDW) Strategy and Learning Motivation toward Reading Comprehension at Sriguna Junior High School of Palembang Masagus Firdaus; Noviati Noviati
Wahana Didaktika : Jurnal Ilmu Kependidikan Vol. 13 No. 2 (2015): Wahana Didaktika Jurnal Ilmu Kependidikan
Publisher : Faculty of teaching training and education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wahanadidaktika.v13i2.1683

Abstract

Abstract            This study aimed at finding out whether or not there is significant difference in reading comprehension achievements between high motivation students and low motivation students who are taught by using REDW strategy. The writer choose 30 students as the sample of the study. The sample was selected by using cluster random sampling. The data collected by using tests. The data were analyzed by using match t-test through SPSS 17 Program. The result showed that difference. This the significant difference. This obtained that the significance value was 0.030. It means that there is a significant difference in the effect of REDW strategy on reading comprehension for high or low learning motivation. Then, the significant value of learning motivation was 0.00. Since  it was less than 0.05. it could be interpreted that learning motivation contributed influence on the reading comprehension. It was obtained that significance value was 0.02. There is a significant influence of REDW and learning motivation an students’ reading comprehension achievement. Keywords: REDW Strategy, Learning Motivation, Reading Comprehension
The Correlation Among Student’s Interest, Learning, Radiness and the Fifth Grades’ Achivement of English at SD Islam Tahfidz Alquran At-Tauhid Pangkalpinang Anita, Diska; Masagus Firdaus; Hanni Yukamana
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 5 No. 1 (2024)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v5i1.2171

Abstract

The motivation behind this review was to find out and portray (1) the connection between's understudies' advantage and understudies' english accomplishment, (2) the relationship between's understudies' learning availability and understudies' english accomplishment and (3) the connection among understudies' advantage, understudies' learning status and understudies' english accomplishment of the 5th grade understudies of SD Islam Tahfidz Alquran AT-TAUHID Pangkalpinang. This study was led on May, 2023 at SD Islam Tahfidz Alquran AT-TAUHID Pangkalpinang. This study utilized quantitative examination with connection research plan. The populace and test of this review were the understudies in 5th grade in An and B class, with all out understudies were 78 understudies. The information assortment strategy utilized in this study were instant survey and Report scores of the understudies. The analyst directed ordinariness test, homogeneity test and linearity test and broke down information utilized straightforward and various relapse method. That's what the discoveries showed (1) there is a huge connection between's understudies' advantage and english learning accomplishment, (2) there is a high critical relationship between's understudies' learning preparation and english learning accomplishment and (3) there is a high critical connection among understudies interest, learning status and english learning accomplishment.
AN ANALYSIS OF READING EXERCISES QUESTION INSERTED IN ENGLISH BOOK ORIENTED TO HOTS FOR THE TENTH GRADE STUDENTS OF SMKN 1 PENUKAL UTARA Doraimon; Masagus Firdaus; Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.16687

Abstract

English, as the lingua franca of our interconnected world, holds immense significance for contemporary students. Its status as a global language transcends borders, enabling communication across diverse cultures, industries, and regions. Proficiency in English is not merely a skill but a gateway to numerous opportunities, such as accessing international academic resources, participating in global job markets, and fostering cross-cultural understanding. This research underscores the critical role of English in modern education, highlighting its function in facilitating global collaboration and access to critical educational resources. Most scholarly literature and leading educational materials are in English, making proficiency in the language essential for keeping up with developments across various fields.This study employed a qualitative research design to explore the role of the "Work in Progress" English textbook within the learning environment at SMKN 1 Penukal Utara. The qualitative approach enabled an in-depth examination of students' perceptions of the textbook, their responses to its teaching methodology, and the contribution of the textbook to their English language proficiency. Findings from the study reveal that the textbook incorporates a significant number of Higher Order Thinking Skills (HOTS) questions, particularly for 10th-grade students. Approximately 70% of the textbook's content focuses on enhancing students' analytical and problem-solving skills, aligning with its overarching goal of deepening students' understanding of the English language. The integration of HOTS questions in each thematic unit significantly contributes to the development of students' higher-order thinking abilities.
EXPLORING TEACHERS’ STRATEGIES IN TEFL Tambunan, Rofriyanti Veronika; Masagus Firdaus; Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.16690

Abstract

This research explores the teachers’ teaching strategies in teaching English as a foreign language at SMP Bethesda Palembang. Kayi’s theory has fifteen strategies that can be applied by English teachers to teach speaking in the teaching and learning process. Several teaching methods include discussion, role-play, simulation, information gap, brainstorming, story-telling, interview, story completion, reporting, card games, picture narration, picture description, and spotting the differences. A qualitative descriptive method was utilized for this research, and two teachers as samples. To gather data, the researcher used questionnaires, interviews, and documentation as instruments in this research. The results of this research show that Teacher 1 employed strategies such as conversation, speeches, interviews, and discussions. In contrast, Teacher 2 used presentations, reporting, project-based learning, games, interviews, and story retelling. Teachers use those strategies because the strategy makes the students participate in teaching and learning activities. Overall, the teachers implemented a variety of strategies to teach speaking skills.
Leveraging Quizizz for Skill-Intergrated Language Assessment in EFL Classrooms: A Literature-Based Analysis : Penelitian Shelvi Carmelya; Masagus Firdaus
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 3 No. 4 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 3 Nomor 4 (April 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v3i4.1317

Abstract

This study investigates the use of Quizizz, a game-based digital platform, in assessing integrated language skills within English as a Foreign Language (EFL) contexts. Employing a qualitative library research method, the study systematically reviewed journal articles, conference proceedings, and case studies published between 2020 and 2025. The findings indicate that Quizizz has evolved from a simple quiz tool to a versatile platform capable of supporting multimodal assessments that combine reading, listening, and writing skills. The platform's interactive features, such as real-time feedback and multimedia integration, help foster learner engagement and mirror authentic language use. However, challenges remain, particularly in the assessment of speaking skills and issues of equitable access to technology. The study highlights the importance of teacher training, thoughtful instructional design, and blended assessment strategies to maximize the platform’s pedagogical potential. Overall, Quizizz offers a promising alternative for integrated language assessment, aligning with communicative language teaching principles and the demands of 21st-century EFL classrooms.
Blending Traditional and Digital Approaches in English Learning at MIN 1 Palembang: a Practical Overview fitriani; Masagus Firdaus
EDUCATION JOURNAL OF INDONESIA Vol. 6 No. 1 (2025)
Publisher : EDUCATION JOURNAL OF INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/eji.v6i1.4830

Abstract

This article explores the implementation of traditional and digital teaching methods in English language instruction at Madrasah Ibtidaiyah Negeri (MIN) 1 Palembang. The school applies two classroom models—digital and non-digital—to accommodate different student needs and infrastructure availability. In traditional classes, teachers rely on textbooks, oral practice, and paper-based activities. In contrast, digital classes incorporate multimedia tools such as PowerPoint, YouTube, and interactive online platforms like Quizizz and Wordwall. Through a qualitative descriptive approach, this article highlights how both teaching methods are applied, how they are blended, and how students and teachers experience these approaches in real classroom situations. The article concludes that combining traditional and digital methods can improve student engagement, support various learning styles, and enhance the overall quality of English language learning in primary education. Recommendations are also provided to help teachers and schools make the most of available resources. Keywords: English language teaching, Traditional methods, Digital learning, Blended learning
IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE Dewi, Emilia Purnama; Tahrun; Masagus Firdaus
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18196

Abstract

This study explores the impact of the Quizizz application and visualizer-verbalizer cognitive styles on students' reading comprehension. The research aims to determine whether interactive learning tools like Quizizz can improve students' reading comprehension by considering their cognitive preferences. The issues addressed in this study include (1) students perceiving English as a challenging subject, (2) weak reading comprehension skills in descriptive texts, (3) limited mastery of English grammar, (4) disengagement with conventional teaching methods, and (5) the need for interactive tools to boost engagement and comprehension. The study specifically examines the influence of the Quizizz application and cognitive styles on the reading comprehension of seventh-grade students. Employing a 2 x 2 factorial design, the research focuses on two independent variables: the use of Quizizz and cognitive styles (visualizer vs. verbalizer). The findings reveal that the Quizizz application significantly enhances students' reading comprehension. Furthermore, the interaction between the Quizizz application and cognitive styles suggests that personalized digital tools can improve student engagement and comprehension, offering valuable insights for future English language teaching strategies.
Enhancing EFL Students’ Reading Comprehension and Motivation through the SQ3R Method: A Classroom Action Research Study Suarno, Indri Nurhasanah; Tahrun; Masagus Firdaus
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): 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.v6i3.253

Abstract

This study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to enhance both reading comprehension and student motivation. A total of 28 students participated in this classroom action research project, which spanned an academic semester. To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle implementation for reading comprehension assessments, alongside a motivation questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This comprehensive approach allowed for a detailed examination of the interconnected variables of motivation and comprehension. The results indicated a significant improvement in students' reading comprehension abilities and a noticeable increase in motivation levels, with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the findings illustrated that utilizing a structured approach like SQ3R not only deepened student engagement but also empowered learners to take ownership of their educational experiences. This aligns with existing literature underscoring the correlation between motivation and reading outcomes and suggests that motivated students generally display improved comprehension skills. The implications of this research emphasize the necessity for educators to integrate motivational techniques into reading instruction and suggest opportunities for further research across diverse educational contexts. Future studies may explore the long-term impacts of the SQ3R method on various age groups or demographic profiles, contributing to a broader understanding of its effectiveness in different learning environments.
IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE Dewi, Emilia Purnama; Tahrun; Masagus Firdaus
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.18196

Abstract

This study explores the impact of the Quizizz application and visualizer-verbalizer cognitive styles on students' reading comprehension. The research aims to determine whether interactive learning tools like Quizizz can improve students' reading comprehension by considering their cognitive preferences. The issues addressed in this study include (1) students perceiving English as a challenging subject, (2) weak reading comprehension skills in descriptive texts, (3) limited mastery of English grammar, (4) disengagement with conventional teaching methods, and (5) the need for interactive tools to boost engagement and comprehension. The study specifically examines the influence of the Quizizz application and cognitive styles on the reading comprehension of seventh-grade students. Employing a 2 x 2 factorial design, the research focuses on two independent variables: the use of Quizizz and cognitive styles (visualizer vs. verbalizer). The findings reveal that the Quizizz application significantly enhances students' reading comprehension. Furthermore, the interaction between the Quizizz application and cognitive styles suggests that personalized digital tools can improve student engagement and comprehension, offering valuable insights for future English language teaching strategies.
Sosialisasi Produk Intelektual melalui Pendaftaran Hak Cipta di MA Tijarotal Lantabur Masagus Firdaus; Bukman Lian; Tri Widayatsih; Tahrun Tahrun; Mulyadi Mulyadi; Hanni Yukamana; Sri Wahyu Indrawati; Nurlina Nurlina; Yudi Irwansi; Suherman Suherman
Jurnal Kemitraan Masyarakat Vol. 2 No. 3 (2025): September : Jurnal Kemitraan Masyarakat
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/jkm.v2i3.2076

Abstract

Copyright protection is a crucial aspect in providing legal recognition and guarantees for intellectual property. However, understanding of copyright among educators and students remains limited, potentially leading to violations and a lack of appreciation for copyrighted works. This situation highlights the urgent need for comprehensive education in educational settings, particularly at MA Tijarotal Lantabur. This community service activity aims to improve teachers' and students' understanding of the concept of copyright, the benefits of registration, administrative procedures, and the legal protection provided by the state. Furthermore, this activity is expected to foster awareness of respect for intellectual property and encourage independent copyright registration initiatives. The methods used were interactive lectures, group discussions, and online copyright registration simulations through the Directorate General of Intellectual Property (DJKI) system. The material was delivered in simple and applicable language to ensure participants' understanding. Evaluation was conducted by comparing participants' understanding before and after the activity. The results of the activity showed a significant increase in participants' understanding of copyright concepts and procedures. Participants not only understood the benefits of legal protection for intellectual property but were also able to practice the registration steps independently. Furthermore, a collective awareness emerged to disseminate the acquired knowledge to colleagues and the school environment. Overall, this activity succeeded in increasing legal literacy regarding copyright among teachers and students, and is expected to be able to form a culture of respect for intellectual works while minimizing copyright violations in the educational environment.
Co-Authors Anita, Diska Bukman Lian, Bukman Dewi, Emilia Purnama Doraimon Fitriani Hanni Yukaman Hanni Yukamana Muhammad Rafli Mulyadi Mulyadi Noviati Noviati Nurlina Nurlina Shelvi Carmelya soleha, Ayu SRI WAHYU INDRAWATI Suarno, Indri Nurhasanah Suherman Suherman Tahrun Tahrun Tahrun Tambunan, Rofriyanti Veronika Tata Regita Sherfaty Irawan Tri Widayatsih Yudi Irwansi Yusni Arni