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Investigating the Effect of Reward and Punishment on the Student’s Learning Achievement and Discipline Inda Indrawati; Marzuki Marzuki; Syafi’urrohman Syafi’urrohman; Agung Rinaldy Malik
Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aimed to investigate the effect of reward and punishment on student achievement and discipline. This study used a descriptive qualitative approach with the sampling technique, namely purposive sampling. The data was collected using interviews and documentation and was analyzed qualitatively. The research results showed several rewards and punishment types contribute to the student's learning achievement and discipline. The types of rewards that contribute effectively to students learning achievement are praise, respect and material prizes, and a sign of appreciation. In contrast, types of punishments that affect the students learning discipline are physical punishment and inconvenient punishment. In conclusion, the effect of reward and punishment on student achievement and discipline, among others, increases student enthusiasm for learning, motivates students to maintain achievement, and makes students more disciplined in learning. Keywords: Discipline, Learning Achievement, Punishment, Reward

AN ANALYSIS OF PARENT-TEACHER COMMUNICATION TOWARD THE STUDENTS’ READING COMPREHENSION Burhan Burhan; Agung Rinaldy Malik; Diyenti Rusdin; Marzuki Marzuki
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol. 20 No. 1 (2021): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 20 Nomor 1 Januari 2021
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.201.04

ABSTRACT The aims of this research are to find out that extent parents are involved in their children reading comprehension at home and to know the factors trigger the communication between parents and the English teacher toward the students reading comprehension. By using the qualitative research this study described the research finding using a triangulation technique to gather the data from the questionnaires, interview, and Focus Group Discussion (FGD) from 10 parents and one english teacher at SMA Negeri 1 Lampasio. The data analysis indicates two things. The first, parents role toward the students’ reading comprehension is Low. It was found by the result of questionnaire that showed there were 10%-20% parents involved in their child reading comprehension at home. The second, the factors triggers the communication between parents and the English teacher were progress report that given by the English teacher to parents used an examination sheet and the same living place between parents and the English teacher. Keywords: Parent-Teacher Communication, Reading Comprehension

Investigating the Effect of Reward and Punishment on the Student’s Learning Achievement and Discipline Inda Indrawati; Marzuki Marzuki; Syafi’urrohman Syafi’urrohman; Agung Rinaldy Malik
Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v4i2.1860

This study aimed to investigate the effect of reward and punishment on student achievement and discipline. This study used a descriptive qualitative approach with the sampling technique, namely purposive sampling. The data was collected using interviews and documentation and was analyzed qualitatively. The research results showed several rewards and punishment types contribute to the student's learning achievement and discipline. The types of rewards that contribute effectively to students learning achievement are praise, respect and material prizes, and a sign of appreciation. In contrast, types of punishments that affect the students learning discipline are physical punishment and inconvenient punishment. In conclusion, the effect of reward and punishment on student achievement and discipline, among others, increases student enthusiasm for learning, motivates students to maintain achievement, and makes students more disciplined in learning. Keywords: Discipline, Learning Achievement, Punishment, Reward

AN ANALYSIS OF STUDENTS ANXIETY IN SPEAKING ENGLISH OF THE SECOND GRADE STUDENTS OF MA DDI LAKATAN Marzuki Marzuki
Jurnal Madako Education Vol 8 No 1 (2022)
Publisher : Universitas Madako Tolitoli

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This research aimed to find out what are the causes of students anxiety in speaking mainly in English subject. This type of research was a qualitative research method in which the research location is MA DDI Lakatan, whose data sources consist of 5 students namely Rf, Sm, Hk, Sw, Sp. The data collection method included interviews, questionnaires, and documentation. The data analysis technique was qualitative descriptive analysis (data reduction, data display and conclusion drawer). The result of interview showed that the students felt anxiety which were caused by some aspects; they fear of making mistake, less confident when they asked to speak in front of the class, fear of being ridiculed by peers, and had limited by vocabulary. The result of questionnaire also stated that the second grade students of MA DDI Lakatan felt anxiety in speaking English.

Kesulitan Guru Bahasa Inggris dalam Menggunakan E- Learning Selama Pandemi Covid-19 Marzuki Marzuki; Ismail Yunus H; Agung Rinaldy Malik
Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Vol 4 No 2 (2021): Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/kibasp.v4i2.1693

The purpose of this study was to determine the difficulties of English teachers in using e-learning during the Covid-19 pandemic. This research uses qualitative research. The participants were 10 English teachers from different high schools in Tolitoli Regency, Central Sulawesi. The instruments used to collect data were questionnaires and interviews according to the topic. These findings reveal that English teachers experience three obstacles during online learning, including knowledge about the use of e-learning, quality of internet connection, and physical condition. Keywords: Teacher, e-learning, Covid-19 Pandemic

The Perception of Using Learning Management System In Higher Education: An Empirical Investigation Using TAM Diyenti Rusdin; Marzuki Marzuki; Ismail Yunus H; Nila Irmayani; Agung Rinaldy Malik
Interference: Journal of Language, Literature, and Linguistics Vol 3, No 2 (2022): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v3i2.35191

Abstrak. The goal of this study is to identify the lecturers perceptions of using a learning management system (LMS) in the teaching of E-Learning procedures in English Department of Madako University. It was a qualitative study that involved three Lecturers and four students as participants. These persons served as English Department lecturers during the academic years 2020/2021. The TAM theoretical framework is applied to explain the uptake of LMS in terms of its perceived ease of use and utility. It was revealed that as long as the professor use LMS are (a) in perceiving ease of use, it is seen that the score of lecturers is 4,7 percent strongly agreed and agreed 52,3 percent while the score of uncertain lecturers is 42,80 percent (b) The sense of usefulness is strongly agreed upon by 17 percent of respondents, and agreed upon by 56 percent of respondents, despite the fact that 27 percent are suspicious. As for the usage of LMs, 22 percent strongly agree, 44 percent agree, and 33 percent doubt (c) this is the attitude toward which they should be utilized. (d) behavioral intention to use, where the mean score of the lecturer is agreed upon at 67 percent and doubted at 66,65 percent; and (e) job relevance, where the mean score of the lecturer is agreed upon at 67 percent and doubted at 49,95 percent. The researcher comes to the conclusion that the perception of English instructors regarding the employment of LMS is a neat idea.Keywords: LMS, Lecturer Perception, E-Learning

How Young Learners Learn English: Developmental Differences in Experience, Interaction, and Engagement Inda Indrawati; Andi Mohammad Abrar; Diyenti Rusdin; Hidayati; Sri Sudaryati; Marzuki
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1555

Purpose: This study examined observable patterns of English learning in two primary school classrooms by investigating learners' cognitive behaviours, classroom involvement, interactions, and task responses across two grade levels. Methods: A qualitative multiple-case study was conducted in two Indonesian public elementary schools involving 50 learners (27 Grade 1 and 23 Grade 4 students). Data were collected through structured non-participant classroom observations supported by video recordings and field notes. The data were analysed in two stages. First, each classroom was analysed independently to identify patterns of learners' observable cognitive behaviours, classroom involvement, interactions, and task responses. Second, a cross-case thematic analysis was conducted to identify recurring patterns of observable English learning across the two classrooms. Findings: The classroom observations identified differences in learners' cognitive behaviours and classroom involvement across the two grade-level classrooms. In the observed Grade 1 classroom, learners relied more frequently on teacher modelling, concrete experiences, repetition, and structured guidance, whereas learners in the Grade 4 classroom more often drew on prior knowledge, collaborated with peers, and responded to classroom tasks with greater independence. Across both classrooms, three recurring patterns of observable English learning activities were identified: learning through experience, learning through interaction, and learning through engagement. Research Implications: The findings suggest that instructional practices responsive to learners' observable cognitive behaviours, classroom involvement, and interaction patterns may better support English learning in primary school classrooms. Originality: This study contributes context-specific evidence on observable classroom behaviours associated with English learning, extending understanding of how learners participated in English lessons across two primary school classrooms.

THE USE OF MIND MAPPING TECHNIQUE IN IMPROVING STUDENTSâ€™ WRITING ABILITY IN NARRATIVE TEXT AT GRADE VIII OF MTs DDI KELURAHAN BARU TOLITOLI Marzuki Marzuki
Jurnal Madako Education Vol 3 No 1 (2017)
Publisher : Universitas Madako Tolitoli

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The objective of this research was to identify whether the use of mind mapping was effective to improve studentsâ€™ skill in writing narrative text. This pre-experimental study Â used 25 students as a sample. They were grade VIIIC of MTs DDI Kel.Baru. The procedure of this research consisted of pretest, treatment, and posttest. The researcher gave pretest and posttest to know the use of mind mapping technique can improve the studentsâ€™ writing ability or not. Â The result of the analysis showed that mind mapping technique contributed greatly to the students in writing narrative text. It can be seen by the difference of the mean score between pre-test and post-test. The mean score of pre-test was 48.60 while in the post-test improved up to 71.00. The data of this research were analyzed by using SPSS Program 16.0.Moreover, the Minimum Mastery Criterion of English lesson was 75 (seventy-five). Then the data of both tests were analyzed by using T-test, and the result showed that the T-test value 11.362 was greater than T-table value 2.064. It can be inferred that mind mapping technique was very effective to improve studentsâ€™ ability in writing narrative text.Â Â Key words: improving, teaching writing, narrative text, mind mapping technique.Â ABSTRACT

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