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All Journal Englisia Journal Journal on Education Voices of English Language Education Society Jurnal Studi Guru dan Pembelajaran Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) Journal of Language and Literature Getsempena English Education Journal Pedagogy : Journal of English Language Teaching Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education ELTALL: English Language Teaching, Applied Linguistic and Literature Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Penelitian Pendidikan Indonesia Journal of Authentic Research Journey: Journal of English Language and Pedagogy Jurnal Inovasi dan Pengabdian Kepada Masyarakat (JIPMas)
Siti Maysuroh
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The development of an online-based TPACK questionnaire for ELT teachers Surayya, ST Ayu; Asrobi, Maman; Maysuroh, Siti; Farizi, Zukhruf
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17364

Abstract

The concept of Technological Pedagogical Content Knowledge (TPACK) has gained significant attention in the field of education due to the widespread adoption of innovative technologies, particularly accelerated by the COVID-19 pandemic and the surge in online teaching. To effectively measure TPACK, the utilization of a well-designed and tailored questionnaire has emerged as a sophisticated approach. The aim of this research is to develop a questionnaire that is valid and reliable specifically for the context of online learning. In order to ensure the validity of the questionnaire, expert validation was conducted with three professionals from diverse backgrounds, including an Indonesian professor, a Ph.D. student, and a local education supervisor. By incorporating their recommendations, the questionnaire underwent revisions and refinements. Subsequently, the validity of the questionnaire was assessed by administering it to 43 participants across four Indonesian provinces: West Java, East Java, East Boneo, and West Nusa Tenggara. The findings indicated that the questionnaire demonstrated strong validity and reliability, making it a valuable tool for evaluating teachers' TPACK in online teaching environments. Statistical analysis using the SPSS 23.0 software confirmed the validity and reliability of all 24 questionnaire items, further endorsing its readiness for future research endeavors. Additionally, this questionnaire can be tailored to meet the unique requirements of teachers across different education programs, thereby enhancing its applicability and versatility. In conclusion, this study contributes to the field of online teaching by providing a robust instrument for assessing teachers' TPACK, facilitating targeted interventions and improvements in instructional practices.
Assessing Fluency and Coherence in the Speaking Skill Of Street Verdor in Tourism Area Marzuki, M. Junaidi; Maysuroh, Siti; Ghina Athiyyaturrahmah
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.755

Abstract

Using the IELTS rubric as a method for evaluation, the study aims to determine assessing the present fluency and coherence levels among the chosen street vendors based on the criteria specified in the IELTS rubric. Through a qualitative research design, the data collected from a sample population consisting of 9 street vendors from Kuta Mandalika. In order to collect the data, the researcher through interview test which consist of two part, dialogue and monologue each part lasted up to 3-5 minutes. The result showed that there were 3 part category to determine which are intermediate, limited and not competent. The intermediate result show 2 people in range 5.5-6.5 Band. Limited shows 2 people in range 4-5 Band and the rest of them are not competent. In conclusions all the participants were within the context of the "limited" assessment criteria. In computing the mean (average) of the numbers 2, 5, 6, 5, 3, 6, 4, 4, 3, the initial step involves summing these values to obtain a total of 38. Following this, the sum is divided by the total number of values, which is 9. This calculation yields a mean of approximately 4.22. Therefore, the mean of the dataset is approximately 4.22.
The Impact of Repeated Reading Technique as A Phonological Practice Tool for Enhancing Pronunciation Clarity in EFL Learners at 11th Graders MA Birrul Walidain NW Rensing Maulinda, Iswari; Prasetyaningrum, Ari; Yusri, Ahmad; Maysuroh, Siti
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.6825

Abstract

Pronunciation clarity is one of the most crucial aspects in mastering English for EFL learners, yet many students still struggle with phoneme articulation, word stress, and intonation. Preliminary observation at MA Birrul Walidain NW Rensing revealed that 11th-grade students frequently mispronounced phonemes such as /θ/ and /ð/, misplaced stress, and produced monotonous intonation, which hindered their intelligibility and confidence. This highlights the urgency of applying an effective and structured phonological training method to improve students’ pronunciation. The present study aimed to examine the impact of the Repeated Reading (RR) technique as a phonological practice tool to enhance pronunciation clarity. This research employed a quantitative approach with a quasi-experimental non-equivalent control group design. The study was conducted at MA Birrul Walidain NW Rensing during the 2025/2026 academic year, involving 26 eleventh-grade students selected randomly into experimental (n=12) and control groups (n=14). Data were collected through pre-test and post-test oral reading tasks, assessed with a pronunciation rubric covering both segmental and suprasegmental features. The instrument was validated by two English teachers, and data were analyzed using SPSS through Shapiro-Wilk test, Levene’s test, Paired Sample t-Test, and Independent Sample t-Test. The results showed that the experimental group’s mean score increased from 9.00 to 12.58 (SD=2.49 to 2.30), with a mean difference of 3.58 (t=10.62, p=0.000). In contrast, the control group only improved from 9.00 to 9.64 (mean difference=0.64, t=1.64, p=0.125). Independent Sample t-Test confirmed a significant difference in post-test scores between groups (mean diff=2.94, t=2.83, p=0.009). These findings indicate that RR significantly enhances pronunciation clarity, particularly in phoneme accuracy, stress placement, intonation, and rhythm. Thus, repeated reading can be considered an effective strategy for EFL pronunciation instruction.
Exploring Speaking Anxiety Among Eleventh-Grade EFL Students at Sma Tahfiz Al-Batthawi NWDI Kerongkong Adawiyah, Siti Robiatul; Usuluddin, Usuluddin; Maysuroh, Siti; Agustina, Yulia
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1426

Abstract

This study investigates the factors contributing to students’ speaking anxiety and the types of anxiety experienced by Grade 11 students at SMA Tahfiz Al-Batthawi NWDI Kerongkong in the 2025/2026 academic year. Using a qualitative descriptive approach, data were collected through observations, interviews, and questionnaires from six students. The findings reveal four main factors causing speaking anxiety: limited vocabulary, difficulties in pronunciation, fear of making mistakes, and fear of negative evaluation. The study also identifies three types of anxiety: state anxiety, trait anxiety, and situation-specific anxiety. These findings highlight that speaking anxiety significantly hinders students’ confidence and performance in English learning. The results suggest that teachers should create supportive classroom environments and provide strategies to reduce anxiety, thereby encouraging students to participate more actively in speaking activities. 
Analyzing Motivation in Junior High School Students’ Reading Habits Kalila, Dwi Duvanny; Prasetyaningrum, Ari; Suherman, Andri; Maysuroh, Siti
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1423

Abstract

This study examines junior high school students’ motivation in developing reading habits and identifies the supporting and hindering factors. A mixed-method design was applied, involving questionnaires completed by 64 students at SMPN 2 Sikur, as well as interviews and classroom observations. Findings revealed that most students demonstrated moderate (39.06%) to high (32.81%) levels of reading motivation, with an overall average of 3.15. Intrinsic factors, such as curiosity, enjoyment, and the desire for knowledge, emerged as the strongest drivers, while extrinsic factors, including encouragement from teachers and parents, played a role but inconsistently. Major obstacles included boredom, limited time, and difficulties in understanding texts, particularly in foreign languages. The school environment, such as poorly maintained libraries and the lack of literacy activities, was also found to be unsupportive. These results indicate that intrinsic motivation is crucial for fostering reading habits, yet it must be reinforced by external support and a conducive learning atmosphere. The study suggests revitalizing school literacy programs
Contextual Teaching and Learning (CTL) Approaches in Teaching English Writing Maysuroh, Siti; Agustina, Yulia; Surayya, Siti Ayu; Astuti, Maeli
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1420

Abstract

Writing is one of the most challenging skills for junior high school students, who often face difficulties in generating ideas, organizing them into coherent paragraphs, and applying correct grammar and vocabulary. Contextual Teaching and Learning (CTL) offers an alternative approach by linking classroom instruction with students’ real-life experiences, thus creating more meaningful and engaging learning activities. This study aims to analyze the implementation of CTL in teaching English writing, to identify the challenges encountered, and to explore the strategies used to overcome them. The research was conducted at SMPN SATAP 2 Aikmel with 15 seventh-grade students, consisting of 8 females and 7 males, who were selected through purposive sampling. A qualitative descriptive design was employed, with data collected through classroom observation, interviews, and documentation of students’ writing products. The findings indicate that the teacher applied CTL principles such as constructivism, inquiry, modeling, collaboration, reflection, and authentic assessment in teaching recount and descriptive texts. Students responded positively, showing greater motivation and confidence when writing tasks were connected to their personal experiences. However, challenges such as limited vocabulary, grammar weaknesses, and time constraints still emerged. To address these, the teacher implemented scaffolding, modeling, peer collaboration, and authentic tasks, which helped students improve both writing skills and motivation. Overall, the study confirms that CTL is an effective framework for enhancing students’ writing ability and engagement in English learning.
Implementasi Program Kerja Kampus Mengajar Dalam Media Pembelajaran Game Ular Tangga Guna Meningkatkan Keterlibatan Dan Pemahaman Numerasi Peserta Didik firmasari, tamyiza; Permatasari, Galuh; hijrathaen, citra; Maysuroh, Siti
Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) Vol. 5 No. 2 (2023)
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmsi.v5i2.260

Abstract

The Teaching Campus Program is part of the MBKM program which provides opportunities for students to teach in schools and help improve students' literacy and numeracy. One of the implementations of this program is by using learning media in the form of snakes and ladders game. This game was conducted at SMPN 3 Terara to help improve students' understanding in literacy and numeracy. The game also trains learners' skills in cooperation, critical thinking, and refreshing their memory on previous materials. The Teaching Campus Program is a program that can improve the quality of education in Indonesia through learning media with snakes and ladders games. This program helps students solve problems in schools and is expected to continue helping schools in need. Many studies have been conducted to show the benefits of this program in improving students' literacy, numeracy, and technological adaptation. The purpose of implementing the Teaching Campus program is to empower students who collaborate with schools, through this teaching campus program, students have activities that are their responsibility in assisting learning activities, assisting technology adaptation, and assisting administration at the school where they are assigned during the teaching campus program.
Online Media As a Learning Medium For Students to Improve English Speaking Skill In The Era of Digitalization Fikni, Zahratul; Maysuroh, Siti; Taufik, M. Rama; Husnu, Muhammad
Indonesian Research Journal on Education Vol. 4 No. 3 (2024): irje 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v4i3.735

Abstract

This study looks into how YouTube can help people become more fluent in English speakers. The goal of this study was to generate thorough findings that could be utilized as a teaching tool to help educators, instructors, and students get better at speaking English. A speaking test was used as the research instrument, and the sample for this study consisted of 28 students in class VII from SMPN 4 Pringgabaya. Students took a pre-test and a post-test to gauge their proficiency speaking English; the pre-test was administered before they utilized YouTube as a learning tool, and the post-test was administered following their use of YouTube. Microsoft Excel was used for the statistical analysis of the data. According to study results, the N-gain score is 0.51—that is categorized as having a minimal impact on students' ability to speak English while utilizing YouTube as a learning tool.
The Effectiveness of Educational Games in Enhancing English Vocabulary for Beginners Kurniawan, Lalu Deni; Usuluddin, Usuluddin; Maysuroh, Siti; Prasetyaningrum, Ari
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.13626

Abstract

This research aims to analyze the effectiveness of educational games in improving English vocabulary for beginners. This research explores the use of educational games in the context of learning English for beginners, and investigates the impact of these games on vocabulary acquisition and retention. This research uses a pre-experimental research design with a one-group pretest-posttest approach. The participants in this research were 19 teenagers who were members of the Sutenegere study group. Data was collected through pre-tests and post-tests. The data were analyzed by using descriptive statistics and paired sample T-test to test the hypothesis. It was performed using SPSS 2022 for windows. The result shows that the mean score of the pre-test was 57.89 and the mean score of the post-test was 64.47. It concluded that the use of educational games significantly increased beginner students' English vocabulary. This research provides practical contributions for teachers in choosing effective learning media and provides guidance for educational game developers. In addition, it is hoped that this research can become a reference for further studies related to vocabulary achievement in language learning.
Using Group Discussion To Improve The EFL Students' Speaking Skill At Smp-It Darul Muhsin Islamic Boarding School Apriani, Rini; Maysuroh, Siti; Dwimaulani, Astrid; Surayya, Siti Ayu
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/62hnew66

Abstract

This study aims to determine the effectiveness of using group discussion to improve EFL students’ speaking skill at SMP-IT Darul Muhsin Islamic Boarding School. The method was chosen because it allows students to share ideas, collaborate, and practice speaking in a more interactive and supportive environment. This research used a pre-experimental quantitative design with a one-group pretest-posttest approach, involving 15 Grade 3 students. Data were collected through pre-test and post-test to measure students’ progress, supported by a questionnaire to identify their perceptions. The finding showed a significant improvement in students’ speaking ability after the treatment, with the mean score increasing from 12.11 to 17.6. The paired sample t-test result (Sig. = 0.000<0.05) indicated that group discussion significantly enhanced their speaking performance. In conclusion, group discussion effectively improved students’ fluency, pronunciation, and vocabulary, while also increasing their confidence and motivation in speaking English. Therefore, it can be considered a suitable and engaging method for developing students’ speaking skills in the EFL classroom.
Co-Authors ., Supiani Adawiyah, Siti Robiatul Ahmad Yusri Amanah, Wini Andri Suherman Apriani, Rini Astrid Dwimaulani Astrid Dwimaulani Astuti, Maeli Budiman Budiman Dwimaulani, Astrid Farizi, Zukhruf firmasari, tamyiza Ghina Athiyyaturrahmah Hamburabbi, Muhammad hijrathaen, citra Jaelani, Selamet Riadi Jupilatun Jupilatun Kalila, Dwi Duvanny Khaerunnisa Miraja Kurniawan, Lalu Deni Laila Wati Laila Wati Lalu Wahyu Wiranata Lasmini Lasmini, Lasmini M. Adib Nazri M. Junaidi Marzuki Maman Asrobi Maryadi, Lalu Ilham Maulani, Astrid Maulinda, Iswari Muhammad Aldi Soleh Muhammad Husnu Muliayu Ningsih, Istiqomah Aprimargani Nurhayati Nurhayati Nurul Hindri Nurul Yusri Permatasari, Galuh Prasetyaningrum, Ari Riang Permata Zulfa Siti Husna Maab Siti Zurriyatun Sholihah Sri Wahyuni Surayya, St. Ayu Taufik, M. Rama Usuluddin, Usuluddin Wathani, Hamzani Wathoni, Hamzani Yulia Agustina Yusri, Nurul Zahratul Fikni Zulfa, Riang Permata