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All Journal Journal of Education and Learning (EduLearn) REFLEKSI EDUKATIKA Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Edu-Ling: Journal of English Education and Linguistics JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal on Education Edumaspul: Jurnal Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Pendidikan dan Konseling Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Community Development Journal: Jurnal Pengabdian Masyarakat Journal of English Language Teaching and Learning (JETLE) Journal of English Language and Education JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Journal of Innovative and Creativity Jurnal Intelek Dan Cendikiawan Nusantara SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Jurnal Intelek Insan Cendikia Jurnal Pendidikan Tuntas
Masrul Masrul
Pendidikan Dasar, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The dynamic influence of interactive feedback on elevating EFL students’ writing skills Masrul Masrul; Bayu Hendro Wicaksono; Sri Yuliani; Santi Erliana; Ummi Rasyidah
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30836

Abstract

This study investigates the effect of interactional feedback on students’ writing skills. One hundred participants enrolled in an intermediate EFL course at the State University of Malang, Indonesia, were recruited for this research. The quantitative method was employed for data analysis. The primary data analysis method used was the ANCOVA test, followed by the Wilcoxon and Mann-Whitney tests. The results reveal that the dependent variables in the experimental group exhibited higher means compared to the control group. The ANCOVA test show that the dependent variables (writing length, accuracy, and effectiveness) were significantly affected by the addition of feedback (p = 0.000). However, no significant differences were found between the experimental and control groups regarding accuracy (p = 0.425) and writing length variables (p = 0.731). As a result, interactional feedback significantly impacted EFL students’ writing ability. This result highlights the need for thorough planning and preparation, including preparing ESL/EFL students through explicit instruction prior to peer review, to ensure that learners’ interactional feedback is useful. The findings suggest that EFL teachers should carefully select feedback styles that align with the intended purpose of providing feedback. For instance, more specific feedback options may prove more effective in assisting students in revising and improving their written assignments. Finally, this study provides valuable recommendations for further research in this field.
The Impact of Explicit Instruction on Teaching Vocabulary to Fourth-Grade Students Masrul Masrul; Bayu Hendro Wicaksono
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2048

Abstract

This research aimed to discover the impact of explicit instruction on teaching vocabulary to students with vocabulary difficulties. This explicit instruction involves directly teaching vocabulary words, providing detailed definitions, and practicing using these words in the context of sentences. The participants were 95 fourth-grade students. Participants who scored under 40 on the vocabulary test were randomly assigned to the experimental or control classes. The experimental group receives explicit instruction, while the control group receives conventional teaching from a teacher in a whole group setting. The experiment was conducted twice a week during 20 learning sessions. A teacher taught The reference group the same vocabulary as the whole group. Based on the data analysis using a mixed-model (multi-level) Time Condition analysis, the results remarked the moderate effect of the intervention on students' vocabulary knowledge and reading comprehension. Besides, the experiment group could write better sentences using the vocabulary taught than the control group. Research implication was also discussed
Interpreting collaborative reasoning and instructional strategies in argumentative writing Masrul Masrul; Sri Yuliani
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 1 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i1.24024

Abstract

This experimental study combined collaborative reasoning and instructional strategies as an alternative in argumentative writing. This is important to determine the extent to which the combination of these approaches can enhance students' writing skills. Collaborative reasoning is an approach in learning where students collaborate to formulate thoughts or solutions to a problem. Meanwhile, instructional strategies refer to the approaches and methods used by teachers to guide students in understanding and developing argumentative writing skills. The study took place at SMAN 1 Bangkinang Kota, Riau province, Indonesia. There were 100 students from second grade who participated. The results of the study showed that the combination of the socially-oriented approach in the forms of collaborative reasoning and instructional strategies in argumentative writing by the treatment group was more effective than the control group. Innovative teaching strategies are beneficial for both students and teachers. The combination has helped students develop better writing ability.
Students’ writing test: an argumentative study of English as a foreign language learner Masrul Masrul; Santi Erliana
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.20971

Abstract

Writing is hard for students who are learning English; they often find it challenging to transform what is on their mind in writing. Therefore, this study examined the relationship between the writing test and assessment writing through argumentative writing. Data was analyzed using the correlation test to determine the close relationship between independent and dependent variables. This study involved 100 students from the Department of English Education at the University of Riau, Indonesia. The results showed that the writing test and assessment writing was closely related, as evidenced by the influence and significance between the writing test and assessment writing, which was tested through argumentative writing. The results revealed that the writing test and assessment writing have similar results. Overall, both variables are equally important and related.
An Investigation the Effect of Indicators on Self-Efficacy Using Language toward Indicators of Self-Efficacy Writing Scale Masrul; Putri Asilestari
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.4085

Abstract

This study investigated the presence of meaningful relationships between the  indicators of self-efficacy, including self-efficacy in language, self-efficacy in organization, self-efficacy in grammar, self-efficacy in content, self-efficacy in process and on self efficacy writing scale, including ideation, organization, grammar & spelling, use of English writing, and self-efficacy for self-regulation. Convenience sampling was employed to select 100 students who attended seven different courses at the University of Pahlawan Tuanku Tambusai. The data of this study were analyzed descriptively through data concentration and distribution, pearson correlation, and multiple linear regression. The findings revealed that several self-efficacy indicators namely, SEL, SEO, SEG, SEC, and SEP did not correlate with Ideation (ID), Organization (ORG), Grammar and Spelling (GS), use of English Writing (EW), and Self efficacy for Self Regulation (SR). Keywords: Language Self efficacy, Self efficacy writing scale, Writing in english, Teaching writing    
PENGARUH MODEL PEMBELAJARAN HAFALAN SURAT PENDEK TERHADAP PEMAHAMAN DAN PELAKSANAAN FIQIH SALAT SISWA SEKOLAH DASAR Aimul Huda; Masrul Masrul; Ramdhan Witarsa
Jurnal Intelek Insan Cendikia Vol. 1 No. 8 (2024): Oktober 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran hafalan surat-surat pendek terhadap pemahaman dan pelaksanaan fiqih salat pada siswa sekolah dasar. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest control group. Populasi penelitian ini adalah siswa kelas VI di SDN 19 Repan dan SDN 6 Citradamai. Hasil penelitian menunjukkan bahwa terdapat peningkatan signifikan dalam pemahaman dan pelaksanaan fiqih salat pada kelompok eksperimen yang menggunakan model pembelajaran hafalan surat-surat pendek dibandingkan dengan kelompok kontrol yang menggunakan metode pembelajaran konvensional. Temuan ini mengindikasikan bahwa integrasi hafalan surat-surat pendek dalam pembelajaran fiqih salat dapat meningkatkan kualitas pemahaman dan pelaksanaan ibadah salat pada siswa sekolah dasar.
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Self-Efficacy Dan Kreativitas Peserta Didik Pada Pembelajaran Ipas Hotler Saruksuk; Masrul Masrul; Ramdhan Witarsa
Jurnal Intelek Insan Cendikia Vol. 1 No. 8 (2024): Oktober 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran kooperatif tipe Jigsaw terhadap Self-Efficacy dan kreativitas peserta didik pada pembelajaran IPAS di kelas IV SDN 3 Rupat Utara. Penelitian ini menggunakan desain one group pretest-posttest dengan sampel penelitian sebanyak 23 orang peserta didik kelas IV.B. Data dikumpulkan melalui tes Self-Efficacy dan kreativitas yang dilakukan sebelum dan sesudah penerapan model pembelajaran kooperatif tipe Jigsaw. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Jigsaw memiliki pengaruh yang signifikan terhadap peningkatan Self-Efficacy dan kreativitas peserta didik. Analisis statistik menggunakan uji t berpasangan menunjukkan perbedaan yang signifikan antara nilai pretest dan posttest untuk kedua variabel yang diteliti. Peningkatan rata-rata Self-Efficacy sebesar 13,522 poin dan kreativitas sebesar 12,478 poin, keduanya dengan nilai signifikansi p < 0,001, mengindikasikan efektivitas model Jigsaw dalam meningkatkan kedua aspek tersebut. Temuan ini mendukung hipotesis penelitian bahwa terdapat perbedaan yang signifikan pada Self-Efficacy dan kreativitas peserta didik sebelum dan sesudah penerapan model pembelajaran kooperatif tipe Jigsaw dalam pembelajaran IPA. Penelitian ini memberikan implikasi penting bagi pengembangan metode pembelajaran di sekolah dasar, khususnya dalam meningkatkan kepercayaan diri dan kreativitas peserta didik melalui pendekatan kooperatif.
Pengaruh Penggunaan Metode Permainan Tebak Kata Terhadap Pemahaman Membaca Dan Menyimak Siswa Kelas Iv Sdn 45 Bengkalis Suhardi Suhardi; Masrul Masrul; Kasman Ediputra
Jurnal Intelek Insan Cendikia Vol. 1 No. 8 (2024): Oktober 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh metode permainan tebak kata terhadap pemahaman membaca dan menyimak siswa kelas IV SDN 45 Bengkalis. Data dikumpulkan melalui teknik tes (pretest dan posttest), observasi, dan dokumentasi. Hasil pretest menunjukkan skor rata-rata kemampuan pemahaman membaca sebesar 57.41 dan keterampilan menyimak sebesar 50.50, yang mengindikasikan rendahnya kemampuan siswa pada kedua aspek tersebut. Setelah diberikan perlakuan berupa metode permainan tebak kata selama lima pertemuan, skor rata-rata posttest meningkat menjadi 76.73 untuk kemampuan pemahaman membaca dan 79.05 untuk keterampilan menyimak. Uji normalitas dengan metode Shapiro-Wilk menunjukkan bahwa data pretest dan posttest berdistribusi normal, sementara uji homogenitas dengan Levene's Test mengindikasikan bahwa varians data homogen. Pengujian hipotesis menggunakan Paired T-Test menunjukkan perbedaan yang signifikan antara nilai pretest dan posttest (p < 0.001) baik untuk pemahaman membaca maupun menyimak. Hasil ini membuktikan bahwa metode permainan tebak kata secara signifikan meningkatkan kemampuan pemahaman membaca dan menyimak siswa. Penelitian ini menyimpulkan bahwa metode permainan tebak kata efektif digunakan dalam pembelajaran bahasa Indonesia untuk meningkatkan pemahaman membaca dan menyimak siswa sekolah dasar. Metode ini menciptakan suasana belajar yang interaktif dan menyenangkan, yang dapat meningkatkan motivasi dan partisipasi aktif siswa dalam pembelajaran.
Pengaruh Minat Belajar terhadap Kemampuan Pemecahan Masalah dan Pemahaman Konsep Matematika pada Siswa Kelas IV Sekolah Dasar Rohimin Rohimin; Masrul Masrul; Imam Hanafi
Jurnal Intelek Insan Cendikia Vol. 1 No. 8 (2024): Oktober 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh minat belajar terhadap kemampuan pemecahan masalah dan pemahaman konsep matematika pada siswa kelas IV sekolah dasar. Metode penelitian yang digunakan adalah kuantitatif dengan desain korelasional. Subjek penelitian ini adalah 21 siswa kelas IV. Data dikumpulkan melalui angket minat belajar serta tes kemampuan pemecahan masalah dan pemahaman konsep matematika. Hasil uji korelasi Pearson menunjukkan bahwa minat belajar memiliki korelasi positif tidak signifikan dengan kemampuan pemecahan masalah (r = 0,167, p = 0,047), serta korelasi positif signifikan dengan kemampuan pemahaman konsep (r = 0,371, p = 0,038). Indikator minat belajar seperti rasa suka, ketertarikan, perhatian, dan keterlibatan siswa dalam proses belajar ditemukan memiliki kontribusi yang signifikan terhadap pemahaman konsep matematika, namun tidak cukup kuat mempengaruhi kemampuan pemecahan masalah. Penelitian ini menyarankan agar guru terus meningkatkan minat belajar siswa melalui metode pengajaran yang interaktif untuk meningkatkan pemahaman konsep matematika.
Pengaruh Model Pembelajaran Struktur Analisis Sintetik Terhadap Kemampuan Membaca dan Berbicara Siswa di Sekolah Dasar Rozita Rozita; Masrul Masrul; Imam Hanafi
Jurnal Intelek Insan Cendikia Vol. 1 No. 8 (2024): Oktober 2024
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Penelitian ini mengkaji pengaruh model pembelajaran Struktur Analisis Sintetik (SAS) terhadap kemampuan membaca dan berbicara siswa di Sekolah Dasar. Metode penelitian yang digunakan adalah eksperimen dengan desain pretest-posttest control group. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kemampuan membaca dan berbicara pada kelompok eksperimen dibandingkan dengan kelompok kontrol. Analisis data menggunakan uji independent t test menunjukkan bahwa kemampuan membaca pada kelompok eksperimen mengalami peningkatan signifikan dengan nilai t sebesar 14.679 dan p-value 0.000. Demikian pula, kemampuan berbicara pada kelompok eksperimen menunjukkan peningkatan signifikan dengan nilai t sebesar 23.642 dan p-value 0.000. Dengan demikian, penggunaan model pembelajaran SAS terbukti efektif dalam meningkatkan kemampuan membaca dan berbicara siswa di Sekolah Dasar.
Co-Authors Aan Budiyono Ade Irma Adillatunnisa&#039; Adillatunnisa&#039; Aimul Huda Amalia Riswanti Angela Samosir Ani Mahyuni Annisa Islami Fitri Ari Aprilia Dwiana Bayu Hendro Wicaksono Budiarti Budiarti Budiarti Budiarti Citra Ayu Defitri Yulianti Desi Wulandari Dini Xena Dista Fatma Asriani Fatmawati Fatmawati Febri Nurhayati Fitri Fitri Habibah Siregar Handika Handika Harlinda Suita Helisa Hermawati Hermawati Herniwati Herniwati Hotler Saruksuk Imam Hanafi Indros Piliati Irfadillah Putri Irma Safitri Irwan Irwan Iwan Putra Joni, Joni Kasman Ediputra Kusuma, Yanti Yandri Lutfiah Hanim Maryati Maryati Mery Melly Sesa Merya Melly Sesa Mira Ariyanti Molli Wahyuni Molly Wahyuni Mora Fatma Mufarizuddin Musnar Indra Daulay Musnar Indra Daulay Musnar Indra Daulay Mutia Rissa Mutia Rissa Nauli Tama Sari Nia Febriani Nona Alanis Fauziah Haris Novi Sagita Arianti Nur Awalia Nurmalina Nurmalina Nurmalina Nurmalina Putri Asilestari, Putri Rajeni Sendayu Ramdhan Witarsa Ramdhan Witarsa Ramdhan Witarsa Ramdhan Witarsa Reni Yohana, S Reza Fahlevi Rodiyatul Fitri Rohimin Rohimin Rozita Rozita Rumi Susanti Santi Erliana Santi Erliana Sapuan Sapuan Saripah Saripah Satiyem Selviana Sasmiati Nur Sharifah Sheha Syed Aziz Baftim Sisca Ningsih Siska Srijuita Siti Fauriza Siti Yani Sri Andayani Sri Yuliani Suhardi Suhardi Susilawati Susilawati Teti Zubaida Teti Zubaidah Tuti Karyawati UMMI RASYIDAH Unaisah Unaisah Widia Rahma Yuni Yuni Azriani Zul Azmi