Article Per Year (5 Year)
p-Index From 2021 - 2026
3.863
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education JINOP (Jurnal Inovasi Pembelajaran) ETERNAL(english, teaching, learning, and Research Journal) Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian TESOL Journal Journal of English Language and Education English Learning Innovation (englie) JURNAL ILMIAH GLOBAL EDUCATION DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra KOMUNIDA: Media Komunikasi dan Dakwah Jurnal Kajian Manajemen Dakwah Journal of English Language Teaching and Literature (JELITA) e-Journal of ELTS (English Language Teaching Society)
Zulfah
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
The Effect of the 3I’s Method (Instruct, Integrate, Involve) on Students’ Recount Text Writing Skill at a Vocational High School Indriyani Adam; Zulfah Fakhruddin; Abd. Haris Sunubi; Muajiz Muallim
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2574

Abstract

This study was conducted to examine the effectiveness of the 3I’s method (Instruct, Integrate, and Involve) in enhancing students’ ability to write recount texts at SMK Negeri 2 Parepare. A quasi-experimental research design was employed, involving both experimental and control groups that completed pre-tests and post-tests. The participants were eleventh-grade students, and the sample was selected through cluster random sampling. Class XI DKV C served as the experimental group, while Class XI TITL B functioned as the control group, with 21 students in each class. Data were collected using a recount writing test evaluated according to five writing components: content, organization, vocabulary, language use, and mechanics, based on Heaton’s scoring rubric. The collected data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that the experimental group achieved a higher mean post-test score (86.05) than the control group (81.52). In addition, the statistical analysis produced a significance value of 0.029, which was lower than the 0.05 threshold, indicating a significant difference between the groups. These results suggest that the 3I’s method effectively improves students’ recount writing performance, particularly in generating ideas, applying grammar accurately, and producing well-organized texts. Therefore, the 3I’s method can be recommended as an effective instructional approach for teaching writing in vocational high school settings.
EXPLORING TRANSLANGUAGING PRACTICES AS A PEDAGOGICAL STRATEGY IN TEACHING ENGLISH AT VOCATIONAL HIGH SCHOOL Nafisah Ainiyyah; Yulie Asni; Zulfah Fakhruddin; Abdul Haris Sunubi
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6317

Abstract

This study aims to describe the implementation of translanguaging practices by English teachers in vocational high school classrooms and to explore the perceived benefits and challenges of this pedagogical strategy. Utilizing a field-based qualitative descriptive approach, the research was conducted at SMKN 3 Parepare, involving one English teacher and eight students. Data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and teaching modules, then analyzed using the Miles and Huberman interaction model. The findings reveal that translanguaging is primarily implemented as a spontaneous, rather than planned, instructional response. It serves crucial functions in classroom management, cognitive scaffolding—particularly in grammar instruction by comparing local languages (Buginese and Indonesian) with English—and facilitating student interaction. The perceived benefits include bridged comprehension, reduced speaking anxiety, and increased student confidence. However, a significant challenge emerged regarding students' limited basic vocabulary, leading to a high risk of dependency on their native languages. These findings imply that educators should adopt a flexible, linguistically inclusive approach rather than strict English-only policies, validating students' multilingual resources as cognitive bridges. Nevertheless, teachers must manage translanguaging systematically to prevent over-reliance on the first language and gradually guide students toward English independence
Co-Authors A. Nurkidam Abd. Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Abdul Haris Sunubi Ahdar Ahdar Ahmad Sultra Rustan Ambo Dalle Ambo Dalle Amzah Selle Arqam, Arqam Astuti Astuti Bita Rahmani Dian Aisyah Abidin Dwi Wulandari Ramadhanianti Emilia Mustary Fitriani Fitriani Guntur Bratama Hamdanah Hamdanah Hardiyanti Hardiyanti Ida Ayu Putu Sri Widnyani Indah Sulistiawati Indradewa, Rhian Indriyani Adam Irma Maming Ishak Risaldi Jeni Ayu Lestari Kadaruddin Kadaruddin Kiki Rezki Ananda Magdahalena Tjalla Magdahalena Tjalla Magdahalena Tjalla Maghdahalena Tjalla Maghdalena Tjalla Marlina Syamsir Miftahul Farid Muajiz Muallim Mugrib, Nuz Chairul Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Mujahidah Musyarif Musyarif Muzakkir Muzakkir Nafisah Ainiyyah Najia Angraini Nur Afiah Nur Afiah Nur Fadillah Nurchalis Nurfadillah Nurfadillah Nurhikmah Nurhikmah Nursida Nursida Prawito Prawito RAHMAWATI RAHMAWATI Ramli Ramli Saepudin Saepudin Sulvinajayanti Syafruddin Syafruddin Usman Usman Utari Rustam Yulie Asni Zam-Zam Adam