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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Language Teaching and Education community: Pengawas Dinamika Sosial ELT-Lectura English Language in Focus (ELIF) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Edu Sociata : Jurnal Pendidikan Sosiologi Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Prosiding Seminar Nasional Humaniora Jurnal Society: Pengamat Perubahan Sosial BAHASTRA JURNAL PENDIDIKAN BAHASA
Khusnul Khatimah
STKIP Taman Siswa Bima
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Efektivitas teknik show and tell terhadap kemampuan berbicara siswa. Rully Wardina; Khusnul Khatimah; Nurnaningsih Nurnaningsih
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.43-56

Abstract

Speaking is an important skill in English language learning, but many students still have difficulty expressing their ideas because of limited vocabulary, low confidence, and fear of making mistakes. These challenges show the need for teaching techniques that provide students with more opportunities to practice speaking. This study examined the effect of the Show and Tell technique on the speaking performance of eighth-grade students at SMPN 2 Woha. The study used a quantitative approach with a quasi-experimental pretest–posttest control group design. The participants were 40 students, with 20 students in the experimental group and 20 students in the control group. The experimental group received Show and Tell instruction, while the control group received regular speaking instruction. Students’ speaking performance was assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, paired-samples t-tests, and an independent-samples t-test. The results showed that both groups improved, but the experimental group showed greater improvement. The mean score of the experimental group increased from 65.50 to 84.55, while the control group increased from 63.25 to 73.30. The posttest comparison showed a significant difference between the two groups, with a mean difference of 11.25 points (t = 9.341, p < 0.001). These findings indicate that students who received Show and Tell instruction achieved better speaking performance than those who received regular speaking instruction. Show and Tell can therefore be used as an alternative technique for teaching speaking in junior high school EFL classrooms.
The Effectiveness of Using Picture Series Media on Students’ Writing Narrative Text Sri Mulyati; Khusnul Khatimah; Nurhidayat
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/rey8jk81

Abstract

Developing writing skills is an important objective in English language learning because it enables students to express ideas, organize information, and communicate effectively through written texts. Nevertheless, many junior high school students encounter difficulties in writing narrative texts, particularly in generating ideas, arranging story events logically, and constructing complete narrative structures. This study investigated the effectiveness of Picture Series Media in improving the narrative writing ability of eighth-grade students at SMPN 4 Monta. The research adopted a quantitative method using a true experimental pre-test–post-test control group design. 41 students participated in the study, comprising 21 students in the experimental group and 20 students in the control group. Students' writing ability was assessed through narrative writing tests, and the data were analyzed using descriptive statistics together with the Shapiro–Wilk normality test, Levene's homogeneity test, paired samples t-test, and independent samples t-test. The analysis revealed that students who learned through Picture Series Media achieved higher narrative writing scores than those who received conventional instruction. Greater improvement was also observed in students' ability to develop the orientation, complication, and resolution of narrative texts. The independent samples t-test showed a significant difference between the two groups (t = 3.604, p < 0.001). These findings demonstrate that Picture Series Media is an effective instructional medium for improving students' narrative writing ability.
The effectiveness of context-based flashcard media on the reading and writing ability of Bima script of elementary school students in Rabakodo Naila Fauziah; Khusnul Khatimah; Nastri Khairunnufus
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

This study aims to evaluate the effectiveness of contextual-based flashcard media in improving the ability to read and write Bima script among elementary school students in Rabakodo Village, Bima Regency. The background of this study departs from the condition that learning Bima script in schools is still very limited, generally only relying on textbooks without media variations, so that students are less motivated and not able to read their local script properly. The research used a descriptive quantitative approach with a simple one group pretest-posttest design. The research subjects were 35 students in grades IV, V, and VI who were purposively selected from two elementary schools in Rabakodo. The instruments used were Bima script comprehension test, observation sheet, and documentation. Data were analyzed using normality test, paired t test, and effect size calculation. The results showed a significant increase in students' ability after learning with flashcards. The average pretest score of 24.25 increased to 81.20 on the posttest with p < 0.001 and a very large effect size (Cohen's d = 5.32). In addition to the increase in test scores, students also showed enthusiasm, active engagement, and higher learning motivation. Thus, contextual-based flashcard media proved effective in improving literacy in Bima script while contributing to the preservation of local culture.
How EFL students make requests in academic settings: Evidence from power and social distance Khusnul Khatimah; Nurhidayat Nurhidayat; Moechammad Noeryoko
BAHASTRA Vol. 46 No. 1 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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Abstract

This study examines the realization of request speech acts produced by English as a Foreign Language (EFL) students in academic contexts by considering variations in power and social distance. Requests constitute face-threatening acts (FTAs); therefore, their realization is strongly influenced by social and relational factors. This study employed a qualitative descriptive design supported by frequency counts and percentage distributions to quantify strategy use across situational configurations. The data were collected through a Discourse Completion Task (DCT) involving 34 undergraduate students from different semesters of the English Education Study Program at STKIP Taman Siswa Bima. The data were analysed based on request strategy classifications and mitigation devices and were interpreted through the framework of politeness theory and learner pragmatics. The findings generally indicate that conventionally indirect strategies tend to predominate in request realizations across configurations of power and social distance, though variation was observed across individual cases. In contexts characterized by asymmetrical power relations, students predominantly tended to avoid direct strategies and employed layered mitigation devices, such as apologies, politeness markers, and grounders. Meanwhile, social distance exerted a relatively consistent influence on the level of directness, as interactions with close interlocutors allowed for the use of more direct strategies. In addition, the qualitative analysis also identified recurrent patterns such as over-politeness, over-directness, and underuse of power. These tendencies are interpreted as possible reflections of local sociocultural norms and potential indications of pragmatic transfer, although pragmatic transfer was not the primary focus of the study.
Co-Authors Adi Apriadi Adiansha Cut Irna Liyana Desy Ningsih Komalasari Didit Haryadi Endah Anisa Rahma, Endah Anisa Fauziah, Naila Fera Feriska Fiqry, Rizalul Ihsan Ika Suciwati Imam Imam Khairunnufus, Nastri Mariamah Mariamah Marsalinda Ma’ruf, Amir Moechammad Noeryoko Mulyadi Mulyadi Muslim Naila Fauziah Nanang Diana Nastri Khairunnufus Nurhidayat Nurhidayat Nurhidayat Nurnaningsih Nurnaningsih Rawinda Fitrotul Mualafina, Rawinda Fitrotul Rully Wardina Safii, M. Sri Mulyati Sulistyowati Sulistyowati Syarifuddin Syarifuddin Syihabuddin Syihabuddin Wildaniah, Ririn Zifana, Mahardhika