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THE STUDENTSâ LANGUAGE LEARNING STRATEGIES IN READING AND SPEAKING Azmi, Hidayat Al
AT-TALIM Vol 19, No 2 (2012)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Many types of learning strategies can be used by the language learners to make the learning process running well. However, in the doing the practice the students are identified have limited types of learning strategies and it makes them face many problems in learning. The aims of the study is to find the typical language learning strategies used by the English Department Students in speaking and reading in English. The result of the study showed that the level of the strategies used were still medium. Thus, the students of English Department are suggested to apply many strategies. it also hopes that the teachers are able to train sufficient strategy.

THE STUDENTS’ LANGUAGE LEARNING STRATEGIES IN READING AND SPEAKING Hidayat Al Azmi
AT-TA'LIM Vol 19, No 2 (2012)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Many types of learning strategies can be used by the language learners to make the learning process running well. However, in the doing the practice the students are identified have limited types of learning strategies and it makes them face many problems in learning. The aims of the study is to find the typical language learning strategies used by the English Department Students in speaking and reading in English. The result of the study showed that the level of the strategies used were still medium. Thus, the students of English Department are suggested to apply many strategies. it also hopes that the teachers are able to train sufficient strategy.

Empowering Education: Exploring Teachersâ€™ Classroom Practices in Vocational Schools Teuku Zulfikar; Emawati Emawati; Hidayat Al-Azmi
AT-TA'LIM Vol 27, No 2 (2020)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Teaching is indeed a complex provision, which requires teachers being competent in many respects. They should be very knowledgeable in subjects they teach; they should also acquire skills in transferring their subject matters; they need to be skillful in classroom management, and are capable of designing and developing teaching materials. For that reasons, teachers should always engage in professional development to guarantee their best performance. Understanding teachersâ€™ ways of classroom practices is the first step for teachersâ€™ professional development. Therefore, it is timely to conduct a classroom research to explore teachersâ€™ performance, and thus this research explored teachersâ€™ classroom practices in six vocational schools in Aceh. The data was collected mainly through observation of the instructional process in the classroom and in the workshop. The research found several effective attributes of teachers, such as creative, interactive, democratic, intelligent, smart, and well-prepared teachers. The study also identified â€˜negativeâ€™ teachersâ€™ attributes, such as authoritative, dominated, and withdrawn teachers.

Pre-Service Teachers' Attitude on ELT Research Martin Kustati; Hidayat Al-Azmi
Research in Social Sciences and Technology Vol 3 No 2 (2018): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.03.02.1

This paper reports on a research determining the attitudes of pre-service EFL teachers' attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.

Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion Elismawati Elismawati; Saunir Saun; Arwemi Arwemi; Hadeli Hadeli; Hidayat Alazmi
AT-TA'LIM Vol 29, No 1 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i1.750

As the lesson plan is considered of main requirements for both teacher and practiced teacher and vocabulary discussion is essential to include. This research is aimed to identify the vocabulary discussion used by teacher in the Lesson Plan. Using 22 peaces ELT ELT lesson plan, the research was done by implementing documentation study. Regarding the distinction indicators of both KTSP and K13 curriculum,Â it was found that the lesson have some limitation in using the vocabulary discussion in which there are onlyÂ 9.09% of the lesson plan that included the vocabulary discussion as a step in the teaching of reading for comprehension before doing reading activity, andÂ 4.55% offers it after the students read the text. Most of the documents do not include the steps ofÂ vocabulary discussion in the teaching of reading for comprehension. Finally, 19 orÂ Â 86.36% that did not offer the vocabulary discussion.

JIGSAW METHOD IN ENGLISH TEACHING AND LEARNING Dina Musriza; Elismawati Elismawati; Hidayat Al-Azmi
Journal Cerdas Mahasiswa Vol 3, No 2 (2021)
Publisher : UIN Imam Bonjol Padang

This paper describes the application of jigsaw method in English teaching and learning as a method that can enhance students interest in learning and enthuasism and become one of the effective and strategic method for teachers to apply in process of English teaching and learning. The methodology or approach used in this paper uses a library research., while the data collection is carried out by exploring and reviewing various journals, books, documents (printed and electronic) as well as other sources of data and information that related to the study. This paper analyzes several studies related to some topics of discussion. The findings in this study are jigsaw method has a good influence in increasing students interest in learning and improving students learning outcomes.

A Meta Analysis Study of the Student Teams Achievement Divisions (STAD) Method in English Teaching and Learning Hadeli Hadeli; Natasya Sugara; Elismawati Elismawati; Hidayat Al Azmi
AT-TA'LIM Vol 29, No 3 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i3.815

This study aims to analyze the effectiveness of the STAD method towards English teaching and learning. The method use in this research is meta-analysis. Data collection is carry out using coding data sheets in which researcher code information from research articles in journals about the use of the STAD method in English teaching and learning. The data are analyze by calculating the effect size. The results of the study reveal that overall the STAD method is effective in influencing English learning as much as 1.53 or is in the category of large effect. The STAD method also has an impressive impact in terms of areas with a magnitude of 1.31 in Indonesia. In addition, based on education level, the result of the large effect is 0.9 at the junior high school level and 1.9 at the high school level. On the other hand, the effect on students' English proficiency is 1.64. STAD affects reading, speaking, and writing skills in English with a large effect value of 1.05, 0.81, and 3.07. From these results, it can be concluded that the STAD method is effective to be applied in learning English because STAD has a great influence in various regions in Indonesia, in education levels, and can improve students' English skills in various aspects.

Meta-Analysis Study of Think-Pair-Share Strategy on English Language Teaching and Learning in Indonesia Elismawati Elismawati; Hidayat Al Azmi; Hadeli Hadeli; Zulyusri Zulyusri; Ahmad Syukri
Ta'dib Vol 24, No 2 (2021)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v24i2.4882

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills.

Effects of formative tests and communicative grammar instruction on EFL students oral response ability Hadeli, Hadeli; Kustati, Martin; Zulfikar, Teuku; Azmi, Hidayat Al; Arumugam, Nalini
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.29544

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students oral-response ability by adopting appropriate assessments using more deductive learning are discussed.

Analisis Konsep Dasar Etika dan Profesi Keguruan di Era Society 5.0 Dewi Afriyani Putri Siregar; Ismi Fahrunnisa; Rully Hidayatullah; Hadeli Hadeli; Hidayat Al-azmi
Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika Vol. 2 No. 3 (2025): Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/katalis.v2i3.2030

The Society 5.0 era demands that teachers adapt to technological advancements and the increasingly complex needs of society. Teachers are no longer just educators but also facilitators, mentors, and agents of change who can utilize technology in the learning process without abandoning human values. The teaching profession in this era emphasizes digital technology mastery, data literacy, creativity, and the development of students' character with a humanistic approach. This transformation aligns with the integration of technologies such as Artificial Intelligence (AI), the Internet of Things (IoT), and big data into social life. This study uses a descriptive qualitative approach through literature review to explain the core concepts of the teaching profession, required competencies, challenges faced, and strategies for implementing technology in education. Teachers in the Society 5.0 era must master four main competencies: pedagogical, personal, social, and professional, as outlined in national education policy. Major challenges include unequal access to technology, infrastructure readiness, and issues of digital ethics and security. Therefore, synergy between the government, educational institutions, and society is essential. Strategies such as project-based learning, the use of AI, and empathy-driven approaches are crucial to maintaining a balance between technological advancement and humanistic values in education.

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