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All Journal JELLT (Journal of English Language and Language Teaching) Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Esteem Journal of English Study Programme FOSTER: Journal of English Language Teaching Borneo Educational Journal (Borju) Journal of English Development Ngabdimas
Hanni Yukamana
Universitas PGRI Palembang
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences

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First Language Acquisition of Children with Mild Autism: Case Study of Developmental Language Disorders at Palembang Bina Autis Mandiri Houtman Houtman; Hanni Yukamana; Yenny Puspita
Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Vol 4 No 2 (2021): Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/silamparibisa.v4i2.1486

Abstract

This study aimed to determine the language acquisition of autistic children who attended Bina Autism Mandiri (BAM) Palembang. The specific target was to obtain information about an autistic child's language acquisition. The study participant was nine years old when the study was conducted. The research used a descriptive qualitative approach because the analyzed data and results were described in words. The data were obtained based on the speech or language of the autistic child through the employment of proficient and listening methods. The analysis was carried out in three stages; the data reduction stage, the data presentation stage, and the inference stage. Research showed that the study participant could pronounce well. However, the meaning of the words this student wanted to say independently was still limited. This student often repeated the imperative types of speech. This type of narrow imperative appeared only in the categories of requests and prohibitions. The acquisition of the R language, especially the linguistic aspect included in the light group, was still limited. This condition happens because the psychological condition of the student was usually in an uncomfortable state. Painful psychological conditions, for example, being upset and angry, can trigger R to take physical action in the form of beatings and the spoken vocabulary becomes unclear. It can be inferred that the language acquisition of children with autism is much different from that of normal children.
INTERNET YANG SEHAT MENJADI KUNCI DALAM MENCIPTAKAN PESERTA DIDIK YANG BERKUALITAS DAN BERKARAKTER DI SMKN 1 KELAPA Ermini; Yanuar Syam Putra; Layang Sardan; Suryati; Ramanata Disurya; Srihusnulwati; Sri Wahyuningsih; Hanni Yukamana; Jumroh
JURNAL NGABDIMAS Vol. 7 No. 01 Juni (2024): NGABDIMAS (Pengabdian Pada Masyarakat)
Publisher : P3M Institut Teknologi Pagar Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36050/ngabdimas.v7i01 Juni.281

Abstract

Internet Sehat dan Aman (INSAN) adalah suatu program dari pemerintah Indonesia yang dicanangkan oleh Kementerian Komunikasi dan Informatika Indonesia (Kemkominfo) dengan tujuan untuk mensosialisasikan penggunaan internet secara sehat dan aman melalui pembelajaran etika berinternet secara sehat dengan melibatkan seluruh komponen masyarakat. Penyelenggaraan program INSAN dalam bentuk roadshow dan forum diskusi. Media yang digunakan dalam kegiatan sosialisasi INSAN antara lain tatap muka, internet, televisi, radio, media cetak, media luar ruang dan animasi. Penggunaan internet yang tidak terkontrol akan menyebabkan banyak kerugian. Penggunaan internet oleh anak yang tidak terkontrol oleh orang tua akan memberi efek buruk pada kehidupan sosial dan psikologis anak-anak, bahkan akademik mereka [Jackson, dkk, 2003]. Metode yang digunakan dalam pelaksanaan kegiatan PkM ini dilakukan dengan mengadopsi langkah-langkah action research yang terdiri dari 4 (empat) tahapan, yaitu: perencanaan, tindakan, observasi dan evaluasi, serta refleksi. Untuk menghindari penggunaan internet yang berlebihan, tidak terkontrol, dan tidak benar, maka kami menginisiasi sebuah sosialisasi mengenai internet sehat yang bertarget kepada para peserta didik sebagai pengguna. Sosialisasi mengenai internet sehat dilaksanakan dalam sebuah kegiatan pengabdian masyarakat. Kata Kunci: Internet Sehat, Peserta Didik, Berkualitas dan Berkarakter
THE INFLUENCE OF EXTENSIVE READING STRATEGY AND READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF ELEVENTH GRADE STUDENTS OF SMAN 1 TULUNG SELAPAN. Nabilah Natasya; Tahrun Tahrun; Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v5i2.8540

Abstract

The objectives of the study are to find out whether or not(1) There is  significant influence of extensive reading towards students’ reading comprehension between those who have height reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan (2) There is significant influence of conventional reading strategy toward the eleventh grade students’ reading comprehension between who those have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan. (3) There is significant influence of extensive reading strategy and conventional reading strategy towards the eleventh grade students’ reading comprehension between  those who have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan.(4) There is significant interaction effect of extensive reading strategy and reading interest on students’ reading comprehension at the eleventh grade students of SMA Negeri 1 Tulung Selapan. This study used Saphiro-Wilk test and it used Levene's test in testing the homogenity. It was found that the significance value for homogeneity test (Levene’s test) was 0.021 which is lower than 0.05, therefore the data was not considered homogeny, so the writers took the equal variances not assumed on t-test. Next, the significance value  for t-test was 0.000. It showed that there was a significant difference of extensive reading strategy and no treatment reading strategy on the eleventh grade students’ reading comprehension who have low reading interest because the sig. value  was lower than 0.05. That means the null hypothesis (Ho3b) is rejected.
TEACHERS’ REPORTED BELIEFS ABOUT TEACHING, KNOWLEDGE, AND STUDENT’S ABILITY: CASE STUDIES OF FOUR SENIOR HIGH SCHOOL TEACHERS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i1.14746

Abstract

This study aimed to explore teachers’ beliefs about teaching, knowledge (epistemic beliefs), and student’s ability. This was the first part of the study investigated the role of teachers’ beliefs in the implementation of curriculum reform in the Indonesian education system context. This study looked specifically into three kinds of teachers' beliefs which were essential in the preparation of teaching in the context of policy reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Data were gathered from interviews. The result revealed that four participating teachers shared similar views about the nature of knowledge and students’ abilities. Nevertheless, beliefs about teaching were varied among individual participants. Two of the four teacher participants believed in student-centered instructional models, which were categorized into teaching beliefs that supported curriculum reform. Nevertheless, the other two participating teachers’ self-reported beliefs about teaching were situated between student-centered instructional learning and teacher-centered instructional learning models. They seemed to value both instructional learning models. Their teaching beliefs about teaching could not be categorized into beliefs that supported or inhibited the reform.
The Constructive Implementation of Habit Formation and Learning Motivation to The Students’ Verb Mastery: English Muzhir Rinaldi; Mulyadi; Hanni Yukamana
Journal of English Development Vol. 4 No. 01 (2024): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v4i01.4302

Abstract

Learning English is still an optional subject in Indonesian elementary schools. This is happening in some elementary schools which is determined by each school independently. According to this policy, English is only a subject that complements the management of the curriculum. Another effect is that English learning activities in the classroom result in lessons that place less emphasis on skill acquisition. Of course, this also affects students' lack of ownership of their skills.  At the advanced level, students become increasingly confused about English, which was their chosen subject at the previous level. At this level, they encounter increasing difficulties. The study aims to create positive study habits that can be used as a guide for students to acquire desired competencies and as a preparation tool for students to reduce learning difficulties. The goal of learning English is to know the student's vocabulary, especially the range of basic verbs. and how much basic vocabulary do students know of verbs. This is intended to help them understand the context of learning English. It also makes it easier for students to write simple sentences in English. The researcher here uses verb as a variable to limit the study to avoid expanding the analysis. In this way, the extent of the habit formation effect of the verb can be measured. This study used an experimental design and was quantitative in design. 60 junior high school students from Al-Ittifaqiah Indralaya took part in the research study. In replacement of a two-way ANOVA, the data was examined using descriptive statistics, the normality and homogeneity test, the Wilcoxon test, the Mann Whitney U test, and the Kruskal Wallies test. The study's findings demonstrated the effectiveness of habit development in the teaching and learning process and the creation of positive habits.it is notably in mastering the vocabulary (verbs)to the seventh’ grade students of Al -Itiifaqiah Junior high school.
Cooperative Integrated Reading and Composition (CIRC) and Learning Activeness: Their Effect on Students’ Reading Comprehension in Junior High School Aelista Dwi Wahyuni; Hanni Yukamana; Mulyadi Mulyadi
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.278

Abstract

This study examines the effect of the Cooperative Integrated Reading and Composition (CIRC) method and students’ learning activeness on the reading comprehension of seventh-grade students at SMPN 3 Rantau Bayur. Using a quantitative experimental design, two groups were involved: an experimental group taught with CIRC and a control group taught using conventional methods. Students in each group were further classified into high and low learning activeness categories. Data were collected through pre-tests and post-tests for reading comprehension, and learning activeness was assessed through observation checklists. The results, analyzed using Two-Way ANOVA, indicated that: (1) the CIRC method significantly improved students’ reading comprehension, (2) learning activeness had a significant positive effect on reading comprehension, and (3) there was no significant interaction between the teaching method and learning activeness. These findings suggest that both CIRC and learning activeness independently contribute to better reading comprehension, making CIRC an effective strategy for enhancing reading skills in junior high school students.
Enhancing Eleventh-Grade Students' Speaking Skills and Interest through the Implementation of KWL Strategy at SMK Negeri 1 Penukal Utara Ade Dwi Febrianty; Masagus Firdaus; Hanni Yukamana
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.22029

Abstract

This Classroom Action Research (CAR) aimed to investigate the effectiveness of the KWL (Know, Want, Learn) strategy in improving the speaking skills and interest of eleventh-grade students at SMK Negeri 1 Penukal Utara. The research was conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection. Data were collected through speaking tests, interest questionnaires, and observation sheets. The findings revealed significant improvements in students’ speaking skills and interest after implementing the KWL strategy. In terms of speaking skills, 80% of the students achieved the minimum proficiency score of 15 or above, demonstrating enhanced pronunciation, fluency, intonation, and accuracy. Regarding interest, the students’ average interest level increased from "low" to "moderate" based on the pre- and post-questionnaire results. The strategy effectively addressed challenges such as lack of confidence, limited vocabulary, and low engagement by encouraging active participation, fostering curiosity, and promoting reflective learning. This research concludes that the KWL strategy is an effective approach to improving both speaking skills and students’ interest in learning English. Its structured and interactive nature supports students in building confidence, organizing their thoughts, and achieving better speaking performance. Keywords: KWL Strategy, Speaking Skills, Student Interest, Classroom Action Research, English Learning
The Effects of Deep Learning-Based Teaching and Reading Interest on EFL Reading Comprehension: A 2 × 2 Factorial Study Novi Supriyati; Masagus Firdaus; Hanni Yukamana
Borneo Educational Journal (Borju) Vol. 9 No. 1 (2027): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v9i1.2492

Abstract

Reading comprehension remains a persistent concern in Indonesian EFL classrooms, particularly when learners are expected to interpret, integrate, and evaluate information from texts. This study investigated the main effects of Deep Learning-Based Teaching (DLBT) and students' reading interest, as well as their interaction, on EFL reading comprehension. The study employed a quantitative experimental design with a 2 × 2 factorial structure involving teaching method (DLBT and conventional instruction) and reading interest (high and low). Sixty eighth-grade students at SMP Negeri 2 Banyuasin I participated in the study. Data were collected through a 20-item reading interest questionnaire and a 25-item reading comprehension test administered before and after the instructional intervention. Post-test data were analysed using descriptive statistics, planned independent-samples t-tests, and two-way ANOVA after the assumptions of normality and homogeneity had been examined. The results showed significant differences between DLBT and conventional instruction among high-interest students, t(18.113) = 10.068, p < .001, and low-interest students, t(28) = 3.635, p = .001. The two-way ANOVA showed significant main effects of teaching method, F(1, 56) = 85.984, p < .001, and reading interest, F(1, 56) = 57.110, p < .001. The teaching method × reading interest interaction was also significant, F(1, 56) = 13.818, p < .001, indicating that the magnitude of the instructional difference varied across reading-interest levels. The findings suggest that meaningful, learner-centred reading instruction should be considered together with students' motivational characteristics when designing EFL reading instruction.
Co-Authors Ade Dwi Febrianty Aelista Dwi Wahyuni Dwi Januartini Hj. Yenny Puspita, Hj. Yenny Houtman Indawan Syahri Jumroh Layang Sardan Masagus Firdaus, Masagus Mulyadi Mulyadi, Mulyadi Muzhir Rinaldi Nabilah Natasya Novi Supriyati Ramanata Disurya Srihusnulwati sriwahyuningsih sriwahyuningsih Suryati Tahrun Tahrun Yanuar Syam Putra