Article Per Year (5 Year)
p-Index From 2021 - 2026
2.064
P-Index
This Author published in this journals
All Journal TABULARASA Language Literacy: Journal of Linguistics, Literature, and Language Teaching SOSCIED FOSTER: Journal of English Language Teaching LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra LINGUISTIK TERAPAN International Journal of Educational Research Excellence (IJERE) Innovative: Journal Of Social Science Research Ta'dib
Didik Santoso
Universitas Islam Negeri Sumatera Utara
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
MODEL PENGEMBANGAN KECERDASAN SPIRITUAL DALAM PEMBELAJARAN AKHLAK DI PESANTREN MODERN INDONESIA Arlina Arlina; Didik Santoso
Ta'dib Vol 23, No 1 (2020)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v23i1.1863

Abstract

The study aims at comparing the models of the spiritual intelligence development in learning morals subject implemented in the boarding schools of Raudhatul Hasanah Medan, Prof Dr. Hamka Padang, Darunnajah Jakarta, and Al-Kamal Blitar. This research used qualitative method. The data collection techniques were observations, interviews, documents, and focused group discussions. The results are (1) Spiritual intelligence is developed through preparatory learning, learning in the class, and outside of the class, (2) There are four similarities that are preparation of teaching, learning in the class, connection of learning in the class with outside of the class, and the systematic planning between learning in and out of the classroom, (3) There are six differences in the separation of male and female students in classroom learning, as well as separation of learning activities outside of the classroom, the role of teachers in classroom learning, the use of applications to monitor classroom and outside the classroom, management of learning outside the classroom, and the implementation of learning in and out of the classroom (4) The causes of the similarities and differences are the initial background of the boarding schools’ founding, the founders’ point of view, the boarding schools’ developmental process, the management system, and the influence of stakeholder policy.
Developing Speaking Instruction Through Whole Brain Teaching for Tenth Grader at SMA Swasta Nur Azizi Tanjung Morawa in Academic Year 2023/2024 Revi Restu Ayanda; Didik Santoso
International Journal of Educational Research Excellence (IJERE) Vol. 2 No. 2 (2023): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v2i2.445

Abstract

The objective of this developmental research is to develop a model of speaking instruction for tenth grader through whole brain teaching. The data of this study consisted of quantitative and qualitative data. The data sources were learners, teacher, and expert in speaking instruction design. Data were collected by using observation, questionnaires, and document. The speaking instruction were developed in four steps: (1) analyzing the existing speaking instruction, (2) carrying out needs analysis, (3) developing speaking instruction and (4) validating them. Data were analysed using percentages for quantitative data. Thematic Analysis is implemented to analyze the data. Thematic analysis that is one of method which used identifying, analyzing, and reporting patterns of themes in data and it minimally organizes and describes the data set in detail (Braun & Clarke, 2006). The result of this research was a theoretical model of speaking instruction based on whole brain teaching containing: the components of speaking and the procedure of whole brain teaching.
DEVELOPING AN ENGLISH WRITING MATERIALS MODELS BASED ON SMART APPLICATION CREATOR FOR JUNIOR HIGH SCHOOL STUDENTS Rya Gita Sari; Audi Yundayani; Didik Santoso
SOSCIED Vol 6 No 2 (2023): SOSCIED - November 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i2.724

Abstract

The student’s need for English writing materials that can improve the student’s writing skills to make the learning process more interesting, challenging, an interactive. This study aims to develop English writing materials models based on SAC for junior high school. The objectives of this study were:(1) To know the students needs for English writing materials in junior high school,(2) To know how to design the English writing materials based on SAC for junior high school, (3) To know the development of English writing materials based on SAC for junior high school,(4) To know the implementation of English writing materials based on SAC grade I,(5) To know the effectiveness of English writing materials models based on SAC for teaching the students. This research uses the ADDIE model approach which has five steps. It determine the efficacy of English writing materials based on SAC in the learning. This research uses research & development ( R&D ) study. The subjects of the study were the students in the ninth grade of SMP Negeri 2 Tanjung Pura. The instruments for collecting data were questionnaires, interview, and English test. This writing materials uses a contextual teaching materials (CTL) approach to improve the student’s writing skills. The final result show that the average result of content expert’s score is 89%. The average result of media expert score is 87%. The average result of student;s response score is 85,9%. The average result of teacher response score is 88,3%. There are differences in test result before and after the developing English writing materials based on SAC. The average post test is higher. There is a significant improvement in student’s writing skills after they were taught using writing materials based on SAC. It can be concluded that developing English writing materials based on SAC is effective in increasing student’s writing skills in learning
THE IMPACT OF DAILY PRACTICE FREQUENCY ON STUDENT'S ENGLISH SPEAKING SKILL Rismayani Marpaung; Nurul Fadilah Tambunan; Tiara Sani Sinaga; Muhammad Ilham Khanis; Didik Santoso
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.12650

Abstract

ABSTRACT Speaking is a fundamental skill in learning English as a Foreign Language (EFL). However, despite years of formal instruction, many students continue to experience difficulties in speaking fluently and confidently. Moreover, empirical evidence regarding the benefits of daily English-speaking practice from students' perspectives remains limited. This study aimed to explore students' perceptions of the role of daily English-speaking practice in improving their speaking skills. A quantitative survey design was employed involving 15 students selected through purposive sampling. Data were collected using a structured questionnaire consisting of 15 statements covering pronunciation, fluency, vocabulary mastery, communication effectiveness, self-confidence, motivation, and overall speaking ability. The data were analyzed using descriptive statistics, including frequencies and percentages. The findings revealed that most participants held positive perceptions of daily English-speaking practice, reporting that it improved their pronunciation, fluency, vocabulary, self-confidence, and motivation while reducing their fear of making mistakes during communication. The study concludes that daily English-speaking practice is perceived as an effective strategy for enhancing EFL learners' speaking skills. These findings provide empirical support for integrating regular speaking practice into English language instruction to strengthen learners' communicative competence and improve the quality of EFL speaking instruction. ABSTRAK Berbicara merupakan keterampilan penting dalam pembelajaran Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL). Namun, meskipun telah mengikuti pembelajaran formal, banyak siswa masih mengalami kesulitan dalam berbicara secara lancar dan percaya diri. Selain itu, bukti mengenai manfaat praktik berbicara bahasa Inggris setiap hari berdasarkan persepsi siswa masih terbatas. Penelitian ini bertujuan mengeksplorasi persepsi siswa terhadap peran praktik berbicara harian dalam meningkatkan keterampilan berbicara. Penelitian menggunakan desain survei kuantitatif dengan melibatkan 15 siswa yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner berisi 15 pernyataan yang mencakup aspek pelafalan, kelancaran, kosakata, komunikasi, kepercayaan diri, motivasi, dan kemampuan berbicara, kemudian dianalisis menggunakan statistik deskriptif berupa frekuensi dan persentase. Hasil penelitian menunjukkan bahwa mayoritas responden memiliki persepsi positif terhadap praktik berbicara harian karena dinilai mampu meningkatkan pelafalan, kelancaran, penguasaan kosakata, kepercayaan diri, motivasi, serta mengurangi rasa takut melakukan kesalahan saat berkomunikasi. Penelitian ini menyimpulkan bahwa praktik berbicara bahasa Inggris setiap hari merupakan strategi yang dipersepsikan efektif untuk mendukung pengembangan keterampilan berbicara pembelajar EFL serta memberikan dasar empiris bagi penerapan latihan berbicara secara berkelanjutan dalam pembelajaran bahasa Inggris.
THE IMPACT OF AI-ASSISTED SPEAKING APPLICATIONS ON EFL STUDENTS' ORAL FLUENCY AND CONFIDENCE Imelda Kurniati; Lili Elisa Rahma; Nadhifa Shofi Andara; Didik Santoso
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.13084

Abstract

ABSTRACT The rapid development of Artificial Intelligence (AI) has introduced innovative language learning applications with the potential to improve English speaking skills. However, empirical evidence regarding students' perceptions of AI-assisted speaking applications, particularly their influence on oral fluency, confidence, speaking anxiety, and learning motivation, remains limited. Investigating these aspects is important because affective factors substantially influence the success of speaking performance among English as a Foreign Language (EFL) learners. This study aimed to examine students' perceptions of the impact of AI-assisted speaking applications on speaking performance and affective learning outcomes. A quantitative survey design was employed involving 15 undergraduate students from the English Education Program selected through purposive sampling. Data were collected using a structured four-point Likert-scale questionnaire and analyzed through descriptive statistics. The findings revealed that 86.7% of participants perceived AI applications as improving oral fluency, 80% reported increased speaking confidence, 86.7% experienced reduced speaking anxiety, and 86.6% indicated higher motivation to practice English independently. The study concludes that AI-assisted speaking applications are effective supplementary learning tools that enhance both speaking performance and learners' psychological readiness, supporting more autonomous and sustainable EFL learning. ABSTRAK Perkembangan teknologi Artificial Intelligence (AI) telah menghadirkan berbagai aplikasi pembelajaran bahasa yang berpotensi meningkatkan keterampilan berbicara bahasa Inggris. Meskipun demikian, penelitian mengenai persepsi mahasiswa terhadap pemanfaatan aplikasi berbasis AI, khususnya yang berkaitan dengan kelancaran berbicara, kepercayaan diri, speaking anxiety, dan motivasi belajar, masih relatif terbatas. Kajian ini penting karena aspek afektif dan psikologis berperan besar dalam keberhasilan pembelajaran berbicara pada pembelajar English as a Foreign Language (EFL). Penelitian ini bertujuan menganalisis persepsi mahasiswa mengenai dampak penggunaan aplikasi latihan berbicara berbasis AI terhadap kemampuan berbicara dan faktor-faktor afektif yang mendukung pembelajaran. Penelitian menggunakan pendekatan kuantitatif dengan desain survei terhadap 15 mahasiswa Program Studi Pendidikan Bahasa Inggris yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert empat poin dan dianalisis secara deskriptif menggunakan frekuensi dan persentase. Hasil penelitian menunjukkan bahwa 86,7% responden menyatakan AI membantu meningkatkan kelancaran berbicara, 80% melaporkan peningkatan kepercayaan diri, 86,7% merasa speaking anxiety berkurang, dan 86,6% menyatakan AI meningkatkan motivasi berlatih secara mandiri. Penelitian ini menyimpulkan bahwa aplikasi berbasis AI merupakan media pendukung yang efektif untuk meningkatkan keterampilan berbicara sekaligus memperkuat kesiapan psikologis mahasiswa dalam pembelajaran EFL.
A Teaching Strategies for Students with ADHD in Inclusive Elementary EFL Classrooms: A Qualitative Case Study from an Islamic School in Indonesia Nadila Adelia Putri; Didik Santoso
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): 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.v7i3.538

Abstract

Teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD) in inclusive classrooms requires appropriate strategies to address their attention, behavioral, and language-learning challenges. However, studies focusing specifically on English teaching strategies for ADHD students at the elementary level remain limited, particularly in inclusive Islamic school contexts. This study aimed to explore the strategies used by an English teacher in teaching English to students with ADHD at an inclusive Islamic elementary school in Medan, Indonesia. This study employed a qualitative case study design involving one female English teacher, approximately 28 years old, who had four years of experience teaching English to three male students diagnosed with ADHD at the school. Data were collected through semi-structured interviews and lesson plan analysis and analyzed using Braun and Clarke’s (2006) thematic analysis. Based on the analysis of teacher interviews and lesson plans, the findings identified thirteen teaching strategies: expressing greetings in english, managing students attention, providing ice breaking, notifying the learning objectives, writing the lesson topic on the board, explaining the meaning of the lesson topic, giving example, repeating example together, giving exercise, giving feedback, giving assignment, lesson review, and giving rewards. These findings highlight that structured, visual, active, and reinforcement-based strategies play an important role in supporting English learning for students with ADHD. This study contributes to the literature on inclusive English teaching by providing practical evidence of how instructional strategies are systematically planned and implemented in an underexplored Islamic elementary school context.
STUDENTS’ PERCEPTIONS AND USE OF YOUTUBE FOR IMPROVING ENGLISH SPEAKING SKILLS AMONG ENGLISH EDUCATION STUDENTS AT UINSU Dhea Salsabila; Harshanda Rafika Putriana; Didik Santoso; Nadia Wulandari; Ajrul Khair
LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/language.v6i3.13012

Abstract

ABSTRACT In the digital era, technology plays an important role in supporting English language learning, particularly in developing speaking skills in EFL (English as a Foreign Language) contexts, where students have limited exposure to authentic communication. This study aimed to investigate students' perceptions and their use of YouTube in improving English speaking skills among students of the English Education Study Program at Universitas Islam Negeri Sumatera Utara (UINSU). The study employed a quantitative descriptive survey design involving 50 students from the 2023 cohort selected through purposive sampling. Data were collected using a Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics and the Pearson Product-Moment Correlation test. The findings revealed that students had positive perceptions of YouTube (M = 4.22), frequently used it for speaking practice (M = 4.08), and perceived improvements in their speaking skills (M = 3.96). Correlation analysis indicated significant positive relationships between students' perceptions and speaking skill improvement (r = 0.648; p < 0.001), as well as between YouTube use and speaking skill improvement (r = 0.732; p < 0.001). These findings provide additional empirical evidence on the relationship between students' perceptions, YouTube use, and speaking skill development in higher education EFL contexts. The study also highlights the potential of integrating YouTube as a complementary digital learning medium to enhance students' oral communication competence. ABSTRAK Pada era digital, teknologi memegang peranan penting dalam mendukung pembelajaran bahasa Inggris, khususnya pengembangan keterampilan berbicara pada konteks EFL (English as a Foreign Language), ketika mahasiswa memiliki keterbatasan paparan terhadap komunikasi autentik. Penelitian ini bertujuan menginvestigasi persepsi mahasiswa dan penggunaan YouTube dalam meningkatkan keterampilan berbicara bahasa Inggris pada mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Islam Negeri Sumatera Utara (UINSU). Penelitian menggunakan desain survei deskriptif kuantitatif dengan sampel 50 mahasiswa angkatan 2023 yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan kuesioner skala Likert melalui Google Forms dan dianalisis menggunakan statistik deskriptif serta Korelasi Pearson Product-Moment. Hasil penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap YouTube (M = 4,22), sering menggunakannya untuk latihan berbicara (M = 4,08), dan merasakan peningkatan keterampilan berbicara (M = 3,96). Analisis korelasi menunjukkan hubungan positif yang signifikan antara persepsi mahasiswa dan peningkatan keterampilan berbicara (r = 0,648; p < 0,001), serta antara penggunaan YouTube dan peningkatan keterampilan berbicara (r = 0,732; p < 0,001). Temuan ini memperkaya bukti empiris mengenai keterkaitan persepsi mahasiswa, penggunaan YouTube, dan peningkatan keterampilan berbicara pada konteks EFL di perguruan tinggi. Implikasi penelitian menegaskan bahwa YouTube layak diintegrasikan sebagai media pendukung pembelajaran berbicara untuk meningkatkan kompetensi komunikasi lisan mahasiswa.
Co-Authors Ajrul Khair Anni Holila Pulungan Anwar Saleh, Anwar Arlina, Arlina Audi Yundayani Ayu Lestari Siregar Berlin Sibarani Busmin Gurning Busmin Gurning Debora Anggreini Sihite Dhea Salsabila Diah Widya Ningrum Diana Hayati Pulungan Dyta Deasy Angriani Eka Kesumaningrum Erlinawaty Erlinawaty Fuad Srinio Harshanda Rafika Putriana Ika Lestari Imelda Kurniati Ina Swari Jabat Irmayanti Irmayanti Lili Elisa Rahma Lince Sihombing Muhammad Ilham Khanis Mustika Adriana Nadhifa Shofi Andara Nadia Wulandari Nadila Adelia Putri Nurmala Nurmala Nurul Fadilah Tambunan Nurul Husnah Harahap Posma Imelda Putri Siahaan Prima . Yanti Rahmad . Husein Rahmad Husein Revi Restu Ayanda Ridawati Sirait Rismayani Marpaung Rya Gita Sari Siti Rahma Ritonga Sri Minda Murni Sri Minda Murni Sumarsih Sumarsih Sumarsih Sumarsih Tiara Sani Sinaga Tuti Andriani Siregar Yuliana Ridwan Yusuf Hadijaya