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All Journal International Journal of Education ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Penelitian Pendidikan Wiralodra English Journal (WEJ) JET (Journal of English Teaching) Adi Buana Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Jurnal Ilmiah Profesi Pendidikan Journal On Teacher Education (Jote) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching TAKSONOMI Journal of Innovative and Creativity
FAURIS ZUHRI
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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MENGGUNAKAN GRAMMARLY UNTUK MENINGKATKAN KUALITAS MENULIS SISWA SMP KELAS 9 Widya Ayu Kusuma; Fauris Zuhri
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As writing proficiency is essential for academic success, integrating technology such as Grammarly has gained attention as a potential tool for improving students’ writing skills. This study investigates the impact of using Grammarly to enhance the writing quality of ninth-grade Junior High School students. This study used a pre-experimental design at a private junior high school in Sidoarjo. The sample included ICO ninth-grade students.  The study used an essay writing test (pretest and posttest) as its research instrument. Since the normality test indicated non-normal data distribution, the Wilcoxon Rank Test was used to compare pretest and posttest scores. The Wilcoxon test yielded a two-tailed Asymp. Sig result of 0.000. Since this value is lower than 0.05, the findings support the hypothesis that Grammarly enhances students' writing quality. The findings from this study reveal a general improvement in students' writing skills across all five evaluated aspects: Content, Organization, Vocabulary, Language Use, and Mechanics. This research also provides recommendations for teachers and students to consider integrating technology such as Grammarly in teaching writing to achieve better learning outcomes.
THE EFFECTIVENESS OF QUIZIZZ IN ENHANCING JUNIOR HIGH SCHOOL STUDENTS' READING COMPREHENSION OF NARRATIVE TEXTS Lutvita, Farahdiba Rahma; Zuhri, Fauris
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.317

Abstract

The current study aimed to determine the extent to which eighth-grade junior high school students enhance reading comprehension by using Quizizz. This research intends to examine Quizizz's role in improving reading skills for narrative texts among junior high schools. The study used a quantitative research design with a quasi-experiment. It consisted of a control class and an experiment class. The research instruments were a pre-test and a post-test. The findings showed improved scores before and after treatment. Sig demonstrated a higher t-test result. The analysis used an independent t-test, involving fifty-five students. Data analysis showed statistically significant results, as the p-value was .000. The experimental group achieved an average score of 89.8. The control group achieved a score of 65.1. The effect size of the Quizizz score in reading comprehension was 0.6, indicating a large effect. It is possible to conclude that Quizizz is efficient in junior high school reading comprehension. Moreover, new areas and applications of Quizizz are available for future researchers allowing them to develop and implement studies that utilize various skills and variables.  
Investigating the Correlation Between Vocabulary Knowledge and Reading Comprehension in Expository Text of Senior High School Students Zahra, Aisyah Fairuz; Zuhri, Fauris
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.3880

Abstract

Reading is one of the essential skills to develop their language learning. For senior high students, they need to comprehending the text, particularly expository text. However, many students struggling with reading comprehension due to their limited vocabulary knowledge. Therefore, this research aimed to investigate the senior high school students’ vocabulary knowledge in relation with reading comprehension, specifically in the context of expository text. A quantitative correlational research design was employed in this study, involving 65 students in the tenth grade from a state school in Surabaya, selected through convenience sampling. The researcher administered two tests, such as The Updated Vocabulary Level Test (TUVLT) by Paul Nation and reading comprehension test focusing on expository text to the participants involved in this research. The results revealed that the Pearson Product-Moment correlation value was 0.792 (r value). It showed that students’ vocabulary knowledge and their expository text reading comprehension were positive and strongly correlated. Drawing on these findings, it can be concluded that students with higher vocabulary knowledge are more likely to perform greater in reading comprehension tasks.
Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Abstract

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.
Moderation Role of Teacher-Student Relationships on Correlation between L2 Motivation and L2WTC Nugroho, Dhimas Cahyo; Fahri, Fahri; Zuhri, Fauris; Sumarniningsih, Sumarniningsih
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11367

Abstract

Large body of researches has been consistently linked L2 motivation to L2WTC, indicating a significant positive correlation between the two. Yet, the influence of teacher-student relationships on this correlation remains understudied. This research investigates how teacher-student relationships influences the correlation between L2 motivation and L2WTC, as well as to investigate the variations in this influence across varying qualities of teacher-student relationships. Utilizing established scales, questionnaires were distributed to the entire population of SMP Negeri 51 Surabaya, resulting in 222 responses for analysis. Moderation analysis via regression analysis was employed to analyse the data. The findings showed that teacher-student relationships do not significantly moderate the correlation between students' L2 motivation and their L2WTC, nor do they significantly differ in influence across varying qualities. Although statistical significance was not achieved at the conventional threshold, the study hints the potential significance of teacher-student relationships in sustaining L2WTC, particularly in contexts where L2 motivation may be lacking. Thus, while not meeting statistical significance at conventional thresholds, the results underscore the importance of fostering positive teacher-student relationships in language learning contexts.
Exploring Dickens’ Stylistics : Pedagogical Strategies for Enhancing Literature Teaching and Learning Fahri, Fahri; Zuhri, Fauris; Subandiyah, Heny; Abida, Fithriyah Inda Nur; Sumarniningsih, Sumarniningsih
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 2 (2024): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.8598

Abstract

This study explores the impact of incorporating the stylistic method and diverse pedagogical approaches on students' understanding and appreciation of literary works, specifically focusing on the works of Charles Dickens. This research used a mixed-methods approach, combining qualitative methods such as observation, surveys, and text analysis with quantitative methods involving statistical analysis. The quasi-experimental design selected undergraduate students purposively based on their literary background, with Charles Dickens' notable works serving as key resources. Pre and post-tests are administered to experimental and control groups to measure the impact of language style instruction. Results indicate that the experimental group, exposed to language style teaching, outperforms the control group in post-teaching comprehension tests. Studies show that teaching students about language styles helps them unlock the meaning of literature. Questionnaire data demonstrate high student satisfaction, increased confidence, improved critical thinking, and enhanced analytical abilities. The adaptability of Dickens's novels to various learning styles contributes to a more inclusive learning environment.
Multimedia Learning Technology Integration for the Enhancement of Oral Skills in Secondary Education Fahri, Fahri; Zuhri, Fauris; Sumarniningsih, Sumarniningsih; Abida, Fithriyah Inda Nur
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.5279

Abstract

This study aims to evaluate the effectiveness of multimedia integration in improving the speaking competence of junior high school students. Four types of media were systematically implemented video modeling, pronunciation animation, AI-based applications, and digital storytelling within an instructional sequence consisting of input, guided practice, independent practice, and oral production. A mixed-methods approach was employed through pre–post test analysis, as well as student interviews and classroom observations. Quantitative results indicated significant improvement in fluency, accuracy, pronunciation, and confidence. The qualitative findings supported these results, revealing that multimedia enhanced students’ motivation, engagement, and self-confidence in speaking. This study demonstrates that multimedia-based learning is an effective and relevant strategy for teaching speaking at the junior high school level, emphasizing the importance of teacher readiness and digital facility support. The findings provide practical implications for instructional design and open avenues for further research within the context of Indonesian education.
Co-Authors Abdur Rosyid Abida, Fithriyah Inda Nur Anam, Syafi'ul Ayunita Leliana AYUNITA LELIANA Dwi Cahyani Sri Kusumaningtyas FAHRI Fahri Fahri Fahri Fahri Fithriyah inda Nur Abida Fithriyah Inda Nur Abida Kusumaningtyas, Dwi Cahyani Sri Lutvita, Farahdiba Rahma Mahardika, I Putu Permana Nugroho, Dhimas Cahyo Rahayu Kuswardani Roisul Laura Gladika SLAMET SETIAWAN Subandiyah, Heny Sumarniningsih Sumarniningsih Sumarniningsih, Sumarniningsih Widya Ayu Kusuma Zahra, Aisyah Fairuz