Articles
<![CDATA[A Study of Somatic Auditory Visual Intellectual-Based Learning Videos to Improve Learning Achievement in Writing English Procedural Texts ]]>
<![CDATA[Hanifah Fardhany, Cut]]>;
<![CDATA[Herpratiwi, Herpratiwi]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol 9, No 1 (2024): Januari ]]>
Publisher : <![CDATA[UNDIKMA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/jtp.v9i1.9850
<![CDATA[Learning is essentially an effort to make students learn so as to gain knowledge and knowledge, mastery of skills, as well as attitude formation and attitude change. Mastery of English is a means to boost human resources. Global competition in all fields demands an increase in the quality of human resources (HR). This study aims to improve the decline in learning achievement in writing English-based procedure texts by using SAVI learning videos. This research method is a literature review with 10 articles published from 2017 to 2023. Overall, somatic auditory visual intellectual-based learning video is an effective approach in improving learning achievement in writing English procedure text. This approach provides opportunities for learners to be actively involved, uses various learning modalities, and stimulates emotional engagement, thus improving their understanding and writing skills.]]>
<![CDATA[The anxiety in English for foreign language speaking class: the case of university students in Lampung context ]]>
<![CDATA[Septiawan, Habi]]>;
<![CDATA[Setiyadi, Bambang]]>;
<![CDATA[Mahpul, Mahpul]]>;
<![CDATA[Sukirlan, Muhammad]]>;
<![CDATA[Nisa, Khairun]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 1: February 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/edulearn.v19i1.21755
<![CDATA[To date there have been a lot of currently emerging studies focusing on English speaking anxiety experienced by Indonesian university students. Nevertheless, particularly the studies have not investigated university students in Lampung region as the new context. This study aims to describe the level, attitude and perception, and the causes of speaking anxiety in English among university students in the Lampung context. Descriptive research combining quantitative and qualitative approach was performed to conduct this study. 64 new state university students from the English department were involved as participants in this study. A questionnaire and interview form related to speaking anxiety were used to collect the data whereby quantitative data was analyzed by using descriptive statistics while qualitative data was analyzed via content analysis. Results of this study showed that students experienced low anxiety level when speaking English as a foreign language, but mostly they provided the perception that speaking ability was a trigger for anxiety. Even though students' positive attitude towards English used in the classroom was reflected, their speaking skill in English was negative. Additionally, some main sources such as the limited of vocabulary, self-confident, and speaking opportunity were the causes of speaking anxiety.]]>
<![CDATA[Communication Skills and Their Relation to Transferable Skills for Vocational High School Students ]]>
<![CDATA[Suroto, Suroto]]>;
<![CDATA[Pargito, Pargito]]>;
<![CDATA[Sukirlan, Muhammad]]>;
<![CDATA[Firdaus, Rangga]]>;
<![CDATA[Winatha, I Komang]]>;
<![CDATA[Rahmanto, Andi Adam]]>;
<![CDATA[Rozak, Abdul]]>
<![CDATA[ Journal of Economics Education and Entrepreneurship Vol 4, No 1 (2023): JEE, April 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Ekonomi FKIP Universitas Lambung Mangkurat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20527/jee.v4i1.8017
<![CDATA[One of the important abilities possessed by job seekers is transferable skills. The demands of the industry in fulfilling the workforce in the Industrial 4.0 era are more complex because they have to be adapted to hard skills and soft skills competencies. SMK is an important point in meeting the needs of industrial workers. The transferable skills developed are communication, cooperation, and discipline and responsibility. The aim is to analyze the development of transferable skills in productive learning at SMK and the absorption of soft skills by SMK students. This study uses a quantitative approach in which data processing is carried out using statistical methods. The type of research used in this study is the Quasi-Experimental method: Nonequivalent Control Group Designs. The researcher tries to find out the effect of the dependent variable and examines it retrospectively to establish causes, relationships, associations and their meaning. This research will be conducted on students of Agriculture Vocational Schools in Central Lampung . The results of this study indicate that communication skills really support the transferable skills of vocational students]]>
<![CDATA[COOPERATIVE INTEGRATED READING AND COMPOSITION BASED ON SCIENTIFIC APPROACH TO IMPROVE WRITING ACHIEVEMENT ]]>
<![CDATA[Ariyani, Farida]]>;
<![CDATA[Sutarsyah, Cucu]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) Vol 10, No 1 (2024): JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam) ]]>
Publisher : <![CDATA[STIT AL MULTAZAM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.54892/jpgmi.v10i1.266
<![CDATA[Writing is a crucial aspect of individuals' lives, especially for students, as it involves both the process and product of language. This study explores the challenges students face in writing, including the impact of teaching methods and the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method based on the Scientific Approach (CIRSA) in enhancing students' writing skills. This study employs quasi-experimental pretest-posttest design to investigating the significant difference both of methods with 30 samples in the experiment class and 30 samples in the control class. Through the independent sample t-test hypotheses are formulated and tested (α values are 0.05), providing a structured framework to draw meaningful inferences about the populations studied. The empirical findings of this study aimed to discern significant differences in writing achievement between the CIRSA and CIRC models (sig. 0.002 0.05). Aligned with educational theories, the N-gain score was utilized to evaluate students' progress during the learning process. So, The CIRSA Model (N-Gain 41%) is more effective than CIRC (N-Gain 32%). Then, this study explored the significant correlation between students' perceptions of the CIRSA model and their writing achievement (t-value of 6.268 1.701).]]>
<![CDATA[THE USE OF TASK COMPLEXITY IN WRITTEN LANGUAGE PRODUCTION ]]>
<![CDATA[Optaria, Tri]]>;
<![CDATA[Mahpul, Mahpul]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i2.9556
<![CDATA[This research aimed to investigate the significant differences in written language production generated from two different types of tasks between low and high proficiency students. Data were collected from 30 low-proficiency and 30 high-proficiency tenth-grade students using two distinct task types, and analyzed using Repeated Measures ANOVA. The findings revealed statistically significant differences in the CAF (Complexity, Accuracy, and Fluency) measures between the two proficiency groups across both task types. In Task 1, significant differences were found in accuracy and fluency, but not in complexity. In contrast, in Task 2 high and low proficiency students generated significant differences across all CAF aspects. These findings highlight the importance of aligning task complexity with learners' proficiency levels in Task-Based Language Teaching (TBLT) to improve language learning outcomes and support more effective instructional design.]]>
<![CDATA[Improving Reading Comprehension: Comparing the Effectiveness of Integrated KWL with Think Pair Share and the Original KWL Strategy ]]>
<![CDATA[Sambuaga, Nur Azizah]]>;
<![CDATA[Raja, Patuan]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i2.9407
<![CDATA[AbstractThis study aimed to find out whether the integrated KWL (Know-Want-Learn) strategy with Think Pair Share improves students' reading comprehension better than the Original KWL Strategy. This research employed a quantitative method. The study was conducted with first-grade students at SMPN 14 Bandar Lampung. Two classes were used: an experimental class, which was taught using the integrated KWL and Think Pair Share strategy, and a control class, which was taught using the original KWL strategy. The results of the post-test showed that the control group had a mean score of 70.32, whereas the experimental group had a higher mean score of 79.35. The t-test results for the post-test indicated a Sig. (2-tailed) value was 0.003 (< 0.05), there is a statistically significant difference between the two groups after the treatment. The experimental group achieved better improvement in reading comprehension compared to the control group. These findings suggest that integrating the KWL strategy and Think Pair Share improves students' reading comprehension.]]>
<![CDATA[Integrating Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) to Improve Students’ Reading Comprehension Using Narrative Text ]]>
<![CDATA[Agnescia, Elany]]>;
<![CDATA[Raja, Patuan]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 1 (2025): March 2025 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i1.9702
<![CDATA[This study aimed to find out whether the integrated Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) improves students' reading comprehension better than the Original DRTA. This research employed a quantitative method. The study was conducted with the first-grade students at SMA Negeri 4 Bandar Lampung. Two classes were used: an experimental class, which was taught using the integrated DRTA with PALS, and a control class, which was taught using the original DRTA. The results of the post-test showed that the control group had a mean score of 80.51, whereas the experimental group had a higher mean score of 83.94. The t-test results for the post-test indicated a Sig. (2-tailed) value was 0.049 (< 0.05), there is a statistically significant difference between the two groups after the treatment. The experimental group achieved better improvement in students’ reading comprehension compared to the control group. These findings suggest that integrated DRTA with PALS improves students' reading comprehension. Keywords: DRTA, PALS, Reading Comprehension ]]>
<![CDATA[The Use of Peer Teaching in Student Team Achievement Division to Improve Narrative Writing Achievement ]]>
<![CDATA[Dahlin, Yulinda Aulia]]>;
<![CDATA[Sinaga, Tuntun]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i2.9575
<![CDATA[This study investigates the efficacy of incorporating peer teaching in Student Teams-Achievement Divisions (STAD) to enhance students' writing achievement in narrative text. Recognizing the challenges faced by EFL students in organizing ideas and the limitations inherent in traditional pedagogical approaches, this research examines whether the integration of peer teaching in STAD group activities can improve the quality and structure of students' written work. A comparative analysis was conducted between students who were taught using peer teaching in STAD and those who received instruction through the original STAD. The objective of the study is to assess whether significant differences in writing achievement exist between the two groups, with a particular focus on content, organization, vocabulary, language use, and mechanical accuracy. The results indicate a substantial improvement in students' writing skills, suggesting that the incorporation of peer teaching in STAD can serve as an effective pedagogical strategy for enhancing writing proficiency in the EFL context, especially in the domain of narrative text production.]]>
<![CDATA[ANALYSING THE IMPACT OF MODIFIED READING – MIND MAPPING – SHARING (RMS) TECHNIQUE BASED ON TEACHING LEARNING CYCLE (TLC) IN STUDENTS' WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Ponda, Sherly]]>;
<![CDATA[Flora, Flora]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i2.9545
<![CDATA[This research was initiated to reveal the impact of the modified RMS technique integrated with the TLC, on students’ ability to write descriptive texts. The research aimed to determine whether the modified RMS technique significantly improves students’ descriptive writing achievement. The research design was quantitative by employing one-group pre-test post-test design. The data were gaied from 32 students using writing tests. Writing performance was evaluated across five aspects: content, organization, vocabulary, grammar, and mechanics. Data were analyzed using paired t-tests. The results demonstrated a statistically significant improvement in students’ writing scores after the treatment (p < 0.001. These finding suggests that the modified RMS technique, when combined with TLC, is effective in enhancing students’ descriptive writing achievement.]]>
<![CDATA[COMPARING SPOKEN LANGUAGE PERFORMANCE ACROSS PROFICIENCY LEVELS: THE IMPACT OF TASK TYPES ON LOW AND HIGH PROFICIENCY LEARNERS ]]>
<![CDATA[Ramadhani, Aulia Fitri]]>;
<![CDATA[Mahpul, Mahpul]]>;
<![CDATA[Sukirlan, Muhammad]]>
<![CDATA[ TELL - US JOURNAL Vol 11, No 1 (2025): March 2025 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22202/tus.2025.v11i1.9648
<![CDATA[This study investigates how task complexity affects students’ speaking performance based on their English proficiency levels. It was conducted at SMA N 9 Bandar Lampung in the 2024/2025 academic year with 31 eleventh-grade students, divided into low (n = 16) and high (n = 15) proficiency groups. Each student completed a simple and a complex speaking task. The tasks were based on task-based language teaching (TBLT) and aligned with the curriculum. Using Two-Way ANOVA, the results showed that both task complexity and proficiency level significantly influenced speaking performance (p<0.05). High proficiency students outperformed low proficiency students in all aspects: complexity (M = 3.85 vs. 2.97), accuracy (M = 4.12 vs. 3.21), and fluency (M = 4.08 vs. 3.05). A significant interaction was also found, meaning task complexity affected students differently depending on their proficiency. This study shows that speaking tasks should be adjusted to students’ proficiency levels to improve learning outcomes.]]>
