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All Journal Al Ishlah Jurnal Pendidikan ELLITE: Journal of English Language, Literature, and Teaching International Journal of Transdisciplinary Knowledge
Kuni Hikmah Hidayati
Universitas Muhammadiyah Jember
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Other

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Using Audio Lingual Method to Improve Students Pronunciation Ability of Darul Mahdiah Private School Hikmah Hidayati, Kuni
ELLITE Vol 1, No 1 (2016): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.355 KB) | DOI: 10.32528/ellite.v1i1.161

Abstract

This study aims at finding out how the use Audio Lingual Method through Repetition Drill Technique improves Thai students’ pronunciation ability. This is a Classroom Action Research (CAR) conducted in Darul Mahdiah private school Songkhla-Thailand. The subjects of the study are 16 Thai students of class 6/2 at the school. The data were collected from pronunciation tests and analyzed by using percentages analysis. The result of the students’ pronunciation improvement was as follows; in the pre-pronunciation test the students’ pronunciation score was 0% (excellent), 0% (very good), 31.25% (good), 31.25% (low) and 37.5% (failed), in the cycle 1 post test the score was 0% (excellent), 14.29% (very good), 50% (good), 21.42% (low) and 14.29% (failed), and the score of the cycle 2 post test was 6.25% (excellent), 37.5% (very good), 43.75% (good), 12.5% (low) and 0% (failed). This leads to the conclusion that the students’ improved pronunciation was due to the two reasons; first, the students’ pronunciation ability improved through repetition drill since they got used to pronounce words intelligibly as what the teacher modeled.Keywords: audio lingual method, repetition drill, pronunciation, thai students
The Incidental Vocabulary Learning Opportunities in the Reading Comprehension Passages Kuni Hikmah Hidayati
International Journal of Transdisciplinary Knowledge Vol 2, No 2, December 2021
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.169 KB) | DOI: 10.31332/ijtk.v2i2.14

Abstract

This paper reports on research into vocabulary learning opportunities provided in the reading comprehension passages. It is a quantitative study with a corpus analysis using AntWordProfiler program. Data was collected from reading comprehension passages involving all words in the passages. The results show that the reading comprehension passages provided a great opportunity to deepen knowledge of first 1,000 most frequent words. However, they did not provide good opportunities to develop knowledge of second 1,000 most frequent words, academic words and unlisted words well. This is because most of the word families found in the reading comprehension passages occurred once and less than five times. In conclusion, the reading comprehension passages provided opportunities to learn first 1,000 most frequent words and lacked the opportunities for second 1,000 most frequent words, academic words and unlisted words.
Development and Validation of a Semiotic Project-Based Module to Support Early Childhood Numeracy Literacy Christine Wulandari Suryaningrum; Astri Widyaruli Anggraeni; Nurul Imamah Ah; Misyana Misyana; Kuni Hikmah Hidayati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7589

Abstract

Early Childhood Education (ECE) often relies on paper-based activities that limit children’s engagement and contextual learning. To address this, a semiotic project-based module was developed to enhance early numeracy literacy through culturally relevant, hands-on learning aligned with children's developmental needs. This research employed a Research and Development (RD) design using the 4D model (Define, Design, Develop, and Disseminate). Module development included needs analysis, diagnostic assessment, media and activity design, expert validation, small- and large-scale trials, and evaluation. The module integrated semiotic elements (icons, indices, and symbols) within project-based learning themed around traditional foods from Jember, Indonesia. Validity, practicality, and effectiveness were assessed through expert review, teacher questionnaires, and observational data. Expert validation results showed an average validity score of 85%, categorized as “very valid.” Teacher responses in the small-scale trial (n=13) indicated 92.3% rated the module “very effective,” while the large-scale trial (n=13) achieved 100% in the same category. Observations of children’s participation indicated a 98% engagement rate, demonstrating high practical effectiveness. The findings suggest that the module is valid, practical, and effective in supporting early numeracy literacy. The use of semiotic representations within culturally contextualized projects provided meaningful numeracy experiences. However, the small sample size and local context limit generalizability. Further research with diverse populations and objective assessments is recommended.
Co-Authors Astri Widyaruli Anggraeni Misyana Misyana Nurul Imamah Suryaningrum, Christine Wulandari