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All Journal Al-Ta'lim LETS: Journal of Linguistics and English Teaching Studies
Mustaqimah Mustaqimah
STAI DDI Parepare
Religion Education Languange, Linguistic, Communication & Media

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Teaching Indonesian-English Combined Task to Improve Students’ Skills in Writing English Sentences Muhajirah Idman; Mustaqimah Mustaqimah
LETS: Journal of Linguistics and English Teaching Studies Vol. 3 No. 1 (2021): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (454.61 KB) | DOI: 10.46870/lets.v3i1.29

Abstract

This research aimed to find out the effectiveness of Teaching Indonesian-English Combined Task to improve students’ skills in writing English sentences. It was undertaken in PDF Ulya As’adiyah Putri Sengkang in Academic Year 2016/2017. It applied pre-experimental method. Writing test was employed as the instrument of the research. The population of this research was 16 students. The technique of data collection involved giving pre-test to know the writing skills gained previously of the students and post-test after giving the treatment to know how the skills of the students in writing English sentences by using Indonesian-English combined task. The result of the calculation of the students’ score indicated that the mean score of the students’ pre-test was (55.25) which was classified as fair classification and the mean score of the students’ post-test was (73,93) as good classification. The value of paired sample test for post-test was greater than the t-table. In short, teaching Indonesian-English combined task is effective to improve students’ skills in writing English sentences.
Metacognitive Strategies and Reading Development in Islamic Higher Education Andi Adisaturrahimi; Windy Puspitasari Suparto; Marlia Marlia; Mustaqimah Mustaqimah; Herman Resyadi
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1069

Abstract

This study aims to examine the impact of metacognitive strategy instruction on the development of reading skills among undergraduate students at an Islamic higher education. The research focuses on how these strategies influence students’ knowledge, skills, attitudes, and behaviors in reading academic texts. A qualitative descriptive design with a phenomenological approach was employed to explore students lived experiences. Eighteen fourth semester students who had completed a reading course incorporating metacognitive strategies were selected through purposive sampling. Data were collected through semi structured interviews and analyzed using thematic analysis to identify recurring patterns and themes. The findings reveal that metacognitive instruction significantly improved students’ understanding of reading as an active and strategic process. Students demonstrated enhanced skills in monitoring comprehension, questioning, and drawing conclusions. In addition, they reported increased motivation, confidence, and classroom participation. The study concludes that integrating metacognitive strategies into reading instruction fosters self-regulated, reflective, and engaged learners. These results suggest that metacognitive instruction is effective in strengthening both cognitive and affective aspects of reading development in Islamic higher education contexts.
Co-Authors Andi Adisaturrahimi Herman Resyadi Marlia Marlia Muhajirah Idman Windy Puspitasari Suparto