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All Journal PREMISE: Journal of English Education and Applied Linguistics EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial RIPTEKSI KEPENDIDIKAN PGRI EXPOSURE JOURNAL Journal of English Literacy Education TUNAS BANGSA Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI Journal on Education EDUPEDIA JET (Journal of English Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) INTERACTION: Jurnal Pendidikan Bahasa Anaphora: Journal of Language. Literary and Cultural Studies Journal of Classroom Action Research Journal On Teacher Education (Jote) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Awwaliyah JOLLT Journal of Languages and Language Teaching STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Cendikia : Media Jurnal Ilmiah Pendidikan International Journal of Education, Social Studies, And Management (IJESSM) ALACRITY : Journal Of Education INVENTION: Journal Research and Education Studies Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Global Expert: Jurnal Bahasa dan Sastra ELITERATE : Journal of English Linguistics and Literature Studies Literasi: Jurnal Pendidikan Guru Indonesia Al-Irsyad: Journal of Education Science JGK (Jurnal Guru Kita) Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Innovative and Creativity Algebra Journal of Social Work and Science Education International Journal of Research in Education (IJRE) Differential: Journal on Mathematics Education Jurnal Pendidikan dan Sastra Inggris
Masagus Firdaus, Masagus
Universitas PGRI Palembang
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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The Application Of Krashen’s Hypothesis In Teaching Speaking In Elementary School Pratiara Amalya Fasa; Indah Purnama Dewi; Masagus Firdaus
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.v5i3.5306

Abstract

This study explores the application of Krashen’s Input Hypothesis (i + 1) in enhancing elementary school students’ speaking skills through verb-based learning. The focus is to examine how comprehensible input supports the acquisition of English verbs and their use in simple sentences. The research employed a descriptive qualitative design involving 27 third grade students at SD Manggala Palembang. Data were gathered through observation, interviews, and speaking performance tasks. Findings indicate that when students were first introduced to verbs through songs and actions (e.g., run, jump, sing) and later guided to use them in sentences (e.g., “We are running”, “My teacher is teaching English”), their confidence and fluency improved significantly. The study concludes that Krashen’s Input Hypothesis effectively promotes natural speaking development by offering meaningful, understandable, and enjoyable language exposure.
An Analysis Of Students’ Strategy In Learning Simple Past Tense At Eighth Grade Of SMP Negeri 21 Palembang Inton Inton; Dewi Kusmiati; Masagus Firdaus
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.v5i3.5695

Abstract

This research examines for students studying English as a second language, mastering grammar—especially the simple past tense—is crucial. Nonetheless, a lot of students still struggle to write and speak in the past tense accurately. The purpose of this study is to examine how SMP 21 Palembang eighth-grade students acquire the simple past tense. This research employed a descriptive qualitative method supported by quantitative data. The participants were 28 students from class VIII in the 2024/2025 academic year. Data were collected through questionnaires, classroom observations, and interviews. The results revealed that students applied three major types of strategies: cognitive strategies (memorizing verbs and practicing exercises), metacognitive strategies (planning and evaluating their learning), and social strategies (asking for help from teachers or peers). Cognitive strategies were the most dominant (53.6%), followed by social strategies (28.6%), and metacognitive strategies (17.8%). The results show that students' comprehension of the simple past tense was improved when they combined these tactics. The findings indicate that most students rely on repetition and memorization rather than contextual understanding, suggesting the need for more communicative and meaningful grammar instruction.
Integrating Direct Strategies in Teaching Tense Aspect System Naura Naziva; Fitriyani Fitriyani; Masagus Firdaus
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.v5i3.5764

Abstract

Teaching the tense–aspect system has long posed challenges for English as a Foreign Language (EFL) learners due to its complex relationship between form, meaning, and use. Traditional grammar instruction in many EFL contexts often emphasizes rule memorization rather than meaningful application, resulting in learners’ limited ability to use tense forms accurately in communication. This study explores the integration of direct learning strategies—such as memory, cognitive, and compensation strategies—into the teaching of the tense–aspect system to enhance students’ grammatical competence and communicative accuracy. Using a mixed-method design, the research involved classroom implementation of direct strategies followed by tests, questionnaires, and observations. The findings indicate that learners who were taught using direct strategies showed significant improvement in recognizing and applying tense–aspect forms correctly. Moreover, students reported increased motivation, better retention, and greater confidence in using grammar communicatively. The results suggest that integrating direct strategies provides an effective framework for shifting grammar instruction from teacher-centered rule learning to student-centered strategy-based learning. It is recommended that EFL teachers combine direct strategies with communicative activities to promote both accuracy and fluency in language use.
AI Integration in English Language Teaching: Junior High School Teachers’ Perceptions and Readiness in Ogan Ilir, South Sumatera Susilo, Agung; Firdaus, Masagus; Yukamana, Hanni
International Journal of Research in Education Vol. 6 No. 1 (2026): Issued in January 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i1.3108

Abstract

Artificial Intelligence (AI) is increasingly reshaping educational practices worldwide, particularly in language learning. This mixed-methods study investigates English teachers’ perceptions and readiness toward AI integration in junior high schools in Ogan Ilir, South Sumatra, Indonesia, an under-resourced and largely rural context that remains underrepresented in global AI-in-education research. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and technology acceptance perspectives, the study examines how teachers’ technological competence, pedagogical readiness, and institutional conditions interact to shape AI adoption in English language teaching (ELT). Data were collected through questionnaires, interviews, and classroom observations and analyzed using descriptive statistics and thematic triangulation. The findings indicate that teachers hold generally positive view on AI and recognize its potential to enhance instructional effectiveness, student motivation, and personalized learning. However, their readiness for AI integration remains moderate, constrained by limited professional development, inadequate digital infrastructure, insufficient AI literacy, and policy-related gaps. By foregrounding teachers’ voices from a rural context, this study extends international ELT and AI-in-education scholarship beyond technologically advantaged settings. This research adds empirical support to discussions of equitable AI integration while underscoring the importance of context-specific professional development, institutional infrastructure, and ethical governance in fostering sustainable AI-mediated ELT practices.
EFEKTIVITAS PENGGUNAAN BUKU CERITA DIGITAL TERHADAP PENGUASAAN KOSAKATA DAN KEMAMPUAN PEMAHAMAN MEMBACA SISWA KELAS V DI MIN 1 OGAN ILIR Risdatul Isnaini; Masagus Firdaus; Mulyadi Mulyadi
EDUPEDIA Vol. 10 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i1.3639

Abstract

This classroom action research aimed to improve fifth-grade students’ vocabulary mastery and reading comprehension through the use of digital storybooks. The study was conducted at MIN 1 Ogan Ilir and involved 20 students in the 2024/2025 academic year. The research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through vocabulary and reading comprehension tests, observation sheets, and interviews. The findings revealed a significant improvement in students’ learning outcomes and classroom participation. In Cycle I, 55% of students achieved the Minimum Mastery Criterion (KKM), with an average score of 73.25. After revising the instructional strategy and implementing improvements in Cycle II, 85% of students successfully met the KKM, and the class average increased substantially. Observation results also indicated a positive shift in students’ engagement, enthusiasm, and interaction during learning activities. The integration of digital storybooks created a more interactive and meaningful learning environment by combining text, audio, and visual elements. Therefore, digital storybooks proved to be an effective instructional medium for enhancing vocabulary mastery and reading comprehension among elementary school students
The Effect Of Principal Academic Supervision And Teacher Work Motivation On The Performance Of State Elementary School Teachers Septiani, Ranty; Ahmad, Syarwani; Firdaus, Masagus
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Lembaga Bale Literasi

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Abstract

This study aims, first, to analyze the effect of principals’ academic supervision on teacher performance in public elementary schools in Cluster II, Jejawi District, Ogan Komering Ilir Regency; second, to analyze the effect of teachers’ work motivation on teacher performance in public elementary schools in Cluster II, Jejawi District, Ogan Komering Ilir Regency; and third, to analyze the simultaneous effect of principals’ academic supervision and teachers’ work motivation on teacher performance in public elementary schools in Cluster II, Jejawi District, Ogan Komering Ilir Regency. The population of this study consisted of all 63 teachers in public elementary schools in Cluster II, Jejawi District, Ogan Komering Ilir Regency, all of whom were used as the research sample. Data were collected using a Likert scale–based questionnaire and analyzed using correlation and regression techniques with the assistance of the Statistical Package for the Social Sciences (SPSS) version 26, as well as manual calculations.The results show that principals’ academic supervision has an effect on teacher performance of 60.3%, while the remaining 39.7% is influenced by other variables not examined in this study. In addition, teachers’ work motivation has an effect on teacher performance of 47.5%, while the remaining 52.5% is influenced by other factors outside this study. Furthermore, principals’ academic supervision and teachers’ work motivation simultaneously have an effect on teacher performance of 86%, while the remaining 14% is influenced by other factors beyond the scope of this study.
THE RELATIONSHIP BETWEEN DIGITAL READING ACTIVITY, READING ENGAGEMENT, AND READING COMPREHENSION AMONG EFL LEARNERS Selfiah Anggraini Pratiwi; Indawan Syahri; Masagus Firdaus
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/0m5p7v56

Abstract

The growth of digital technology has changed the way students read, learn, and interact with English texts. In many EFL classrooms, reading is no longer limited to printed books because students increasingly access materials through smartphones, laptops, and online platforms. This shift gives learners wider exposure to authentic texts, yet it also introduces new demands related to navigation, attention control, and strategic reading. In such contexts, reading comprehension is shaped not only by students’ access to digital texts but also by how actively they engage with what they read. This study examined the relationship between digital reading activity, reading engagement, and reading comprehension among eleventh-grade EFL learners. A quantitative correlational design was used. Data were collected through a digital reading activity questionnaire, a reading engagement questionnaire, and a reading comprehension test, then analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression. The findings show that digital reading activity was positively and significantly related to reading comprehension. Reading engagement also had a positive and significant relationship with comprehension. In addition, both variables simultaneously contributed to students’ reading comprehension performance. These findings suggest that digital reading becomes more academically meaningful when it is accompanied by active emotional, behavioral, and cognitive engagement during reading.
Developing Students’ Comprehension of Word Categories Through the use of Structured Learning Strategies Heriyanto Heriyanto; Destiana Destiana; Whissa Gusti Shandiya; Masagus Firdaus
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini mengkaji efektivitas Instruksi Berbasis Strategi (Strategy-Based Instruction/SBI) dalam meningkatkan pemahaman dan penggunaan bagian-bagian kalimat pada siswa EFL di kelas Tata Bahasa Inggris Modern. Meskipun banyak siswa mampu mengidentifikasi kelas kata, mereka sering mengalami kesulitan ketika menerapkan pengetahuan ini secara akurat dalam kalimat dan teks singkat. Untuk menjembatani kesenjangan ini, penelitian ini menggabungkan pelatihan eksplisit dalam strategi pembelajaran kognitif, metakognitif, memori, sosial, dan afektif berdasarkan kerangka kerja yang diusulkan oleh Rebecca L. Oxford. Desain kuasi-eksperimental yang menggunakan model kelompok kontrol pra-uji-pasca-uji diimplementasikan selama enam minggu dengan siswa kelas X. Instrumen penelitian terdiri dari Tes Bagian-Bagian Kalimat (Parts of Speech Test/POST) yang telah divalidasi, rubrik tugas menulis, daftar periksa observasi, dan kuesioner persepsi siswa. Temuan kuantitatif menunjukkan bahwa kelompok eksperimen mencapai peningkatan yang signifikan dalam akurasi identifikasi, koreksi kesalahan, dan penggunaan tata bahasa dalam penulisan. Sementara itu, bukti kualitatif dari observasi kelas dan refleksi siswa menunjukkan peningkatan otonomi pembelajar, peningkatan kesadaran tata bahasa, dan peningkatan kepercayaan diri. Temuan ini menunjukkan bahwa mengintegrasikan strategi pembelajaran ke dalam pengajaran tata bahasa dapat menggeser pembelajaran dari pendekatan yang berfokus pada aturan menjadi proses yang lebih aktif, reflektif, dan dapat ditransfer.
Co-Authors Adiahadini Yoppa Mitha Madira Putri Aelista Dwi Wahyuni Afriani, Masayu Neni Akbar, Lingga Oka Andaresta, Adhadilah Galuh Andika Andika Ariyani, Hastin Yoka Artanti Puspita Sari Aryani, Emi Carmelya, Shelvi Destiana Destiana Dewi Kusmiati Djunaidi Djunaidi Djunaidi Djunaidi Elvira Indah Sundari Evi Rosmiyati, Evi Febrianti, Trimalia Febriyanti, Nani Fitriyani Fitriyani Gusnita Ariani Hartati, Aty Hendra Lesmana Heriyanto Heriyanto Ilham Arvan Junaidi Imaduddin, Fadhilatul Indah Purnama Dewi Indawan Syahri Intan Nabila Inton Inton Irawan, Tata Regita Sherfaty Jayanti, Jayanti Kuspandi, Nabila Samira Kusumah, Yohana Cahya Lestari, Eva Fidia Magdad Hatim Masagus Sulaiman Mawar, Maya Guita Maya Susanti Melisa Marlinton Milzam Zibrullah MULYADI Mulyadi Mulyadi Mulyadi, Mulyadi Nabila Abron Nabila, Intan Nadia Putriani Naura Naziva Ningsih, Yunika Lestaria Novi Triana Nurhasanah, Indri Nurillahwaty, Eka Paini, Alpaini Himarika Permatasari, Gilang Lukito Pratiara Amalya Fasa Ramadana, Restu Rimadhona, Marizka Risdatul Isnaini Riska Fitriani Santi Mayasari Sari, Suci Indah Selfiah Anggraini Pratiwi Selfiah Anggraini Pratiwi Septiani, Ranty Setiawan, Afif Shafitri Indah Pratiwi Siti Nurjanah Susilo, Agung Syarwani Ahmad Tahrun Tahrun Tahrun Tahrun, Tahrun Tri Widayatsih, Tri Ulfah, Mariyah Vidayanti Whissa Gusti Shandiya Wianto, Tukir Yukamana, Hanni Yusni Arni