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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 JET (Journal of English Teaching) Adi Buana 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 FOSTER: Journal of English Language Teaching 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 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 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 Differential: Journal on Mathematics Education Jurnal Pendidikan dan Sastra Inggris DIDASCEIN （Journal of English Education）
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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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

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

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.39776

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.
An Analysis of Students' Difficulties in Reading Comprehension at SMK YP Gajah Mada Palembang Septi Purnama Sari; Lismayati Lismayati; Mustika Prima; Masagus Firdaus
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.40994

Abstract

Studi teoretis ini menyelidiki tantangan yang dihadapi siswa vokasi dalam menguasai pemahaman bacaan. Berfokus pada siswa kelas 10 di SMK YP Gajah Mada Palembang, penelitian ini mengeksplorasi bagaimana faktor internal dan eksternal berkontribusi pada kesulitan dalam mendekode dan menafsirkan teks bahasa Inggris. Studi ini bertujuan untuk mensintesis kerangka kerja teoretis seperti Teori Beban Kognitif, Teori Skema, dan Pandangan Sederhana tentang Membaca. Melalui analisis konseptual literatur yang ada, studi ini mengidentifikasi bahwa kesulitan siswa seringkali berakar pada kosakata yang terbatas, kurangnya pengetahuan latar belakang (skema), dan strategi membaca yang tidak efektif. Hasil sintesis menunjukkan bahwa dalam konteks vokasi, siswa kesulitan menjembatani kesenjangan antara kemampuan bahasa Inggris umum dan persyaratan membaca teknis. Studi ini berkontribusi pada pemahaman teoretis tentang hambatan membaca dalam pendidikan vokasi dan menyoroti perlunya intervensi pedagogis yang berfokus pada membaca terstruktur dan pengembangan kosakata.
Exploring Quillbot’s Role in Enhancing Integrated Language Assessment in EFL Classrooms Cheolmin, Park; Firdaus, Masagus; Rafli, Muhammad
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10509

Abstract

In the digital era of language education, he rapid integration of Artificial Intelligence (AI) into language education has opened new avenues for teaching and assessment, yet studies examining the pedagogical role of such tools in integrated language assessment remain limited. This article addresses this gap by exploring how QuillBot, an AI-powered paraphrasing and grammar-checking tool, can enhance English as a Foreign Language (EFL) assessment, especially in tasks requiring a synthesis of reading, writing, grammar, and vocabulary skills. Unlike traditional tools, QuillBot offers a unique interface that promotes process-based writing and reflective revisions. Employing a library-based research method, the study reviews recent scholarly work (2020–2025) to evaluate the educational affordances and limitations of using QuillBot in EFL contexts. The findings suggest that while QuillBot facilitates integrated skill development, its effective use depends on pedagogical guidance and ethical considerations. This paper provides practical insights for educators seeking to implement AI meaningfully in language learning and assessment
Enhancing EFL Students’ Reading Comprehension and Motivation through the SQ3R Method: A Classroom Action Research Study Indri Nurhasanah Suarno; Tahrun; Masagus Firdaus
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.253

Abstract

This study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to enhance both reading comprehension and student motivation. A total of 28 students participated in this classroom action research project, which spanned an academic semester. To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle implementation for reading comprehension assessments, alongside a motivation questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This comprehensive approach allowed for a detailed examination of the interconnected variables of motivation and comprehension. The results indicated a significant improvement in students' reading comprehension abilities and a noticeable increase in motivation levels, with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the findings illustrated that utilizing a structured approach like SQ3R not only deepened student engagement but also empowered learners to take ownership of their educational experiences. This aligns with existing literature underscoring the correlation between motivation and reading outcomes and suggests that motivated students generally display improved comprehension skills. The implications of this research emphasize the necessity for educators to integrate motivational techniques into reading instruction and suggest opportunities for further research across diverse educational contexts. Future studies may explore the long-term impacts of the SQ3R method on various age groups or demographic profiles, contributing to a broader understanding of its effectiveness in different learning environments.
FORMATIVE GRAMMAR ASSESSMENT IN BLENDED LEARNING ENVIRONMENTS: CHALLENGES AND SOLUTIONS Hastin Yoka Ariyani; Masagus Firdaus; Santi Mayasari
Didascein : Journal of English Education Vol 6 No 2 (2025): September
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v6i2.1280

Abstract

Formative grammar assessment is crucial in English language learning, especially in building students' accuracy and awareness of language structure. In the modern era of education, blended learning approaches, which combine face-to-face and online learning, have become a popular strategy in increasing student flexibility and engagement. However, implementing formative grammar assessment in a blended learning environment faces several challenges, such as limitations of real-time feedback, difficulties in monitoring individual development consistently, and limitations of automated evaluation tools. The subjects in this study are students of the D3 Hospitality Study Program, who are in semesters II and IV, and are taking English courses emphasizing grammar. A total of 30 students were purposively. This study uses a qualitative case study approach to describe the practice of formative grammar assessment in blended learning. This article presents the results of a case study conducted at the Prasetiya Mandiri Polytechnic, involving D3 Hospitality students who took grammar courses in a blended system. Various assessments include interactive quizzes, weekly assignments, self-reflection, and online grammar discussions. The results show that integrating digital platforms such as Google Forms, Moodle, and learning analytics features can increase the effectiveness of formative assessments. In addition, micro-assessment and peer feedback strategies are practical solutions for overcoming the limitations of direct interaction. This article recommends adaptive approaches and the use of technology to strengthen the grammar assessment process in blended learning.
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 Cheolmin, Park Destiana Destiana Dewi Kusmiati Djunaidi Djunaidi Djunaidi Djunaidi Elvira Indah Sundari Evi Rosmiyati, Evi Febrianti, Trimalia Febriyanti, Nani Fitriyani Fitriyani Gusnita Ariani Hartati, Aty Hastin Yoka Ariyani Hendra Lesmana Heriyanto Heriyanto Ilham Arvan Junaidi Imaduddin, Fadhilatul Indah Purnama Dewi Indawan Syahri Indri Nurhasanah Suarno Intan Nabila Inton Inton Jayanti, Jayanti Kusumah, Yohana Cahya Lestari, Eva Fidia Lismayati Lismayati Magdad Hatim Masagus Sulaiman Mawar, Maya Guita Maya Susanti Melisa Marlinton Milzam Zibrullah MULYADI Mulyadi Mulyadi Mulyadi, Mulyadi Mustika Prima 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 Rafli, Muhammad Ramadana, Restu Rimadhona, Marizka Risdatul Isnaini Riska Fitriani Santi Mayasari Selfiah Anggraini Pratiwi Selfiah Anggraini Pratiwi Septi Purnama Sari Septiani, Ranty Setiawan, Afif Shafitri Indah Pratiwi Siti Nurjanah Syarwani Ahmad Tahrun Tahrun Tahrun Tahrun, Tahrun Tri Widayatsih, Tri Ulfah, Mariyah Vidayanti Whissa Gusti Shandiya Wianto, Tukir Yukamana, Hanni Yusni Arni