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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 Wiralodra English Journal (WEJ) Esteem Journal of English Study Programme Journal on Education JET (Journal of English Teaching) Jurnal Review Pendidikan dan Pengajaran (JRPP) Social, Humanities, and Educational Studies (SHEs): Conference Series 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 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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USING THE COOPERATIVE LEARNING STRATEGY ON COMPARATIVE DEGREE OF THE FIFTH GRADERS AT FATHONA ISLAMIC SCHOOL PALEMBANG Kusumah, Yohana Cahya; Firdaus, Masagus
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.8661

Abstract

ABSTRACT The low level of elementary school students’ mastery of English grammatical structures, particularly comparative degrees, indicates the need for the implementation of more interactive and student-centered learning strategies. This study aims to examine the effectiveness of cooperative learning strategies in improving students’ understanding of comparative degrees among fifth-grade students at Fathona Islamic School Palembang. The study employed a quasi-experimental design using a pre-test and post-test non-equivalent control group model, involving 30 students who were divided into an experimental group and a control group. The experimental group received instruction through cooperative learning strategies, while the control group was taught using conventional teaching methods. The results of the analysis showed that the average post-test score of the experimental group (85.4) was higher than that of the control group (72.8). An independent samples t-test confirmed a statistically significant difference between the two groups (p < 0.05). In addition to improving learning outcomes, cooperative learning was also found to enhance students’ active engagement in discussions and group work. These findings conclude that cooperative learning strategies are effective in improving students’ understanding of comparative degrees while also strengthening motivation and active participation in English language learning at the elementary school level. ABSTRAK Rendahnya penguasaan siswa sekolah dasar terhadap struktur tata bahasa Inggris, khususnya comparative degree, menunjukkan perlunya penerapan strategi pembelajaran yang lebih interaktif dan berorientasi pada keterlibatan siswa. Penelitian ini bertujuan untuk mengkaji efektivitas strategi pembelajaran kooperatif dalam meningkatkan pemahaman comparative degree pada siswa kelas V di Sekolah Islam Fathona Palembang. Penelitian menggunakan desain quasi-eksperimental dengan model pre-test dan post-test non-equivalent control group, melibatkan 30 siswa yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol. Kelompok eksperimen memperoleh pembelajaran dengan strategi kooperatif, sementara kelompok kontrol diajar menggunakan metode pembelajaran konvensional. Hasil analisis menunjukkan bahwa nilai rata-rata post-test kelompok eksperimen (85,4) lebih tinggi dibandingkan kelompok kontrol (72,8). Uji independent samples t-test mengonfirmasi adanya perbedaan yang signifikan secara statistik antara kedua kelompok (p < 0,05). Selain meningkatkan hasil belajar, pembelajaran kooperatif juga terbukti mendorong keterlibatan aktif siswa dalam diskusi dan kerja kelompok. Temuan ini menyimpulkan bahwa strategi pembelajaran kooperatif efektif dalam meningkatkan pemahaman comparative degree sekaligus memperkuat motivasi dan partisipasi siswa dalam pembelajaran bahasa Inggris di sekolah dasar.
The Effectiveness of Canva Media on Learning Outcomes in English for The Food and Drink Material for Grade 5 of SDN 13 Rantau Bayur Aelista Dwi Wahyuni; Masagus Firdaus
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i1.5264

Abstract

English is considered a universal language because it is used as the main language by many countries around the world. The use of Canva media in English learning is necessary so that students are better able to master the material being delivered and so that learning activities become more interactive. The aim of this research is to review theories related to the utilization of Canva in English learning, particularly on the topic of food and beverages for fifth-grade elementary school students. The research process was carried out through several stages, namely: (1) designing the topics to be discussed, (2) collecting literature sources relevant to the topic, and (3) extracting data from these sources as the basis for preparing the discussion and drawing conclusions.
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.
Co-Authors Adiahadini Yoppa Mitha Madira Putri Aelista Dwi Wahyuni Afriani, Masayu Neni Akbar, Lingga Oka Aloy, Yohana Andaresta, Adhadilah Galuh Andika Andika Ariyani, Hastin Yoka Artanti Puspita Sari Aryani, Emi Carmelya, Shelvi Dewi Kusmiati Djunaidi Djunaidi Djunaidi Djunaidi Elvira Indah Sundari Evi Rosmiyati, Evi Febrianti, Trimalia Febriyanti, Nani Fitriyani Fitriyani Gusnita Ariani Hartati, Aty Hendra Lesmana Ilham Arvan Junaidi Imaduddin, Fadhilatul Indah Purnama Dewi 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 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 Riska Fitriani Santi Mayasari Sari, Suci Indah Selfiah Anggraini Pratiwi Setiawan, Afif Shafitri Indah Pratiwi Siti Nurjanah Susilo, Agung Tahrun Tahrun Tahrun Tahrun, Tahrun Tri Widayatsih, Tri Ulfah, Mariyah Vidayanti Wianto, Tukir Yukamana, Hanni Yusni Arni