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Teacher Corrective Feedback VS Cambridge English Write and Improve (CEWI) in Improving EFL Students’ Writing Performance Puan Tursina; Henny Susanty; Zuhri Efendi
English LAnguage Study and TEaching Vol 2, No 1 (2021): ELASTE
Publisher : Universitas Serambi Mekkah

This study aimed to explore the students’ preference toward teacher’s feedback with different proficiency levels, to describe the most students’ preference in receiving feedback between teacher written feedback and CEWI at different proficiency levels and to figure out the strengths and weaknesses between teacher corrective feedback and CEWI. A qualitative design was chosen to conduct the study. 16 students from department of English education at STKIP Muhammadiyah Aceh Barat Daya in Aceh, Indonesia, were involved in this study. The participants were assigned into two different groups; high proficient students and risk proficient students after receiving the treatments. Students’ essays and semi-structured interviewed were used to collect the data. Data from the interview were coded and classified in a word processor by using NVivo 12 to get the conclusion. The findings showed that (1) all of them had a positive attitude toward the feedbacks because it helped them to improve their writing performance, (2) No matter high proficient students or risk proficient students assumed that most of them preferred teacher corrective feedback to Cambridge English Write and Improve (CEWI). Also, more than 10 students preferred to receive indirect feedback to direct feedback. In addition, teacher corrective feedback could check both global and local errors made by students meanwhile CEWI only focused on the local errors and (3) The strength of teacher corrective feedback was able to ask for the clarification directly and it provided the suggestions for both errors. While, CEWI provided the valuable feedback instantly in their writing. On the other hand, the weakness of teacher corrective feedback was spending a lot of time, while CEWI was only focused on local error and was not able to discuss. In conclusion, a teacher must be able in choosing and providing the appropriate feedback to students. A lot of things must be taken as his or her consideration so the feedback might assist and functional to students’ writing skill. In addition, both of feedback could give students benefit but a teacher’s role is the most important aspect needed by students to help them improving their writing.

ADULT EFL STUDENT ATTITUDES TOWARD PERFORMANCE-BASED ASSESSMENT Munawarah; Sukri Adani; Zuhri Efendi
Nusantara Hasana Journal Vol. 3 No. 2 (2023): Nusantara Hasana Journal, July 2023
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v3i2.913

Performance-based assessments such as portfolios, presentations, and participation are now widely used in many English language education programs in public and private universities. There is significant research in the literature on teachers' attitudes toward these types of assessment approaches, but few have explored students' views on these types of assessment techniques. The aim of this study was to find out the attitudes of adult students towards performance based assessments and traditional tests and to see the relationship between length of study and performance based assessments and tests. This research applied a questionnaire to explore the opinions of adult English students (N=110) regarding performance-based assessments (portfolios, presentations and participation) and traditional types of test assessments. The quantitative findings indicate that the four forms of assessment were positively perceived by the participants in this study. The analysis of the background variables revealed that the length of the study had an interactive effect on students' opinions regarding this assessment method. Other background characteristics did not influence the students’ attitudes.

THE CORRELATION BETWEEN STUDENT MOTIVATION AND STUDENT SPEAKING SKILLS AT SMPN 1 JEUMPA ACEH BARAT DAYA Elfiza Ola; Zuhri Efendi
Nusantara Hasana Journal Vol. 3 No. 7 (2023): Nusantara Hasana Journal, December 2023
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v3i7.1031

Students' speaking skills are skills that are difficult and a challenge in themselves for students in Indonesia as foreign language users. This research aims to find out whether there is a significant relationship between student motivation and student speaking skills. This research a quantitative approach and correlation research methods which are used through statistical tests. The population in this study was 60 students’ consisting of 25 male students and 35 female students and the sample taken was 30 students consisting of 15 male students and 15 female students. In collecting research data, a questionnaire was used to collect data about motivation. students and oral tests to collect data on speaking skills. After analysis by researchers, it was found (0.427 > 0.361), which means there is a relationship between these two variables.

UNRAVELING THE ESSENCE OF DEEP LEARNING APPROACH APPLICATION: IDENTIFYING CRITICAL FACTORS FOR EFFECTIVE IMPLEMENTATION IN SCHOOLS Nuzulul Isna; Sukri Adani; Zuhri Efendi; Khairul Nurhaliza
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v17i1.3647

The Deep Learning Approach is increasingly viewed as a valuable educational model for preparing students with crucial 21st-century skills, including critical thinking, creativity, teamwork, and effective communication. Nonetheless, the effective application of the approach is significantly influenced by the specific local context, the capabilities of implementers at various levels, and their understanding and interpretation of Deep Learning concepts and principles. This research seeks to gain in-depth insights into practitioners' experiences and perspectives, as well as the support systems needed to implement a Deep Learning approach in schools in Southwest Aceh. This is a qualitative methodology that uses Focus Group Discussions (FGDs) and interviews as the main methods of data collection, which were later analyzed using NVivo 12 software. The findings indicate that the implementation of Deep Learning remains in its early, fragmented stage, limited to a small number of schools, and primarily focused on preparatory activities such as teacher training, lesson planning, and limited dissemination. The study also reveals divergent stakeholder perspectives: the Education Office assumes a predominantly administrative role; school principals emphasize instructional leadership. At the same time, teachers demonstrate strong enthusiasm, but face constraints related to administrative workload and limited digital literacy. Furthermore, effective implementation requires systemic support, including alignment between national and local policies, strengthened digital infrastructure, and structured, sustained professional mentoring. These findings highlight the importance of context-responsive and system-level support in addressing implementation gaps and enabling effective Deep Learning practices in decentralized education systems.

The Level of Students' Speaking Anxiety in Academic Speaking Classes at Stkip Muhammadiyah Aceh Barat Daya Safriza Safriza; Zuhri Efendi
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.601

Speaking anxiety is a prevalent psychological challenge among English as a Foreign Language (EFL) learners, leading to avoidance of oral participation, hesitation in responding to questions, and fear of negative evaluation. This study aimed to identify and classify the levels of speaking anxiety among students in Academic Speaking classes at STKIP Muhammadiyah Aceh Barat Daya, categorizing them as low, moderate, or high. Using a descriptive quantitative approach, the research involved 30 students from the fourth, sixth, and eighth semesters of the English Education Study Program who had completed Advanced Speaking prerequisites, selected through purposive sampling. Data were collected using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) with 33 statements via Google Forms, and analyzed using frequencies and percentages. Findings showed that 90.0% of students experienced moderate speaking anxiety, 6.7% low anxiety, and 3.3% high anxiety, with a mean total score of 101.93. Item-level analysis revealed the highest anxiety was linked to fear of failing to keep up with lessons and speaking about unprepared material, reflecting test anxiety, while lowest scores related to physical panic symptoms. These findings suggest that most students experienced moderate anxiety, sufficient to hinder participation in speaking activities, highlighting the need for supportive, well-structured speaking instruction.

The Use of Short Video Clips in Improving Students' Listening Skills in Identifying Specific Information at STKIP Muhammadiyah Aceh Barat Daya Shakila Alka Dwivahmi; Zuhri Efendi
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.603

Listening is an essential skill in English language learning, yet many EFL learners experience difficulties in understanding spoken English and identifying specific information. This study aimed to investigate the use of short video clips in improving students’ listening skills in identifying specific information at STKIP Muhammadiyah Aceh Barat Daya. This study employed a quantitative approach with a quasi-experimental pre-test and post-test control group design. The participants consisted of 30 students from the sixth and eighth semesters of the English Education Department, who were divided into an experimental group and a control group. The experimental group received listening instruction using four short video clips, while the control group received conventional listening instruction. Data were collected through a 20-item multiple-choice listening comprehension test and analyzed using descriptive statistics and independent-samples t-tests. The results showed that the mean score of the experimental group increased from 44.33 in the pre-test to 73.33 in the post-test, while the control group increased from 26.67 to 52.33. The independent-samples t-test showed a significance value of 0.000, which was lower than 0.05, indicating a statistically significant difference between the post-test scores of the two groups. Therefore, the findings demonstrate that the use of short video clips significantly improved students’ listening skills in identifying specific information. The study suggests that short video clips can serve as an effective and engaging audiovisual medium for supporting listening instruction in EFL classrooms.

Implementation of the TGT (Team Game Tournament) Method to Improve Students Vocabulary Mastery: Penelitian Siti Kurnia Hasbi; Zuhri Efendi
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.606

Vocabulary mastery is essential for developing students' English language skills; however, many elementary school students still experience difficulties in learning and retaining English vocabulary because of conventional teacher-centered instruction. This study aimed to investigate whether the implementation of the Teams Games Tournament (TGT) method significantly improves the vocabulary mastery of Grade 5 students at Madrasah Ibtidaiyah Muhammadiyah Blangpidie. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 30 Grade 5A students. Data were collected through a 20-item multiple-choice vocabulary test administered before and after the treatment and analyzed using IBM SPSS Statistics Version 27. The results showed that the students' mean score increased from 43.33 on the pre-test to 82.67 on the post-test. The paired-samples t-test revealed a statistically significant difference between the two tests (p < 0.001), indicating that the TGT method significantly improved students' vocabulary mastery. These findings suggest that TGT is an effective cooperative learning strategy for enhancing vocabulary learning through active participation, teamwork, and enjoyable classroom activities.

Exploring Students Experience in Using AI to Improve Their Writing Skills Tara Farihal; Zuhri Efendi
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.610

Artificial Intelligence (AI) has become an important tool in supporting students' academic writing. This study aimed to explore students' experience of using AI to improve their writing skills. A qualitative approach was employed through semi-structured interviews with 20 students of STKIP Muhammadiyah Aceh Barat Daya. The data were analyzed using thematic analysis with NVivo 12 software. The findings identified four main themes and seven sub-themes covering students' use of AI, feelings toward AI, perceived advantages, and challenges. Students perceived AI as a helpful tool for generating ideas, improving grammar, and increasing writing efficiency. However, concerns regarding academic honesty, limited access, contextual language, inaccurate information, and generic arguments were also reported. The study concluded that AI could effectively support academic writing when it was used critically, ethically, and responsibly.

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