Article Per Year (5 Year)
p-Index From 2020 - 2025
1.259
P-Index
This Author published in this journals
All Journal IJLECR (International Journal of Language Education and Cultural Review) Syntax Literate: Jurnal Ilmiah Indonesia ELS Journal on Interdisciplinary Studies in Humanities Journal of English Education and Teaching (JEET) Journal Of World Science Indonesian Journal of English Teaching Erudita: Journal of English Language Teaching Jurnal Pendidikan Progresif
Nurhaedah Gailea, Nurhaedah
Universitas Sultan Ageng Tirtayasa
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
A STUDY OF THE ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL IN FOUR ENGLISH SKILLS ON GENDER EQUALITY IN SERANG CITY - BANTEN Gailea, Nurhaedah; Rasyid, Yumna
INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW Vol 1, No 1 (2015): June 2015
Publisher : PPs UNJ

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

Abstract

The objective of the research is to find out deeply the aspects of   equal gender on English textbooks for Senior High School by Indonesian and English writer in Serang City. The method used in this research is qualitative research with content analysis technique.The data collected through document review. The research finding shows that the perecentage of men are higher than women in the aspects of main character and historical event, the use of equal language, public and domestic role, and art talent, sport, and  intellectual competence on the books of indonesia writer in four language skills such as listening, speaking, reading, and writing.This description shows that women are inferior because of culture, misinterpretation of religion, and patriarchy system factor. Whreas the perecentage of men and women are gender equal on the book of English writer, especially in the main character, the  language equal, the public and  domestic role, and the art talent, but the sport and intelectual competence showed that the perencentage of men are high. It means that women have opportunity as men and especially domestic role is responsibility of both men and women. It can be concluded that the Englsh textbook is written by Indonesian that called curriculum 2013 can not be used as English lesson, whereas the English textbook of English writer can recommend as English lesson because it found the equal gender.
Materials Development of Reading and Writing by Using Digital Media for Students of Tenth Grade Rara Evi Oktaviani Sandhi, Raden; Gailea, Nurhaedah; Baihaqi, Akhmad
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 1 (2025): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i1.42948

Abstract

Mastering a language takes time and process. To help students learn English, preparing teaching materials is one of the important parts in the process of learning. This research focuses on developing reading and writing materials because many students have difficulty to broaden their vocabulary and how to deliver the ideas into writing. Furthermore, this research aims to find out target needs, to analyze learning needs, and to discuss the effectiveness of the teaching materials to improve students’ reading and writing skills. SMKN 5 Kota Serang was selected as the location of the research with 34 students in the 10th grade. Then, the method used was research and development by applying the ADDIE model. The questionnaires distributed were to observe needs analysis and the expert judgement. The data of needs analysis helped in developing the teaching materials, while the data of the expert judgement were used to evaluate the appropriateness of the developed materials. From the results, the developed narrative texts materials were categorized as “good” with an average score of 3.24, and the developed procedure texts materials were categorized as “very good” with an average score of 3.46. In conclusion, the developed materials are appropriate and can be used for the 10th-grade students at the school. Keywords: Materials Development, Reading and Writing
Exploring Constructivism in the Context of English Material Development for Senior High Schools: A Literature Review Approach Nuraini, Hery; Gailea, Nurhaedah; Samanhudi, Udi
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.459-470

Abstract

English language learning in high schools in Indonesia still focuses on theory, namely memorizing tenses, practicing grammar, and sentence structure, while communicative skills such as spontaneous speaking and real-life interactions receive very little attention. Previous research shows that students feel low on confidence and limited facilities and practice time. Psychological aspects such as self-confidence, student learning styles, technology integration, and authentic assessment are still rarely an integral part of teaching material design. This study aims to map best practices and weaknesses in the development of constructivist-based English teaching materials in high schools, with an integrative focus on the use of technology, variations in student learning styles, and authentic assessment, so that students' communication skills and confidence are improved. The method used is a literature review from 2018-2024 from national and international journals, proceedings, and research reports. This study uses thematic analysis techniques and framework analysis. The main findings indicate that approaches such as PjBL and CTL that involve projects, simulations, discussions, and real-life interactions can increase student engagement, creativity, critical thinking, and self-confidence. The integration of technology as a learning medium is indeed appealing, but its implementation has not been optimal in supporting authentic communication. Diversity in learning styles strengthens the effectiveness of teaching materials, and authentic assessments help measure students' actual abilities. This study fills a gap in the local literature by combining aspects of technology, learning styles, and authentic assessment within a single framework.
Students’ Difficulties In Using Critical Thinking Skill While Reading Narrative Text Sofiyatul Janah, Siti; Gailea, Nurhaedah; Samanhudi, Udi
Journal of World Science Vol. 3 No. 9 (2024): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v3i9.697

Abstract

In the era of globalization and information technology, the ability to think critically is a very important skill for students to have. This ability is not only useful in an academic context, but also in everyday life to make informed and rational decisions. However, research shows that many students still have difficulty in using critical thinking skills, especially when reading narrative texts. This study aims to identify the difficulties experienced by students in using critical thinking skills when reading narrative texts. In addition, this study also aims to find effective teaching strategies to improve students' critical thinking skills in this context. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and document analysis. The research participants were junior high school students who were selected by purposive sampling. The data obtained were analyzed using thematic analysis techniques to identify the main themes that emerged from the data. The results showed that students experienced several difficulties in using critical thinking skills when reading narrative texts, including difficulties in analyzing characters, understanding the storyline, and identifying key themes. In addition, the study found that the use of teaching strategies involving group discussions and open-ended questions can help improve students' critical thinking skills. The implications of this study show that teachers need to develop more interactive and collaborative teaching strategies to improve students' critical thinking skills.
A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability Pahamzah, John; Syafrizal, Syafrizal; Gailea, Nurhaedah; Masrupi, Masrupi; Mulyati, Enung
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2020.9.2.227-241

Abstract

The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.
Hubungan Penguasaan Kosakata dengan Kemampuan Membaca Asholahudin, M.; Wahyudin, Uyu; Gailea, Nurhaedah
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : Syntax Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.5 KB) | DOI: 10.36418/syntax-literate.v8i4.11711

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan penguasaan kosakata dengan membaca pemahaman. Metode penelitian ini menggunakan metode kuantitatif dengan Teknik korelasional. Ujicoba penelitian ini dilaksanakan pada tanggal 17 s.d 23 Mei tahun 2022 dengan jumlah responden sebanyak 542 responden. Hasil ujicoba menunjukkan bahwa instrumen tes penguasaan kosakata sebanyak 32 soal termasuk valid dan sebanyak 8 soal termasuk tidak valid. Ujicoba tes membaca pemahaman bahasa Inggris hasilnya sebanyak 32 soal valid dan 8 soal juga tidak valid. Hasil Uji korelasi Penguasaan Kosa Kata dengan Kemampuan Membaca yang melibatkan sebanyak 230 responden menunjukan bahwa kooefisien korelasi antara Penguasaan Kosa Kata dengan Kemampuan Membaca 0,193 pada taraf signifikansi α 5%. Hal ini menunjukan bahwa ada hubungan antara Penguasaan Kosa Kata dengan Kemampuan Membaca, karena α < 0,05 (0,003 < 0,05).
The effect of Merdeka curriculum implementation on students’ English learning motivation and interest Sholihah, Laili Inayatus; Lucky, Silvia Alfianti; Gailea, Nurhaedah
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12070

Abstract

Although many researches have examined its application of Merdeka curriculum, Indonesian current curriculum, in teaching practice, little research has examined its psychological impact on students, especially regarding their motivation and interest in learning English. Addressing this gap, this study investigates the impact of the implementation of the Merdeka curriculum on the motivation and interest of grade X students from one of the public high schools in Mancak, Serang, Banten, Indonesia. A quantitative survey research design was used using a structured questionnaire distributed to sixty-two students. The questionnaire consisting of twenty close-ended items was based on a four-point Likert scale to measure student motivation and student learning interest. The data were analyzed using descriptive statistics, including mean, standard deviations, frequencies, and percentages. The results showed that students were highly motivated and interested in learning English through the Merdeka curriculum. Students found learning English enjoyable, meaningful, and relevant to their lives. Future studies should include qualitative methods to gain deeper insights and involve schools from different regions to further validate the findings. This study offers empirical insights for educators and policymakers to improve English language learning by implementing a flexible and student-centered approach under the Merdeka curriculum.
Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment Nuraini, Hery; Gailea, Nurhaedah; Samanhudi, Udi
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2421-2442

Abstract

Integrating Folklore in Modern Education: A Review of Interactive Materials and SDGs Alignment. Objectives: Integrating local culture through folklore is increasingly used to support next-generation learning competencies, here defined as learning performance, language/communication, cultural literacy, creativity, collaboration, critical thinking, ecoliteracy, and basic digital skills, while advancing SDG 4 (Quality Education), especially Target 4.7 on education for sustainable development and cultural diversity. Methods: The research employed a Systematic Literature Review (SLR) across Scopus, WoS, SINTA, ERIC, and Index Copernicus, using predefined inclusion criteria and quality appraisal. Findings: Across 35 studies, folklore-embedded interactive materials most consistently aligned with gains in learning performance and language/communication, with frequent co-benefits in cultural literacy and critical thinking when tasks were scaffolded through inquiry, story-based reflection, and locally meaningful problems. Evidence clusters were concentrated in Indonesia, which we interpret as a contextual pattern examined in the full paper and possibly reflecting glocalization in educational research ecosystems and/or national research policy incentives rather than a universal dominance. Conclusion: Taken together, the reviewed evidence supports a cautious, convergent claim: folklore-based interactive materials are associated with improvements in core competencies linked to SDG 4.1 (effective learning outcomes) and SDG 4.7 (cultural diversity and sustainable values), particularly when paired with teacher scaffolding and authentic tasks. The review contributes a mechanism-oriented synthesis: a “Folklore-as-Context” pathway (cultural familiarity → relevance → engagement → higher-order thinking) that specifies how and under what classroom conditions folklore supports 21st-century competencies, extending prior work that treated “local wisdom” and “innovation” only at a general level. Keywords: folklore, interactive learning materials, learning skills, systematic literature review.
Co-Authors Akhmad Baihaqi Asholahudin, M. John Pahamzah Lucky, Silvia Alfianti Masrupi, Masrupi Mulyati, Enung Nuraini, Hery Rara Evi Oktaviani Sandhi, Raden Sholihah, Laili Inayatus Sofiyatul Janah, Siti Syafrizal Syafrizal Udi Samanhudi Uyu Wahyudin Yumna Rasyid, Yumna