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All Journal Journal Research and Multidisciplinary (JRM) Alinea: Jurnal Bahasa, Sastra, dan Pengajaran EDULEC
Sitti Nurjannah
Universitas Islam Makassar, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Using Action Strategy in Improving Speaking Skill in English Language Teaching Sitti Nurjannah; Endang Ruswiyani
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 2 No 2 (2022): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v2i2.64

Abstract

This research aims to improve the speaking skill through the use of of Action Learning Strategy of the Eight Grade Students in English Language Teaching. This research was conducted in SMPN 3 Soromandi Kabupaten Bima, NTB. This research is designed quantitatively by using time series design. The sample was taken through cluster random sampling. There were 40 students were taken as a sample. In collecting the data, the instrument used was speaking test to know the improvement of student ability in speaking skill. The test were pre-test and post-test. The result of data analysis shows that an improvement of students’ scores in pretest 1 to 4. The mean score of pretests 1 is 59.13, in pretest 2 was 62.0, in pretest 3 was 56.5, and pretest 4 was 58.38. On the contrary, the result of posttest shows the improvement of the students score in posttest 1 is 70.38, posttest 2 is 72.75, posttest 3 is 76.75, and posttest 4 is 74.90. Based on the result of pretest and posttest shows that the use of Action Learning Strategy can improve the speaking skill in English Language Teaching. In conclusion, the use of Action Learning Strategy is effective in improving the speaking skill in English Language Teaching.
The The Analysis of English Teaching Strategies at SDN Tamalanrea Makassar Chikyta Anatasya Dita; Sitti Nurjannah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 3 (2025): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i3.431

Abstract

This study aims to analyze the teaching strategies used by English teachers at SDN Tamalanrea Makassar. . Using a qualitative descriptive approach, data were gathered through classroom observations, interviews, and documentation to explore the real classroom practices. The participant of this study was an English teacher of the fourth grade, chosen based on prior observations indicating effective teaching performance and student participation. The findings revealed that the teacher implemented several strategies, including demonstration, questioning, drilling, games, small group discussions, dictionary-based learning, and the use of learning aids and worksheets (LKPD). These strategies were applied adaptively, depending on the learning objectives, students’ proficiency levels, and classroom conditions. These strategies were implemented flexibly according to lesson objectives, students’ proficiency levels, and classroom conditions. The findings indicate that applying varied and interactive strategies can enhance students’ participation and understanding during English lessons. The findings suggest that the combination of interactive and varied strategies increases students’ motivation, participation, and comprehension during English lessons. It is recommended that teachers continue to use diverse strategies to meet students’ learning needs and enhance the quality of English language teaching at the primary school  level.
The, of, in, A The Effectiveness of Reciprocal Teaching Strategy in Improving EFL Students’ Reading Comprehension: A True Experimental Sitti Nurjannah; Syamsul Rijal
Journal of Research and Multidisciplinary Vol 9 No 2 (2026): Journal of Research and Multidisciplinary
Publisher : Lembaga Sembilan Tiga Community

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/jrm.v9i2.159

Abstract

This study investigated the effectiveness of the Reciprocal Teaching Strategy in improving EFL students’ reading comprehension. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The participants were 30 tenth-grade EFL students from two intact classes at a senior high school in Makassar, South Sulawesi, Indonesia, with 15 students assigned to the experimental group and 15 to the control group. The experimental group received reading instruction through Reciprocal Teaching based on predicting, questioning, clarifying, and summarizing, while the control group received conventional reading instruction. Data were collected using a reading comprehension test consisting of 40 multiple-choice items and 10 essay items and were analyzed using descriptive statistics, assumption tests, paired-samples t-tests, independent-samples t-tests, and effect-size analysis. The findings showed that both groups significantly improved their reading comprehension. However, the experimental group demonstrated substantially greater improvement, with a mean gain of 46.33 points compared with 18.80 points in the control group. The difference in gain scores was statistically significant, t(28) = 5.02, p < .001, with a very large effect size (d = 1.83). The findings indicate that Reciprocal Teaching provided greater support for reading comprehension improvement than conventional instruction. The study suggests that the systematic integration of predicting, questioning, clarifying, and summarizing can provide a structured and student-centered framework for EFL reading instruction.
Validating A Local Wisdom-Based Task-Based Writing Model Book For Indonesian Higher Education Muthmainnah Mursidin; Sitti Nurjannah
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 3 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i3.3484

Abstract

A model book becomes useful only when it translates a pedagogical idea into decisions that lecturers can apply in real classrooms. This study examined the content validity of a local wisdom-based Task-Based Language Learning (TBLL) model book for writing instruction in an Indonesian Islamic higher education setting. The study reports the expert-validation stage of an educational design research process. Three validators with complementary expertise in English language teaching and writing, instructional design, and culturally responsive pedagogy independently reviewed the product. A four-point instrument covered six areas: development foundation, language, material suitability, model planning, implementation, and assessment. Mean scores were complemented by indicator-level Aiken's V coefficients, while written comments were grouped thematically to guide revision. The model book obtained an overall mean of 3.82 and an Aiken's V of 0.94. Assessment received the strongest judgment (M = 4.00; V = 1.00), followed by material suitability and implementation (M = 3.90; V = 0.97). Language received the lowest score, although it remained within the very valid range (M = 3.60; V = 0.87). The comments led to clearer terminology, more explicit weekly planning, classroom scenarios, cultural-verification guidance, and sample rubrics. Unlike studies centred on student textbooks or the effectiveness of a teaching intervention, this study validates a lecturer-oriented instructional architecture that connects TBLL principles, local knowledge, writing processes, classroom roles, and assessment before field testing.
Co-Authors Chikyta Anatasya Dita Endang Ruswiyani Muthmainnah Mursidin Syamsul Rijal