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All Journal Journal of English Teaching and Applied Linguistics (JETAL) Journal of English Teaching and Linguistic Issues (JETLI) An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan)
Enni Akhmad
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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PENGARUH MEDIA PEMBELAJARAN BERBASIS APLIKASI QUIZIZZ TERHADAP MINAT BELAJAR PESERTA DIDIK PADA MATA PELAJARAN AKIDAH AKHLAK KELAS VIII-2 MTS NEGERI 1 KAB.GORONTALO Nurhayati S. Dunggio; Enni Akhmad
An Najah (Jurnal Pendidikan Islam dan Sosial Keagamaan) Vol. 4 No. 4 (2025): Juli 2025
Publisher : Najah Bestari

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Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran berbasis aplikasi Quizizz terhadap minat belajar peserta didik pada mata pelajaran Akidah Akhlak kelas VIII-2 di MTs Negeri 1 Kabupaten Gorontalo. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei. Populasi penelitian adalah seluruh siswa kelas VIII-2 dengan jumlah sampel sebanyak 32 peserta didik. Instrument pengumpulan data menggunakan angket yang telah diuji validitas dan reliabilitasnya. Hasil uji regresi linier sederhana menunjukkan bahwa terdapat pengaruh positif dan signifikan antara penggunaan aplikasi Quizizz terhadap minat belajar peserta didik. Koefisien korelasi sebesar 0,593 menunjukkan hubungan yang cukup kuat, dan nilai signifikansi 0,000 < 0,05 menunjukkan bahwa hasil tersebut signifikan. Artinya, semakin tinggi intensitas penggunaan aplikasi Quizizz, maka semakin tinggi pula minat belajar siswa dalam mata pelajaran Akidah Akhlak. Penelitian ini merekomendasikan penggunaan media digital interaktif sebagai strategi peningkatan motivasi dan keterlibatan peserta didik dalam proses pembelajaran.
DEVELOPING ANIMATED VIDEO-BASED ENGLISH LEARNING MEDIA FOR SENIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS: AN R&D STUDY USING A MODIFIED ADDIE MODEL WITH EXPERT VALIDATION AND SMALL-SCALE TRIAL AT SMA NEGERI 1 KABILA Gunawan Gunawan; Harni Jusuf; Adimawati Helingo; Yuwin Rustam Saleh; Enni Akhmad
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2207

Abstract

This study addresses the challenges faced by senior high school students in developing speaking skills in English as a Foreign Language (EFL), including limited vocabulary, pronunciation difficulties, low confidence, and the use of less engaging instructional media. The study aimed to develop and validate animated video-based English learning media to support students’ speaking skills. It employed a Research and Development (R&D) design using a modified ADDIE model limited to the Analyze, Design, and Develop stages and was conducted at SMA Negeri 1 Kabila during the 2025/2026 academic year. The needs analysis involved interviews with an English teacher and questionnaires administered to Grade X students. The developed 2D animated videos were validated by three media experts and three language experts using structured validation instruments. Feasibility was determined using percentage-based criteria, in which scores above 61% were categorized as feasible and scores above 81% as very feasible. The results showed that the media expert validation reached an average score of 82.18% (very feasible), while language expert validation reached 90% (very feasible), indicating high validity and appropriateness. A small-scale trial involving six students produced an average response above 90%, reflecting strong attractiveness, clarity, and motivational value. These findings suggest that the developed animated video-based media are valid and feasible for supporting speaking instruction at the senior high school level. However, this study was limited to validation and small-scale testing; therefore, future research should conduct large-scale implementation and experimental studies to examine the effectiveness of the media in improving students’ speaking performance.
Analyzing Teachers’ Assessment Strategies in Teaching English Lis a Isa; Enni Akhmad; Adimawati Helingo; Andi Nurwati; Jhems Richard Hasan
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i2.3636

Abstract

This study aims to describe the classification of assessment strategies, implementation steps, and influencing factors in English language learning. Using a descriptive qualitative method, data were collected through interviews and observation with two English teachers. The results show the teacher A classifies strategies based on students’ interest through peer assessment and Kahoot, which are categorized as formative, informal, and authentic assessment. Teacher B classifies strategies based on students’ facility readiness through written tests via WhatsApp, categorized as summative and formal assessment. Teacher A implement 4 steps focusing on direct feedback, while teacher B applies 5 structured steps emphasizing vocabulary mastery. Influencing factors include time constraints that disrupt the feedback process, damage facilities such as speaker and projectors, and students’ low vocabulary mastery reduces answering speed and accuracy. Conclusion, the selection of assessment strategies is contextual and influencing by teacher pedagogical considerations and classroom conditions. Teachers are suggested to adjust strategies according to time, and students’ abilities.
EXPLORING ERRORS IN ENGLISH DESCRIPTIVE WRITING OF SENIOR HIGH SCHOOL STUDENTS: AN ERROR ANALYSIS STUDY AT SMKN 1 LIMBOTO, GORONTALO Marwah Mokodompis; Enni Akhmad; Nur Wahidah Tayib Pido
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 5 No. 2 (2026): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v5i2.3637

Abstract

This study investigates types and sources of errors in English descriptive writing among tenth-grade students at SMKN 1 Limboto, Gorontalo. Employing a descriptive qualitative approach with Surface Strategy Taxonomy (Dulay, Burt & Krashen, 1982) as the analytical framework, twenty students' descriptive texts were collected and analyzed through Corder's (1967) five-step error analysis procedure. Findings reveal that omission and misformation were the dominant error types, accounting for the highest proportion of total errors. Omission errors primarily involved the copula 'be' and articles, while misformation errors featured incorrect verb forms and inappropriate lexical choices. These errors were predominantly caused by Bahasa Indonesia (L1) interference, intralingual overgeneralization, and limited writing practice opportunities. The study concludes that targeted grammar instruction particularly on copula 'be,' the English article system, and simple present tense morphology and systematic error-correction feedback are essential for improving EFL descriptive writing competence at the vocational high school level.
Co-Authors Adimawati Helingo Andi Nurwati, Andi Gunawan Gunawan Harni Jusuf Jhems richard hasan Lis a Isa Marwah Mokodompis Nur Wahidah Tayib Pido Nurhayati S. Dunggio Yuwin Rustam Saleh