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All Journal AL-TA´LIM Englisia Journal Proceeding of International Conference on Teacher Training and Education Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) Journal of Education Technology Jurnal Ilmiah Pendidikan Anak (JIPA) Studies in English Language and Education Jurnal Pendidikan Progresif
Muslem, Asnawi
Syiah Kuala University
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The Case of Islamic Boarding Schools in Aceh Fata, Ika Apriani; Syamaun, Arifin; Maulini, Rini; Muktabar, Fadhilah; Marhaban, Saiful; Muslem, Asnawi; Dewi, Silvi Listia
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Teachers’ Questioning Strategies to Promote Students’ Engagement in EFL Classroom: The case of Islamic Boarding Schools in Aceh, Indonesia. Objective: The present study aims to investigate the use of questioning strategies during classroom interaction. There have been numerous studies on questioning strategies, however, Islamic boarding schools have received less attention. Method; There were N=106 students, Aged 14-16 years as students at Islamic boarding schools in Aceh, and English teachers (N=5) participated in this study selected through purposive sampling, documentation, observation, and interview are triangulation of instruments. The data were analyzed by using the descriptive qualitative form by Marzano's Observational Protocol Sheet (2013). Findings: The findings revealed that teacher mostly employs questioning strategies to check the students' knowledge and comprehension in the learning process by using many kinds of questions. Teachers used the questioning strategy through interview results to engage students and monitor the extent to which they met the learning indicators. Furthermore, when it happened to come to promoting children's critical thinking, teachers were ineffective because the questions were yes/no questions. In conclusion; it explicitly means that this strategy is interactive and effective and also can be a beneficial way to the students and teacher in the classroom interaction at school. Keywords: questioning strategies, Islamic boarding school, classroom interaction.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202207
The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill Muslem, Asnawi; Nanda, Nur Mulia; Erdiana, Nira
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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The Implementation of 3-N (Niteni, Nirokke, Nambahi) Teaching Strategies Concept to Improve Students’ Speaking Skill. Objectives: This study is intended to determine if using the 3-N teaching strategies significantly improves students’ speaking skills. Methods:  A pre-experimental design is used to collect data from the same group of participants before and after the implementation of an intervention. This design is often used to evaluate the effectiveness of an intervention over a limited time. A pre-experimental design makes it necessary to collect data from participants before administering the intervention, administer the intervention, and collect data after the intervention to observe changes and effects. The researcher conducted treatment for students, the treatment was performed five times, including the pre-test and post-test. Findings: The treatment succeeded in improving students’, both with low and high initial understanding. The use of the 3-N teaching concept is effective in improving students’ speaking skills, especially in the vocabulary aspect. Conclusion: The use of 3-N provides benefits to students, they can get the opportunity to listen and imitate before they create their work. It can also add to the student’s creativity because they can also modify and add to what they have learned. Keywords: niteni, nirokke, nambahi, vocabulary, speaking skill.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202454
Profile of Pre-Service Math Teachers’ Conception about the Definition of Limit Functions Based on Mathematical Ability Usman, Usman; Hasbi, Muhammad; Muslem, Asnawi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Profile of Pre-Service Math Teachers' Conception about the Definition of Limit Functions Based on Mathematical Ability. Objective: The study aims to explore the profile of pre-service math teachers' Conception about the definition of limit functions based on mathematical ability between high and low ability and to find out their perceptions on the topic. Methods: The methods used in this study were mixed-methods in nature; quantitative and qualitative. The participants of the study are 64 pre-service math teachers who are studying in the fifth-semester academic year 2022, Faculty of Teacher Training and Education, Syiah Kuala University. The reason of selecting this participant is because they have gained experience studying calculus and objective analysis. The data collection for this study is obtained through math ability tests on limit conception tests and interviews. The data are analysed by using descriptive quantitative and qualitative.  The data from the interview are analysed by reducing data, exposing, interpreting, and concluding. Findings: This study reported that high pre-service math teachers group outperformed the low-ability group in terms of math tests. In addition, The pre-service math teachers’ perceptions on expressing ideas, and explaining formal definitions of the limit function and mental image were relatively good. Conclusion: The study concluded that the profile of high ability of the pre-service math teachers performed better than those low in math test competence and their understanding of the definition of limit function, mental image and the concepts of limit function and limit function relation were relatively good. Of course, this study has a limitation in terms of comprehensive information related to understanding math concepts and practice. Keywords: profile, pre-service teacher, conception, limit function, mathematical ability.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202451
The contribution of online multimodal feedback-based weblogs toward students writing skills enhancement Muslem, Asnawi; Marhaban, Saiful; Gani, Sofyan A; Hamdalah, Siti; Amalia, Dina; Hankinson, Emma
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31389

Abstract

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students writing skills and to discover the students perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.
Co-Authors Astilla, Inas Aulia, Muhammad Bahrun Bahrun Bustami Usman, Bustami Champion, Ibrahim Dian Fajrina Diana Achmad Dina Amalia Endang Komariah, Endang Ernawati, Potjut Faroha, Diah Nisfu Hamdalah, Siti Hankinson, Emma Hendra Heriansyah Ika Apriani Fata Iskandar Abdul Samad Linville, Heather Mahdalena Mahdalena Marhaban, Saiful Maulini, Rini Merza Abbas, Merza Misria, Cut MUHAMMAD HASBI Muhammad Naufal, Muhammad Muhammad, Syiar Muktabar, Fadhilah Nanda, Nur Mulia Nira Erdiana Novalia Rizkanisa, Novalia Nurul Inayah Rizki Maulana, Rizki Rizki, Putri Sakinah Sakinah Saputri, Windy Ilan Sari, Diana Fauzia Silvi Listia Dewi Siti Sarah Fitriani, Siti Sarah Sofyan A Gani Syamaun, Arifin Teuku Zulfikar Thara Hendri Safitri Usman Usman Usman, Bustami Velayati, Nidar Wiradarsia, Wiradarsia Yuliana Natsir, Yuliana Yulianti Yulianti Yunisrina Q. Yusuf Zuhra, Siti Zuraini, Irma