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All Journal JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Jurnal Pendidikan dan Konseling Klasikal: Journal of Education, Language Teaching and Science Jurnal Educatio FKIP UNMA Journal of English Language and Education Al-MIKRAJ: Jurnal studi Islam dan Humaniora Edukasia: Jurnal Pendidikan dan Pembelajaran Global Education Journal Indonesian Journal of Education and Social Studies Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan SUMIKOLAH
Meily Ivane Esther Neman
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Classroom Learning Activities and Reading Comprehension of Junior High School Students Lasut, Elizabeth Meiske Maythy; Neman, Meily Ivane Esther
Indonesian Journal of Education and Social Studies Vol 4, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v4i2.12801

Abstract

This quantitative study aimed to determine the relationship between classroom learning activities and reading comprehension of the students who were registered at a secondary school.  This study utilized the descriptive correlational research design.  A self-constructed instrument was used for this study and convenience sampling method was applied in gathering the data. Respondents were asked to rate each statement for classroom learning activities inventory by using a five-point Likert scale. Frequency, percentage, and mean were used to determine the level of each variable.  Meanwhile, to find out the relationship between variables, Pearson Product Moment was utilized.  It was found out that the extent of classroom learning activities (M =3.93) experienced by the students was on ‘high’ level, and student’s reading comprehension (M = 82.25) was on ‘high’ level as well.  Moreover, the results showed that significant relationships occurred between classroom learning activities (r = .946, p = .00 < α = 0,05) and student’s reading comprehension.  In conclusion, students’ reading comprehension significantly related to what classroom learning activities they experienced.
Exploring the Efficacy of Tongue Twisters in Enhancing Students’ Pronunciation Salainti, Engelina; Neman, Meily Ivane Esther
AL-MIKRAJ Jurnal Studi Islam dan Humaniora Vol. 4 No. 02 (2024): Al-Mikraj, Jurnal Studi Islam dan Humaniora
Publisher : Pascasarjana Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/almikraj.v4i02.5311

Abstract

Students' ability to speak in English is a longing, but they face several obstacles to do this properly. One of the techniques that can be used to overcome the problem of speaking English is playing games, especially those related to speaking. Tongue Twister is one of the methods that can be used to improve students' pronunciation skills and their ability to speak English. Monotonous learning methods often make students bored and eventually do not have a high sense of interest in the lesson. Tongue twister can be one of the learning methods related to learning games; this method can make students feel less bored because they can learn while playing. In this study, the researcher wanted to explore more deeply how the perceptions and opinions of several students when they took part in the tongue twister challenge. The study involved 30 students at Klabat University enrolled in general English classes, who were randomly selected and who had participated in the tongue twister challenge. The results showed that almost 90% of the students were interested in this learning method.
Teachers’ Perception of Using Digital Game-Based Learning in Teaching and Learning Process Salainti, Engelina; Neman, Meily Ivane Esther
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.904

Abstract

Technology is frequently utilized in modern classrooms to enrich the learning experience and facilitate diverse educational phenomena. In this age of technology, it is not uncommon to see technology used in almost every aspect of human life. Monotonous and old-fashioned teaching and learning activities make technology a fascinating aspect for teachers and even more so for students. Especially when technology is combined as an exciting and educational game that makes students feel a pleasant learning environment. DGBL (Digital Game-Based Learning) is a method that can be recommended to teachers. DGBL is a learning method that combines a fun learning method using games and technology. Students like technology especially when combined with games, which can excite them when learning. In this study, the researcher will explore how teachers from various subjects perceive using DGBL in their teaching and learning process. The quantitative data gathered from the respondents were analyzed through SPSS software. The findings indicate that teachers prefer using technological devices for better outcomes in the teaching and learning process. Teachers found that using game-based learning in their classrooms made students more engaged and motivated. This led to a better overall learning experience.
THE USE OF METACOGNITIVE STRATEGY AND STUDENTS’ ENGLISH ACHIEVEMENT Neman, Meily Ivane Esther; Rolangon, Michelle Theresia
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1190

Abstract

This study investigated the correlation between students' use of metacognitive strategies and their English achievement in grade XI Science at SMA Advent UNKLAB. The study aimed to explore the level of metacognitive strategy use among students, assess their English achievement, and determined if there is a significant correlation between metacognitive strategy use and English achievement. The research employed a quantitative approach, utilizing descriptive and correlational methods. Data was collected through a questionnaire adapted from Bessai (2018) to measure metacognitive strategy use, and English mid-test results are used for academic achievement. The study includes 118 students from four different classes in grade XI Science. The findings revealed that students exhibit a high level of metacognitive strategy use, with a mean score of 3.71. Additionally, their English achievement is considered good, with an average score of 86. The Pearson correlation coefficient indicated a significant positive correlation (r = 0.374, p = 0.001) between students' metacognitive strategy use and their English achievement. In conclusion, this study recommended that teachers motivate students to use metacognitive strategies for learning English. Further investigations in different school environments and grade levels are suggested for a deeper understanding of this relationship.
PENGARUH MOTIVASI DAN DISIPLIN GURU TERHADAP HASIL BELAJAR MATEMATIKA SISWA Supit, Deisye; Meily Ivane Esther Neman; Theodorus Pangalila
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 8 No 2 (2022): JUMLAHKU VOL.8 NO.2 2022
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v8i2.2403

Abstract

Penelitian ini merupakan penelitian kuantitatif yang tujuannya menguji pengaruh motivasi dan disiplin guru terhadap Hasil belajar matematika siswa. Sebanyak 60 siswa mengisi kuesioner dan data untuk survei ini dikumpulkan dengan menggunakan metode sampling disederhanakan. Hasil akhir riset apa pengaruh motivasi guru yang tinggi terhadap penyajian belajar, dan pengaruh disiplin belajar yang tinggi terhadap keberhasilan belajar, sehingga tingkat keberhasilan belajar matematika juga tinggi. Hasil akhir riset juga menyatakan bahwa tidak ada pengaruh nyata motivasi belajar siswa di kelas terhadap hasil belajar matematika siswa, sama halnya dengan disiplin belajar siswa di kelas. Sehubungan dengan hasil riset, saran diberikan sebagai berikut: Guru mampu mempertahankan dan meningkatkan metode pembelajarannya pada tingkat yang cukup baik. Karena pemberian motivasi dan kedisiplinan di dalam kelas berdampak signifikan terhadap kinerja siswa, maka guru berkewajiban memberikan motivasi dan kedisiplinan dalam belajar serta memperbaiki metode pengajaran agar siswa mamiliki hasil belajar matematika baik.
Learners’ Perceptions of Social Media-Based Vocabulary Learning: Insights from TikTok, Instagram, and YouTube Users in an EFL Context Baureh, Gabriella Alleid Dian; Neman, Meily Ivane Esther
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1742

Abstract

This study examines learners’ perceptions of utilizing social media platforms, including TikTok, Instagram, and YouTube, as tools for acquiring English vocabulary. Recognizing that vocabulary is a key component of communicative competence, this research examines how informal, multimodal exposure through social media supports incidental vocabulary learning. A qualitative descriptive design was employed involving eight EFL students from a private university in Manado, Indonesia, who actively use social media for English learning. Data were collected through semi-structured interviews and analyzed thematically to identify patterns in learners’ experiences, strategies, and challenges. Findings reveal that most learners prefer video-based content for its visual clarity, contextual richness, and entertainment value, which foster motivation and engagement. Learners employed a combination of strategies, including note-taking, translation, and pronunciation practice, to enhance word retention. Participants viewed social media as an effective and enjoyable platform for vocabulary acquisition; however, they also encountered difficulties with accent comprehension, word retention, and technical constraints. The study finds that social media is a good supplement to formal education because it helps students learn on their own and exposes them to real language. It recommends that teachers integrate social media-based activities into classroom tasks to support vocabulary enrichment. Future research could employ mixed-method or experimental designs to measure the actual impact of social media exposure on vocabulary development.
Co-Authors Baureh, Gabriella Alleid Dian Christy N Mintjelungan Deisye Supit Jeffry Sony Junus Lengkong Jumrah Jamil Lasut, Elizabeth Meiske Maythy Lumapow, Harol R Meluwu, Donny Febrian Erens Nonoy, Intan Rolangon, Michelle Theresia Salainti, Engelina Theodorus Pangalila Warouw, Daniel Semuel Yusak ratunguri