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All Journal ETERNAL(english, teaching, learning, and Research Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni ACITYA Journal of Teaching & Education Linguists: Journal of Linguistics and Language Teaching EDUTEC : Journal of Education And Technology PANYONARA: Journal of English Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang FOSTER: Journal of English Language Teaching ELP (Journal of English Language Pedagogy) Journal of English Development Education Achievement: Journal of Science and Research Journal Of Academia In English Educations (JADEs) Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Solidaritas: Jurnal Pengabdian Kurikula Jurnal Pendidikan Edu Research : Jurnal Penelitian Pendidikan Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Tsaqofah: Jurnal Penelitian Guru Indonesia ALSYS : Jurnal Keislaman dan Ilmu Pendidikan JURNAL TUNAS PENDIDIKAN Jurnal Masyarakat Madani Indonesia Education: Jurnal Sosial Humaniora dan Pendidikan Jurnal Ilmiah Dan Karya Mahasiswa Teaching English and Language Learning English Journal Jurnal Pendidikan, Bahasa dan Budaya Ahlussunnah: Journal of Islamic Education PESHUM Jurnal Pendidikan dan Sastra Inggris International Journal of Teaching and Learning (INJOTEL) Didactum
Absharini Kardena
Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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AN ANALYZE THE CULTURAL CONTENT IN AN ENGLISH TEXTBOOK FOR MERDEKA CURRICULUM Julia Anugerah Putri; Absharini Kardena; Rahma Wahidha
International Journal of Teaching and Learning Vol. 3 No. 4 (2025): APRIL
Publisher : Adisam Publisher

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

Abstract

This study aims to analyze the cultural content in English textbooksbcustomized for English language learning based on the Indonesia Merdeka curriculum which ideally includes a variety of Indonesian traditional and regional cultures in the textbooks. The book chosen is a book for grade 10 high school entitled English Language for SMA/MA/SMK/MAK Class 10B by Yuniarti Dwi Arini. The purpose of this study is to prove and review the ratio of cultural content in the tenth grade English interaction textbook.Through cultural content analysis, it is hoped that this research will be able to improve the quality of culture in other EFL textbooks in Indonesia. Research design for this study is quantitative method, specifically conceptual content analysis. The coding of was based on cultural categories and the exposure of cultural elements from the content in the textbook. The results of this study show that the percentage of cultural concepts in the analyzed objects is 76%, the percentage of practices is 17%, and the percentage of perspectives and people are 5% and 2% respectively. For the category of culture, there is a ratio of 55% in the target culture of the English speaking country, 24% in the source culture derived from Indonesian culture, and English-speaking country, 24% on the source culture derived from Indonesian culture, and 21% on the international target culture which is a culture that is international target culture which is a culture that is not the target culture. as well as source cultures and cultures that come from a nation that does not consider English as its first or second language.
Analyzing the Students’ Interest and Ability in Using Chromebook in English Subject at 7th Grade of SMPN 7 Bukittinggi Wiliyono Swinandes; Absharini Kardena; Irwandi Irwandi; Syahrul Syahrul
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/s8d5te77

Abstract

This study examines the impact of Chromebook integration on students' interest and ability in learning English at SMPN 7 Bukittinggi. The present study employs a qualitative case study approach, focusing on grade VII students from classes VII3, VII4, and VII5, which collectively encompass a total of 10 participants, with five females and five males. The data presented herein were collected through a combination of classroom observations and interviews with students and teachers. The findings indicate that Chromebooks facilitate interactive, collaborative, and personalized learning environments, thereby enhancing student motivation, English proficiency, and digital literacy. These tools facilitate essential functions, including the facilitation of assignment access, the provision of feedback, the promotion of peer collaboration, the cultivation of critical thinking, and the promotion of self-assessment. The efficacy of teacher facilitation is paramount for the optimal utilization of Chromebooks. In essence, the integration of Chromebooks into pedagogy fosters dynamic, student-centered environments conducive to autonomy and the development of higher-order thinking skills, underscoring the necessity for continual assessment to address a range of digital learning requirements
Exploring the Challenges of English Extracurricular on Students’ Speaking Ability of 10th Grade at Diniyyah Pasia Boarding Farhania Farhania; Absharini Kardena; Widya Syafitri; Loli Safitri
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/acyefs10

Abstract

This study aims to analyze the implementation of the English extracurricular program in relation to students' speaking ability at Diniyyah Pasia Boarding School. This research applies a qualitative approach with a case study method. Data were collected through interview the students grade 10th and a mentor, observations of extracurricular activities, as well as documentation. This study finds that the English extracurricular program runs regularly with a structured schedule, yet its effectiveness in improving students' speaking skills is hindered by limited variety in teaching methods, lack of supporting media like audiovisual tools, activities (such as public speaking and conversation) misaligned with students' interests and levels, and time constraints preventing equal speaking opportunities. While regular participation boosts confidence in some students, innovations in teaching approaches, integration of learning media, and tailored activity content are recommended for greater impact.
Language Exposure and Writing Ability : A Correlational Study in English Learning Context: A Correlational Study of Eighth Grade Students in the 2024/2025 Academic Year Lusyani Mardiyanti Nur; Lena Sastri; Absharini Kardena; Elsi Amiza
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10150

Abstract

This research investigated the correlation between students’ language exposure and their writing ability. It was motivated by several issues identified among students, such as difficulties in expressing ideas effectively, inconsistencies in writing styles possibly influenced by different levels of language exposure, and a lack of familiarity with proper writing structures. The objective of this research was to determine whether there is a significant correlation between students’ language exposure and their writing ability among eighth-grade students. A correlational research design was employed in this research. The population consisted of 80 eighth-grade students, and total sampling was used to include all participants. The instruments used were a questionnaire and a writing test. The questionnaire contained 23 items to measure students’ language exposure, while the writing test required students to write a recount text based on one of four given topics. The data were analyzed using the Pearson Product Moment correlation through SPSS. The findings revealed a correlation coefficient of 0.755, indicating a strong and positive relationship between students’ language exposure and their writing ability. The results suggest that greater exposure to the English language significantly contributes to the improvement of students’ writing ability. It can be concluded that enhancing students’ engagement with English through various forms of exposure plays an important role in developing their writing proficiency.
THE EFFECTIVENESS OF SIMON SAYS GAME TO IMPROVE STUDENTS VOCABULARY MASTERY IN LEARNING ENGLISH Suci Humairoh; Absharini Kardena; Rahmi Novianti
Jurnal Pendidikan, Bahasa dan Budaya Vol. 2 No. 1 (2023): Maret : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v1i2.975

Abstract

This research was conducted based on the problems found in the learning process about vocabulary. To understand language well, speak better, or good writing requires a good vocabulary to be successful in any of these areas. Teachers must be good at choosing methods or techniques in learning to be used in teaching, not all methods or techniques can be used, because learning methods are real forms in the form of steps for implementing a lesson in order to achieve learning goals. In this research to teach vocabulary, the researcher choose to use a game. Game is an activity that can help the process of learning and creating students are more active in learning because they feel happy and relaxed in learning. The purpose of this research is to find out whether the Simon Says game is effective or not for use in learning, especially vocabulary. Because what we are going to examine now is the effectiveness of the Simon Says game in increasing student vocabulary. The method used in this research is descriptive qualitative research. Which aims to describe or give an idea of how effective the Simon Says game is for students vocabulary in learning process. The researcher gave vocabulary from descriptive text material and asked students to memorize it. Then the vocabulary will be played in the Simon Says game. The results of this study indicate that the Simon Says game is very effective for teaching vocabulary. Because judging from the many changes after several meetings with students and playing this Simon Says game for learning.
AN ANALYSIS OF STUDENTS’ PROBLEM IN LISTENING COMPREHENSION AT THIRD SEMESTER OF UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI Devri Aldian; Syahrul; Irwandi; Absharini Kardena
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13519

Abstract

This study aim to analyze students’ problems in listening comprehension at the third semester of the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi. This research employed a qualitative exploratory design. The informants were three lecturers and eight students selected through purposive sampling based on their listening scores. The data were collected through classroom observation and semi-structured interviews, and analyzed using thematic analysis based on Hamouda’s framework. The findings showed that students experienced five major problems: listening material, linguistic features, failure to concentrate, psychological characteristics, and listener factors. Among these, listening material became the most dominant factor, particularly related to long audio duration and unfamiliar topics. Students reported losing concentration when the audio exceeded two to three minutes and encountering difficulty understanding unfamiliar topics such as historical and scientific content. In addition, limited vocabulary significantly hindered comprehension, causing students to miss key information. Psychological factors such as anxiety and lack of confidence also reduced students’ performance. These findings indicate that students’ listening difficulties were influenced by interconnected internal and external factors. Therefore, lecturers are encouraged to provide appropriate materials, improve vocabulary instruction, and create a supportive learning environment to enhance students’ listening comprehension.
NEEDS ANALYSIS OF GRADE 7 EFL SPEAKING: WANTS AND CURRICULUM NECESSITIES Nora, Wiwit Engrina; Immatul Jannah Alimir; Absharini Kardena; Lely Lismay
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59137

Abstract

This study investigated the EFL speaking needs of Grade 7 students at SMPN 3 Bukittinggi, West Sumatra, Indonesia, using Hutchinson and Waters’ (1987) tripartite needs analysis framework. A mixed-method design was employed, combining a 25-items Likert-scale questionnaire administered to 31 students with a semi-structured interview conducted with their English teacher. Quantitative data were analyzed using descriptive statistics, while qualitative data was analyzed thematically following Braun and Clarke’s (2006) six-phase procedure. The findings revealed that curricular necessities under Kurikulum Merdeka prioritized communicative fluency and meaning-focused oral production. The most critical lack was students’ inability to speak without script (M = 2,47), compounded by performance anxiety related to fear of making mistakes (M = 3,43). Students’ highest-ranked instructional wants were teacher modeling (M = 4,13) and game-based activities (M = 4,03), both of which aligned positively with identified curricular necessities. These findings suggest that students’ wants functions as targeted responses to specific lacks, serving as a conceptual bridge towards meeting curricular necessities. Findings are expected to inform a speaking syllabus design that is curriculum-complaint, learner-responsive, and culturally grounded
Teachers’ Technique in Teaching Speaking in SMAN 1 Kinali Academic Year 2021/2022 Andini Yunita; Absharini Kardena; Veni Roza; Irwandi Irwandi
ALSYS Vol 3 No 5 (2023): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v3i5.1507

Abstract

The purpose of this study was to find out the teachers’ technique in teaching speaking and how did the teacher apply during the classroom at SMAN 1 Kinali Academic Year 2021/2022. Researcher found problems related to teacher and students. The first problem was that teacher used the same variety technique to teach speaking in class. Second problem was the students become surfeited in the classroom. The third problem was controlling the class with several students’ character. From the phenomenon above, the researcher wanted to analyze what types of teachers’ technique in teaching speaking and how to apply the technique in teaching speaking.This research was qualitative descriptive study. Researcher conducted this research at SMAN 1 Kinali. The informant of this research was the English teacher SMAN 1 Kinali. Data collection techniques used in this study were interviews and observations checklist. Based on the findings of this study, it was found that there were four types of techniques of teaching speaking, namely: Pair and group technique, Drilling technique, Jigsaw technique, Simulation technique. In learning process during speaking material, the teacher used the same technique and students became surfeite in learning so it was necessary to know what were the techniques that used by the teacher in the learning process. The teacher has implemented principles of techniques in teaching speaking and how to apply teaching speaking at SMAN 1 Kinali. The techniques that used by the teacher was effective and motivating students. The researcher also found out why the teacher used variety techniques in teaching speaking to make students fluent, become active and build their self-confidence, and to master speaking skill as well. By using techniques in teaching speaking, it motivated students to speak and to help students improving their speaking ability.
Teacher Challenges in Implementing the Independent Curriculum at SMP N 3 Palembayan Muhammad Arif Hasibuan; Absharini Kardena
TSAQOFAH Vol 4 No 4 (2024): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v4i4.3258

Abstract

As time goes by, the challenges and roles carried out by teachers will of course also change, one of the factors is developments in the field of technology which also play a role and can influence these changes. Especially when referring to various policies in the existing and newest curriculum, this is certainly an interesting thing to discuss. Therefore, the author's aim in this article is to discuss the challenges and role of the teacher himself, especially in dealing with the use of the independent learning curriculum, which is the newest curriculum and will be implemented in the future. Then related to the data sources used are various forms of literature which are of course related to the theme, whether in the form of books, articles, journals and other written sources on the internet. For the writing itself, the author uses the library research method by searching for and collecting relevant data sources, then filtering the sources that have been collected so that the sources that are most relevant to the theme to be studied or raised can be found, then make conclusions and record various important things from existing sources, and only then will they be implemented in written form.
Implementation of Kurikulum Berbasis Cinta in Islamic Primary Education: A Phenomenological Study at Madrasah Ibtidaiyah Rahmat Syukran; Leli Lismay; Ade Suhendra; Adriansyah Adriansyah; Absharini Kardena; Eka Pasca Surya Bayu
Ahlussunnah: Journal of Islamic Education Vol. 5 No. 2 (2026): August
Publisher : STIT Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/jie.v5i2.735

Abstract

This study explores how a Kurikulum Berbasis Cinta is interpreted and enacted in Islamic primary education at Madrasah Ibtidaiyah. Using a qualitative phenomenological design, the research examined the lived experiences of school actors in planning, implementing, and evaluating a curriculum that humanizes learners while maintaining strong Islamic values. Semi-structured interviews were conducted on 1 June 2026 with the principal, curriculum coordinator, six teachers, four students, and three parents. The interview data were complemented by classroom observations, school-environment observations, and document analysis of teaching modules, assessment records, and student portfolios. Data were analyzed through horizonalization, meaning-unit clustering, thematic synthesis, and interpretive reflection. The findings show that the Kurikulum Berbasis Cinta was experienced through four interrelated dimensions: i) curriculum meaning as rahmah-centered humanization, ii) compassionate and differentiated classroom practice, iii) dialogic and formative assessment, and iv) a school ecology that prioritizes dignity, safety, and spiritual growth. Participants described that students were given voice, guided through respectful discipline, and supported according to learning readiness and socio-emotional needs. At the same time, implementation was constrained by documentation burden, uneven teacher capacity in differentiated instruction, limited learning resources, and some parents’ continuing preference for examination-oriented indicators. The essence of the experience indicates that a Kurikulum Berbasis Cinta in a madrasah context is not merely a soft pedagogical style; it is an institutional ethic of care that integrates adab, academic growth, and learner well-being. The study recommends sustained teacher mentoring, stronger parent-school dialogue, and assessment designs that better connect cognitive, affective, social, and spiritual outcomes.
Co-Authors Ade Suhendra Adriansyah Adriansyah Andini Yunita Annisah Arino Susanto Arino Susanto Asni Deswita Aufa Rahmah Bambang Trisno Cinta Amalia Putri Devri Aldian Dewi Susanti Eka Pasca Surya Bayu Elda Selja Putri Elda Selja Putri Eliza Eliza Eliza Eliza Chio Eliza Eliza Eliza Eliza Elsi Amiza Elsi Amiza Elsi Amiza Elviana Elviana Endang Kurnia Fadiah Lestari Farhania Farhania Fathur Rahmi Febria Sri Artika Febria Sri Artika Febria Sri Artika Fenny Ayu Monia Genta Sakti Genta Sakti Ghina Chintya Zazalmi Hamdani Hamdani Hamdani Hidra Ariza Ihsan Efendi Iltavia Iltavia Imelia Nova Immatul Jannah Alimir Intan Putri Amania Salsabila Irwandi Irwandi Irwandi Irwandi Julia Anugerah Putri Lely Lismay Leni Afrizola Lismay, Leli Loli Safitri Loli Safitri Loli Safitri Loli Safitri Loli Safitri Lusyani Mardiyanti Nur Marsa Tsurayya Melyan Melani Melyan Melani Melyann Melani Merry Prima Dewi Mesi Oktavia Muhammad Arif Hasibuan Nora, Wiwit Engrina Nova Melia Ramadani Nurtasya Puti Andam Dewi Putri Chantika Herman Putri Meldia Rahma Wahidha Rahmat Syukran Rahmawati Rahmawati Rahmawati Rahmawati Rahmi Novianti Rara Vanesia Rara Vanesia Reflinda Reflinda Reflinda Reflinda, Reflinda Reni Safitri Riyana Apalda Robiatul Aminah Hasibuan Robiatul Aminah Hasibuan Santika Husnun Afifah Sastri, Lena Sherly Sri Arsifa Sonya Friska Olvi Suci Humairoh Syahrul Syahrul Syahrul Veni Roza Wahyuni, Wira Widya Syafitri Widya Syafitri Wiliyono Swinandes Yenita Hastuti Yulifda Elin Puspita Yusna Hannum Zulhadi Zulhadi