Article Per Year (5 Year)
p-Index From 2021 - 2026
7.255
P-Index
This Author published in this journals
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

Published : 50 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 50 Documents
Search

 1   2   3   4   5 
Students' Need for Task-Based Learning Material to Improve Receptive Skills in the Junior High School Merdeka Curriculum Asni Deswita; Absharini Kardena; Widya Syafitri; Febria Sri Artika
FOSTER: Journal of English Language Teaching Vol. 7 No. 4 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i4.527

Abstract

The Merdeka curriculum offers flexibility; therefore, the teacher could design the necessary learning experience in the English classroom. The curriculum is implemented by adjusting the learning process to the students’ learning needs. Teachers have the opportunity to design learning materials for use in teaching activities. However, among the four language skills, students have difficulty understanding listening and reading materials. This study aimed to analyze students' needs for task-based learning materials in junior high school regarding receptive skills. The learning material is intended to be a supplementary book to the official provided textbook. The study employed a descriptive quantitative design. The participants were 86 grade VII students at SMP Negeri 3 Ampek Angkek, West Sumatra. The data were collected through a 20-item questionnaire. Those were classified into students' perceptions of existing learning materials and students' needs for task-based receptive learning materials. The findings revealed that the existing textbook is insufficient in providing listening and reading materials. Therefore, 61% of the students needed task-based learning materials, which are believed to improve their listening and reading skills. This study was the initial stage in developing task-based learning materials that align with the principles of the Merdeka curriculum and enhance students' receptive English skills.
Students’ Critical Thinking Skills In English Reading At SMPN 2 Bukittinggi Dewi Susanti; Veni Roza; Reflinda; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

Critical thinking is a key competency in twenty-first-century education and a central goal of Indonesia’s Kurikulum Merdeka through Higher-Order Thinking Skills (HOTS). In EFL reading, students are expected to interpret, analyze, evaluate, and infer information beyond literal comprehension. However, empirical evidence regarding students’ critical thinking skills in EFL reading under Kurikulum Merdeka remains limited. This study aimed to describe the critical thinking level of eighth-grade students at SMPN 2 Bukittinggi in English reading based on four Facione (1990) indicators: interpretation, analysis, evaluation, and inference. A quantitative descriptive survey was conducted involving 90 students selected through cluster random sampling from a population of 279 eighth-grade students in the 2025/2026 academic year. Data were collected using a validated 20-item multiple-choice reading test based on recount and narrative texts. The instrument demonstrated acceptable reliability (Cronbach’s Alpha = 0.726). The findings showed that students’ overall critical thinking skills were at a Moderate level (M = 45.06%, SD = 28.71%), with 56.67% classified as Moderate, 30.00% High, and 13.33% Low. All indicators were at the Moderate level, with Inference scoring highest (48.61%) and Analysis lowest (41.85%). These findings highlight a gap between Kurikulum Merdeka’s HOTS expectations and students’ demonstrated performance, emphasizing the need for explicit, HOTS-oriented EFL reading instruction.
Exploring The Teacher’s Role As An Activator In Promoting Deep Learning In EFL Context Marsa Tsurayya; Absharini Kardena; Veni Roza; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

The increasing emphasis on deep learning in contemporary education has highlighted the importance of teachers’ roles in fostering meaningful, reflective, and student-centered learning experiences, particularly in English as a Foreign Language (EFL) classrooms. However, limited research has examined how teachers enact the role of activator in promoting deep learning within actual classroom settings. This study aimed to explore how English teachers implemented the activator role in promoting deep learning and to identify the challenges they encountered during its implementation. Employing a qualitative case study design, the research was conducted at MAN Lima Puluh Kota, Indonesia, involving two English teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using Miles, Huberman, and Saldaña’s interactive model of qualitative data analysis. The findings revealed that the teachers enacted the activator role through three interconnected practices: communicating learning goals while activating students’ prior knowledge, designing meaningful English learning activities, and providing feedback that encouraged participation and deeper thinking. The study also identified several challenges, including students’ limited English proficiency, low confidence, varying levels of participation, and difficulties in designing learning experiences aligned with deep learning principles. These findings contribute to the growing literature on deep learning by providing empirical evidence of how the activator role is operationalized in EFL classrooms and offer practical insights for teachers, schools, and policymakers seeking to strengthen the implementation of deep learning within the Merdeka Curriculum framework.
The Effect Of The Think Talk Write Strategy On Writing Skill At MTsN 5 Lima Puluh Kota Sonya Friska Olvi; Absharini Kardena; Loli Safitri; Irwandi
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

Writing is one of the important skills in learning English; however, students at MTsN 5 Lima Puluh Kota still faced difficulties in developing and organizing their ideas into well-structured descriptive texts. They also experienced difficulties in expressing ideas clearly and producing writing that contained appropriate content, organization, vocabulary, grammar, and mechanics. These problems indicated the need for an appropriate teaching strategy to support students in the writing process. Therefore, this study aimed to investigate the effect of the Think Talk Write (TTW) strategy on students’ writing skill at MTsN 5 Lima Puluh Kota. This study employed a quantitative approach with a quasi-experimental design. The samples consisted of 31 eighth-grade students in the experimental class and 31 students in the control class. The experimental class was taught using the Think Talk Write strategy, while the control class was taught using conventional teaching. The data were collected through pretest and posttest writing tests and analyzed using paired-samples and independent-samples t-tests. The results showed that the mean score of the experimental class increased from 55.55 in the pretest to 70.45 in the posttest. The paired-samples t-test showed a significant difference between the scores (Sig. = 0.000). The independent-samples t-test also revealed a significant difference between the experimental and control classes (Sig. = 0.035). Moreover, the experimental class obtained a higher mean gain score (14.90) than the control class (9.58). Therefore, the Think Talk Write strategy had a significant positive effect on students’ writing skill in descriptive text.
The Correlation Between Students’ Self-Efficacy And Their Reading Achievement Of The Fourth Semester Students Of English Department Intan Putri Amania Salsabila; Lena Sastri; Absharini Kardena; Elsi Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

This study investigated whether a significant correlation exists between students’ self-efficacy and their reading achievement among fourth-semester students of the English Language Education Study Program. The study was motivated by classroom and interview observations showing that students’ self-efficacy was often unstable, dependent on external encouragement, or inconsistent with their actual reading performance. A quantitative correlational design was used, involving the entire population of 72 fourth-semester students selected through total sampling. Data were collected using a validated and reliable self-efficacy questionnaire (Aiken’s V = 0.94; Cronbach’s Alpha = 0.843) and students’ final reading examination scores, then analyzed using Pearson Product-Moment Correlation with SPSS 26. The results showed a correlation coefficient of r = 0.070 with a significance value of 0.557 (p > 0.05), indicating no statistically significant relationship between the two variables; the correlation was positive in direction but fell into the “Very Weak” category. These findings suggest that self-efficacy alone is not a reliable predictor of reading achievement, and that reading strategies, vocabulary mastery, and instructional quality likely play a more dominant role.
The Effect of Using The Word Chain Game Toward Students' Vocabulary Mastery at the 7th Grade of SMP Negeri 29 Sijunjung Nurtasya; Syahrul; Eliza; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

Vocabulary is a fundamental component of English learning that supports students’ ability to understand and express ideas. However, seventh-grade students at SMP Negeri 29 Sijunjung experienced limited vocabulary mastery, low learning motivation, and less engaging conventional instruction. This study investigated the effect of the Word Chain Game on students’ vocabulary mastery. A quantitative approach with a quasi-experimental design was employed. The population comprised 84 seventh-grade students from three classes, while 56 students were selected through cluster sampling. Data were collected using a 25-item vocabulary test consisting of multiple-choice and fill-in-the-blank questions administered as pre-test and post-test. Because the data were not normally distributed, the Wilcoxon Signed-Rank Test and Mann-Whitney U Test were conducted using SPSS. The findings indicated an improvement in vocabulary mastery in the experimental class, with the mean score increasing from 41.86 to 71.36, compared with an increase from 46.43 to 59.86 in the control class. The Wilcoxon test showed a significant improvement in the experimental class (Z = -4.510, p = 0.000), while the Mann-Whitney U test revealed a significant post-test difference between groups (U = 238.500, Z = -2.530, p = 0.011). Thus, the Word Chain Game significantly improved students’ vocabulary mastery and was more effective than conventional instruction.
Teacher As A Facilitator In Communicative Language Teaching (CLT) In Teaching English At SMPN 4 Koto Baru Ghina Chintya Zazalmi; Lena Sastri; Absharini Kardena; Elsi Amiza
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

This study examined the role of an English teacher as a facilitator in implementing Communicative Language Teaching (CLT) at SMPN 4 Koto Baru, Dharmasraya, West Sumatra, Indonesia. The study was motivated by the expectation that CLT teachers should create opportunities for meaningful communication, support active participation, and guide learning without becoming the center of classroom communication. A qualitative case study design was employed. The participants consisted of one English teacher as the key informant and nineteen students as supporting informants selected through purposive sampling. Data were collected through three classroom observations and semi-structured interviews with the teacher and students. The observation checklist and interview guides were developed from the facilitator-role framework and validated through expert judgment. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was supported through triangulation of observation and interview data. The findings show that the teacher implemented the facilitator role in creating a supportive classroom climate and in encouraging students to reflect on language use and learning. The teacher encouraged students to answer and express opinions in English, continue speaking despite mistakes, and complete tasks independently or collaboratively. However, opportunities for sustained language use and practice were limited. Group discussions were not consistently organized, students were not given sufficient opportunities to lead activities, and teacher explanation occupied more time than student speaking. Thus, the facilitator role was partially implemented.
The Effect Of Minangkabau Folklore As English Reading Material On Students' Reading Comprehension In Narrative Text at SMPN 1 Bukittinggi Ihsan Efendi; Absharini Kardena; Reflinda; Leli Lismay
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

This study investigated the effect of using Minangkabau folklore as English reading material on the narrative text reading comprehension of Grade 8 students at SMPN 1 Bukittinggi, West Sumatra, Indonesia, addressing the underrepresentation of local cultural content in EFL reading instruction. Grounded in Schema Theory (Rumelhart, 1980) and Culturally Responsive Teaching (Gay, 2000), a quasi-experimental nonequivalent control group design was employed with 56 students from two intact classes: an experimental group (n = 28) taught with Minangkabau folklore-based narrative texts (The Origin of Minangkabau, The Legend of Maninjau Lake, and Siti Nurbaya), and a control group (n = 28) taught with conventional narrative materials. Data were collected through a 20-item multiple-choice reading comprehension test based on the six-level taxonomy of Day and Park (2005), validated through a pilot test using the Pearson Product Moment Correlation and assessed for reliability using the KR-20 formula (r₁₁ = .864). Because the experimental group's posttest data violated the normality assumption, the non-parametric Mann-Whitney U Test was used for hypothesis testing. Results showed a significant improvement in the experimental group's comprehension from pretest to posttest (p = .018) and a significant, medium-sized difference between the experimental and control groups' posttest scores (p = .002, r = .422), with the experimental group achieving a higher mean rank (35.32) than the control group (21.68). These findings support Schema Theory and Culturally Responsive Teaching, although the pre-existing disparity between groups at pretest suggests that regression to the mean may have partly contributed to the result, and the findings should therefore be interpreted with appropriate caution.
An Analysis of Classroom Management Challenges Faced by Pre-Service English Teachers During Teaching Practicum in Indonesian EFL Classrooms Cinta Amalia Putri; Febria Sri Artika; Eliza; Loli Safitri; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

Classroom management presents significant challenges for pre-service English teachers because they must manage student behavior, instructional communication, attention, and classroom activities while developing their teaching competence. This study aimed to examine the classroom management challenges experienced by pre-service English teachers during their teaching practicum in the Indonesian EFL context. A qualitative descriptive approach with a retrospective orientation was employed. The participants were seven pre-service English teachers from the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi, Indonesia, who had completed their Field Experience Practice (PPL) in 2025 at partner schools. Data were collected through semi-structured interviews conducted from June to July 2026 and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed three main areas of classroom management challenges: behavioral challenges, communicating rules and procedures challenges, and attention and transition management challenges. The findings further indicated that these challenges were interconnected, as behavioral difficulties could affect students’ attention and instructional continuity, while unclear instructions could contribute to difficulties during classroom activities and transitions. The study highlights the need for teacher education programs to prepare pre-service English teachers to understand classroom management as an integrated competence within authentic Indonesian EFL teaching contexts.
The Effect of Mnemonic Strategy on Vocabulary Mastery of Second Grade Students at MTsN 1 Pasaman Santika Husnun Afifah; Eliza Eliza; Widya Syafitri; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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

Abstract

This study aims to investigate the effect of the mnemonic strategy on vocabulary mastery among second-grade students at MTsN 1 Pasaman. The research was motivated by the significant challenges observed in students' limited vocabulary, the lack of effective teaching strategies and the result low student interested in learning English vocabulary. These issues highlighted the need to explore more effective pedagogical approaches. This research employed a quasi-experimental design with quantitative methods, the research compared the vocabulary mastery of two groups of eighth-grade students: an experimental group taught using the keyword mnemonic strategy and a control group taught using conventional methods. Data were collected through pre-tests and post-tests designed to measure vocabulary knowledge. Statistical analyses, including non-parametric tests (Wilcoxon Signed Ranks Test and Mann-Whitney U Test) due to the non-normal distribution and heterogeneity of the data, were used to determine the significance of the results. The findings revealed that the mnemonic strategy had a statistically significant positive effect on students’ vocabulary mastery. The experimental group obtained a higher mean post-test score (87.74) than the control group (75.12), with a mean difference of 12.62 points. These findings indicate that students who were taught using the mnemonic strategy achieved better vocabulary mastery than those who were taught using the conventional method. Therefore, the alternative hypothesis (Ha), which states that the mnemonic strategy has a significant effect on students vocabulary mastery, was accepted, while the null hypothesis (H0), which states that the mnemonic strategy has no significant effect on students’ vocabulary mastery, was rejected.
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