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The Influence of Teacher Teaching Styles on English Learning Motivation of Eighth-Grade Students at SMP Negeri 1 Afulu Zalukhu, Firman Setia; Laoli, Adieli; Zebua, Elwin Piarawan; Daeli, Hidayati
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 2 (2026): Maret 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i2.1312

This study aims to examine the relationship between teachers' teaching styles and students' learning motivation in English learning. The study was conducted at SMP Negeri 1 Afulu in the 2025/2026 academic year. This study employed a quantitative research approach with a survey design to examine the relationship between teachers' teaching styles and students' learning motivation in English learning. A quantitative approach was chosen because the data were obtained in numerical form through questionnaires and aimed to examine the relationship between variables using statistical procedures. The study population was all 112 eighth-grade students, while the study sample consisted of one eighth-grade class with 28 students and was selected using a cluster sampling technique. The research instrument was a questionnaire consisting of 25 items to measure teachers' teaching styles and 25 items to measure students' English learning motivation using a four-level Likert scale. Data were analyzed using descriptive statistics and inferential statistics with the help of IBM SPSS Statistics 25 and Microsoft Excel. Inferential analysis used rank-order correlation (Spearman) to determine the relationship between the two variables. The results of the study showed a strong positive relationship between teacher teaching style and student learning motivation, with a correlation coefficient of 0.886 and a significance level of 0.000. This finding indicates that students who have a positive perception of their teacher's teaching style tend to demonstrate higher English learning motivation. Therefore, it can be concluded that teacher teaching style is closely related to student learning motivation in English learning.

AN ANALYSIS OF USING YOUTUBE VIDEOS IN TEACHING SPEAKING AT THE ELEVENTH GRADE LEVEL Hulu, Tri Mulia Damai; Daeli, Hidayati; Laoli, Adieli; Waruwu, Yaredi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.9869

ABSTRACT This study aims to analyze the utilization of YouTube videos in English language learning and their impact on the development of students’ speaking skills amid the increasing use of digital media as learning resources. The integration of technology in language learning has become an important strategy to provide authentic materials and enhance students’ engagement in the learning process. This study employed a qualitative approach, with data collected through classroom observations, interviews with teachers and students, and analysis of instructional documents. The data were analyzed descriptively to obtain a comprehensive understanding of the practice of using YouTube videos in English language instruction. The findings indicate that the use of YouTube videos enhances students’ learning motivation and provides more authentic language exposure through examples of pronunciation, intonation, and expressions in real communication contexts. In addition, video-based learning creates greater opportunities for students to actively practice speaking through discussions, imitation activities, and content-based presentations. However, the study also identified several challenges, including limited internet access, variations in content quality, and potential distractions from other features on the digital platform. In synthesis, these findings confirm that YouTube videos are effective in supporting the development of speaking skills when they are integrated in a planned, selective, and pedagogically sound manner within English language teaching strategies. ABSTRAK Penelitian ini bertujuan untuk menganalisis pemanfaatan video YouTube dalam pembelajaran bahasa Inggris serta dampaknya terhadap pengembangan keterampilan berbicara siswa di tengah meningkatnya penggunaan media digital sebagai sumber belajar. Integrasi teknologi dalam pembelajaran bahasa menjadi strategi penting untuk menghadirkan materi yang autentik dan meningkatkan keterlibatan siswa dalam proses belajar. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi pembelajaran, wawancara dengan guru dan siswa, serta analisis dokumen pembelajaran. Data dianalisis secara deskriptif untuk memperoleh gambaran komprehensif mengenai praktik penggunaan video YouTube dalam pembelajaran. Hasil penelitian menunjukkan bahwa pemanfaatan video YouTube meningkatkan motivasi belajar serta memberikan paparan bahasa yang lebih autentik melalui contoh pelafalan, intonasi, dan ekspresi dalam konteks komunikasi nyata. Selain itu, penggunaan video membuka peluang bagi siswa untuk berlatih berbicara secara aktif melalui diskusi, imitasi, dan presentasi berbasis konten. Namun, penelitian ini juga mengidentifikasi kendala berupa keterbatasan akses internet, variasi kualitas konten, dan potensi distraksi dari fitur lain pada platform digital. Secara sintesis, temuan ini menegaskan bahwa video YouTube efektif dalam mendukung pengembangan keterampilan berbicara apabila diintegrasikan secara terencana, selektif, dan pedagogis dalam strategi pembelajaran bahasa Inggris.

Analysis of Using Song in English Vocabulary Mastery to Young Learners Marpaung, Delvi Nanda; Maru’ao, Nursayani; Daeli, Hidayati; Zega, Riswan
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1045

This research explores the use of song as pedagogical media in vocabulary mastery among young learners. Recognizing the important role of vocabulary in language mastery, this research aims to address the challenges faced by young learners in mastering English vocabulary, especially in a monotonous learning environment. The research focuses on two main aspects: the use of song in vocabulary mastery and teachers' perceptions of this method. Through qualitative research methods, including observations and interviews with English teachers, this research sought to analyze how song can facilitate vocabulary retention and engagement in young learners. This research used the data analysis technique by Miles and Huberman (1984), there were three stages in data analysis: data reduction, data display, and conclusion. The research findings show that song not only make learning fun, but also serve as an effective medium to improve vocabulary mastery. The research highlights the importance of selecting age-appropriate song that match students' interests and the importance of integrating song into the core teaching process rather than using them only as ice-breakers. The research concludes with recommendations for teachers to regularly incorporate song into their lesson plans and suggests future research to further explore the impact of different music genres on language learning. Overall, this research underscores the potential of music as a dynamic tool in fostering a positive learning environment and improving vocabulary mastery among young learners.

Improving the Students’ Vocabulary by Using Duolingo at Seventh Grade of SMP Negeri 2 Gunungsitoli Utara Zega, Yudika Syukurniati; Daeli, Hidayati; Laoli, Adieli; Harefa, Trisman
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.6470

This research aimed to improve the students’ vocabulary mastery by using the Duolingo application at the seventh grade of SMP Negeri 2 Gunungsitoli Utara. This study employed Classroom Action Research (CAR) consisting of two cycles, and each cycle was conducted in two meetings. The subjects of this research were 26 students of class VII-B. The instruments used in collecting data were observation sheets, field notes, and vocabulary tests. The results showed a significant improvement in students’ vocabulary mastery after the implementation of Duolingo. In the pre-test, only 5 students (19.23%) achieved the Minimum Competency Criteria (MCC) with an average score of 48.46. In Cycle I, the number of students who reached the MCC increased to 14 students (53.85%) with an average score of 61.92. Furthermore, in Cycle II, all students (26 students or 100%) successfully achieved the MCC with an average score of 81.15. The findings also revealed positive changes in students’ learning behavior. The students became more active, confident, motivated, and enthusiastic in learning English vocabulary. They were able to learn independently, practice pronunciation, and respond well to the interactive features provided by Duolingo. Therefore, it can be concluded that the use of Duolingo is effective in improving students’ vocabulary mastery and learning motivation.

THE DESCRIPTIVE ANALYSIS OF STUDENTS’ ABILITY IN WRITING REPORT TEXT AT THE TWELFTH GRADE OF SMK NEGERI 1 SITOLU ORI IN 2021/2022 LAOLI, RATAKAN; Telaumbanua, Yasmina Amaerita; Daeli, Hidayati
Jurnal Tunas Pendidikan Vol. 6 No. 1 (2023): JURNAL TUNAS PENDIDIKAN
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pgsd.v6i1.1249

The purpose of the research was to find out and describe the students’ ability in writing report text of SMK Negeri 1 Sitolu Ori. The design of this research was descriptive qualitative research. The total number of the sample was 16 students. The researchers used descriptive qualitative method. The instrument used to get the data was test and interview. Based on the research results from taking students’ worksheet documents and the results of interviews, it is concluded that most of the XII grade students of TKJ SMK Negeri 1 Sitolu Ori are unable to write report texts with an average score of 38 or fail. Based on the data presented in the previous table (tables 4 and 5) and the explanation of the results of the research that there was 1 student (5%) who was included in the sufficient category in writing report texts. On the other hand, there were 10 students (50%) who were not good at writing report texts. Furthermore, there were 5 students (45%) who were included in the category of failing in writing report texts. The results of the study also show that the factors that affect students' ability to write report texts are lack of vocabulary, In addition, finally, based on the findings, it is concluded that XII grade students of SMK Negeri Sitolu Ori have problems in writing report texts The students were not able to express idea.

AN ANALYSIS OF USING YOUTUBE VIDEOS IN TEACHING SPEAKING AT THE ELEVENTH GRADE LEVEL Tri Mulia Damai Hulu; Hidayati Daeli; Adieli Laoli; Yaredi Waruwu
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.9869

ABSTRACT This study aims to analyze the utilization of YouTube videos in English language learning and their impact on the development of students’ speaking skills amid the increasing use of digital media as learning resources. The integration of technology in language learning has become an important strategy to provide authentic materials and enhance students’ engagement in the learning process. This study employed a qualitative approach, with data collected through classroom observations, interviews with teachers and students, and analysis of instructional documents. The data were analyzed descriptively to obtain a comprehensive understanding of the practice of using YouTube videos in English language instruction. The findings indicate that the use of YouTube videos enhances students’ learning motivation and provides more authentic language exposure through examples of pronunciation, intonation, and expressions in real communication contexts. In addition, video-based learning creates greater opportunities for students to actively practice speaking through discussions, imitation activities, and content-based presentations. However, the study also identified several challenges, including limited internet access, variations in content quality, and potential distractions from other features on the digital platform. In synthesis, these findings confirm that YouTube videos are effective in supporting the development of speaking skills when they are integrated in a planned, selective, and pedagogically sound manner within English language teaching strategies. ABSTRAK Penelitian ini bertujuan untuk menganalisis pemanfaatan video YouTube dalam pembelajaran bahasa Inggris serta dampaknya terhadap pengembangan keterampilan berbicara siswa di tengah meningkatnya penggunaan media digital sebagai sumber belajar. Integrasi teknologi dalam pembelajaran bahasa menjadi strategi penting untuk menghadirkan materi yang autentik dan meningkatkan keterlibatan siswa dalam proses belajar. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi pembelajaran, wawancara dengan guru dan siswa, serta analisis dokumen pembelajaran. Data dianalisis secara deskriptif untuk memperoleh gambaran komprehensif mengenai praktik penggunaan video YouTube dalam pembelajaran. Hasil penelitian menunjukkan bahwa pemanfaatan video YouTube meningkatkan motivasi belajar serta memberikan paparan bahasa yang lebih autentik melalui contoh pelafalan, intonasi, dan ekspresi dalam konteks komunikasi nyata. Selain itu, penggunaan video membuka peluang bagi siswa untuk berlatih berbicara secara aktif melalui diskusi, imitasi, dan presentasi berbasis konten. Namun, penelitian ini juga mengidentifikasi kendala berupa keterbatasan akses internet, variasi kualitas konten, dan potensi distraksi dari fitur lain pada platform digital. Secara sintesis, temuan ini menegaskan bahwa video YouTube efektif dalam mendukung pengembangan keterampilan berbicara apabila diintegrasikan secara terencana, selektif, dan pedagogis dalam strategi pembelajaran bahasa Inggris.

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