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All Journal TRANS-KATA: Journal of Language, Literature, Culture, and Education Madani: Multidisciplinary Scientific Journal
Syarifuddin Achmad, Syarifuddin
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From Extensive Reading to Advanced Reading Skills: A student’s narrative Mahmud, Muzdalifah; Mokoolang, Adi Tia; Achmad, Syarifuddin
Madani: Jurnal Ilmiah Multidisiplin Vol 2, No 5 (2024): Madani, Vol. 2, No. 5 2024
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13140181

Abstract

This study examines the relationship between extensive reading habits and the reading skills of English students at Universitas Negeri Gorontalo. Extensive reading is a reading practice that involves reading a substantial quantity of material at an appropriate level to gain a comprehensive understanding. This approach is believed to enhance reading abilities and foster a positive reading habit. This study focuses on reading as a daily practice rather than as a discrete classroom activity. The study employs interviews with three students who engage in extensive reading to ascertaintheir attitudes toward reading, reading frequency, reading preferences, and sources of motivation. These students exhibit positive attitudes toward reading, read frequently, enjoy various types of books, and are motivated by their family and academic environment. These habits lead to better vocabulary and reading comprehension. The study concludes that extensive reading helps improve reading skills and recommends that students make it a regular part of their lives and that teachers support and encourage extensive reading.
Empowering Identity among English Teachers in the 4.0 Industrial Revolution: Perspectives from Tomini Bay Basalama, Nonny; Achmad, Syarifuddin
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v2i2.40

Abstract

This paper discusses the issue of foreign English language teachers in the Tomini Bay area in Indonesia. Utilizing several theories such as the theory of empowerment and agency as well as teachers' identity development, this qualitative research presents a study with the interview data from 10 teachers who live and teach in the Tomini Bay area. The data were analyzed by coding the interview materials into several main areas of interest. From this, several themes emerged for discussion that seemed to be influential and contribute to understanding teachers and their experiences in the language teaching context. The study reveals that teachers' views of their remuneration, their views of teaching in this technology era and pandemic situation, and their views of local potential teaching resources are significantly different from teachers who are classified as 'empowered identity' than those who are not in the category. However, the necessity of government intervention in English language teaching success in their area emerges as a crucial factor viewed by all the 10 teachers' recollections. It is hoped that this paper discussion can reveal factors that should be considered in a model offered to develop EFL teachers and their identity development in the Tomini Bay area, which later affects the success of English teaching in the surroundings and subsequently impacts English language teaching success in Indonesia.
Designing a Model of Case Method Strategy to Enhance Reading Comprehension in EAP Courses for Higher Education Achmad, Syarifuddin; Miolo, Sartin; Mahmud, Muzdalifah; Badu, Helena
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 1 (2024): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i1.104

Abstract

Improving education quality for the 21st century necessitates a strong focus on English Reading Comprehension for Academic Purposes (REAP), particularly in higher education. This competency is essential for enabling students to engage with global information and meet the demands of a competitive, interconnected world. Therefore, enhancing reading comprehension in English is vital, especially by employing a strategy that is innovative, creative, and effective. The Case Method Strategy, rooted in Problem-Based Learning (PBL), is identified as one of the most effective approaches to elevate REAP competencies. This strategy fosters creative thinking, inquiry-based learning, and problem-solving skills, allowing students to analyze academic texts critically. Within the REAP course framework, which aligns with Outcome-Based Education (OBE), the objective is for students to develop metacognitive abilities to interpret complex academic texts at an advanced level. To support the Case Method Strategy, complementary techniques, such as Inquiry Method and Discovery Learning, can be integrated into REAP learning. This study aims to present a comprehensive model for implementing the Case Method Strategy to improve REAP outcomes. Ultimately, the findings contribute valuable insights to English Language Teaching (ELT) by offering an effective, alternative teaching technique that enhances applied linguistics and reading comprehension in university-level education.
Co-Authors Helena Badu Mokoolang, Adi Tia Muzdalifah Mahmud Nonny Basalama Sartin T. Miolo