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All Journal Jurnal Bahasa, Sastra, dan Budaya IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Ideas: Jurnal Pendidikan, Sosial dan Budaya Bima Abdi: Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan (SOKO GURU) REDUPLIKASI: Jurnal Penelitian Pendidikan Bahasa Indonesia Research Review: Jurnal Ilmiah Multidisiplin Madani: Multidisciplinary Scientific Journal Nanggroe: Journal Of Scholarly Service Nanggroe: Journal of Scholarly Service Socius: Social Sciences Research Journal Jurnal Akademik Pengabdian Masyarakat Early Childhood Islamic Education Journal Soko Guru: Jurnal Ilmu Pendidikan Jurnal Pendidikan dan Keguruan INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER)
Sri Agriyanti Mestari
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Exploring Students' Perceptions of Using Wordwall to English Learning Motivation at Junior High School Ikafira Reviana; Karmila Machmud; Sri Agriyanti Mestari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10097

Abstract

This study explores junior high school students' perceptions and experiences of using Wordwall to support English learning motivation. It aims to understand how game-based media influences learning dynamics from the students' perspectives. Using a qualitative exploratory design, the study involved seven ninth-grade students and one English teacher at Junior High School as participants. Data were collected through in-depth interviews and analyzed using Reflexive Thematic Analysis. The findings reveal that Wordwall transforms previously passive classroom activities into interactive ones through visual stimulation and gaming mechanics. Based on the ARCS motivational framework, students' experiences are closely related to the dimensions of attention, relevance, confidence, and satisfaction. Despite facing technical infrastructure constraints, these findings suggest that the integration of digital media functions as an emotional bridge that reduces student anxiety and strengthens active engagement. This study concludes that the effectiveness of educational technology lies not only in its technical features but also in its ability to create a learning environment that supports students' affective domains.
The Effectiveness of Fresh Technique in Writing Descriptive Essay at SMPN 12 Gorontalo Siti Mutiyah Tolinggi; Muziatun M; Sri Agriyanti Mestari
Madani: Jurnal Ilmiah Multidisiplin Vol 3, No 8 (2025): September
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18181413

Abstract

Writing is one of the skills that must be possessed by students when learning English. It is one way of expressing ideas, feelings, thoughts, even arguments and knowledge into a piece of paper. Descriptive text is a text which purpose is to describe someone, a place, or something.FRESH Technique is a teaching technique can help student writing descriptive text. The aim of this study was to find out the significant difference in writing achievement before and after students taught using the FRESH technique in writing descriptive Essay. In conducting the study, The method in this study is a quantitative method. A-pre experimental was employed as research design conducted into one group. The sample of this study is the seventh-grade in class VII-3 The researcher took twenty five students as the sample.The instrument for collecting the data using T-test that included a pre-test and post-test. The data analysis using T-test and analyzed by using SPSS version 25.The research found that the students had an average developmental in writing descriptive essay of 10,44 on pre test and 15,4 on the post-test. The students writing development is 37,82%. This is supported by the larger t-test value showed that the t-test 29,632 > t-table 2,807. The result indicates that,the null hyphothesis (H0) was rejected while the alternative hyphothesis (Ha) was accepted it means that FRESH Technique can effective increased student’s writing in descriptive essay.
Menggali Makna di Balik Filosofi Hidup Pisang: Pembelajaran soft skill Bagi Mahasiswa PAUD Sri Agriyanti Mestari; Febry Rizki Susanti Kalaka; Abd Kadim Masaong; Isnanto
Early Childhood Islamic Education Journal Vol. 5 No. 02 (2024): Early Childhood Islamic Education Journal
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58176/eciejournal.v5i02.2212

Abstract

Filosofi hidup pohon pisang mengandung berbagai nilai yang relevan untuk pengembangan soft skills bagi mahasiswa Pendidikan Anak Usia Dini (PAUD). Artikel ini bertujuan untuk mengeksplorasi bagaimana simbolisme pohon pisang dapat diintegrasikan dalam pembelajaran guna mengembangkan keterampilan seperti ketahanan, adaptasi, empati, kesederhanaan, serta penghargaan terhadap proses belajar. Dengan menggunakan pendekatan kajian literatur, penelitian ini mengidentifikasi nilai-nilai esensial dari filosofi hidup pohon pisang yang dapat diterapkan dalam pembelajaran mahasiswa. Hasil penelitian menunjukkan bahwa filosofi ini dapat membantu mahasiswa PAUD dalam mengembangkan kemampuan beradaptasi terhadap perubahan, meningkatkan empati dalam berinteraksi dengan anak-anak dan lingkungan sekitar, serta memperkuat keterampilan kerja sama dalam tim. Integrasi nilai-nilai ini diharapkan dapat memperkuat karakter mahasiswa sebagai calon pendidik yang kompeten dan siap menghadapi tantangan di dunia pendidikan. Penelitian ini juga menyoroti pentingnya pengembangan soft skills dalam menciptakan generasi pendidik yang tidak hanya profesional secara akademis tetapi juga memiliki karakter yang tangguh dan mampu memberikan kontribusi positif dalam masyarakat.
An Analysis of Students’ Reading Comprehension of English Fable Texts: A Study of Eighth-Grade Students Hilmiah Lana; Harto S. Malik; Sri Agriyanti Mestari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9228

Abstract

This study analyzed the reading comprehension ability of eighth-grade students in understanding English fable texts, with particular emphasis on vocabulary mastery and word recognition. Previous studies on narrative text comprehension have generally focused on broader reading skills, while limited research specifically investigates how vocabulary mastery and word recognition influence students’ comprehension of English fable texts in Indonesian EFL contexts. The research employed an explanatory sequential mixed-method design. Quantitative data were obtained through a reading comprehension test consisting of 50 multiple-choice items administered to 73 students at SMP Negeri 3 Telaga, while qualitative data were collected through semi-structured interviews with nine selected students representing different achievement levels. The quantitative findings indicated that students’ overall reading comprehension ability was categorized as low to moderate, with a mean score of 58.4. Approximately 61% of students were classified in the low category, while 39% were categorized as moderate achievers based on predetermined score classifications. The weakest performance was found in plot comprehension, character analysis, and language features. Qualitative findings revealed that limited vocabulary mastery and weak word recognition were the primary factors hindering students’ comprehension, causing difficulties in constructing meaning, identifying story elements, and interpreting implicit information. The study concludes that vocabulary and word recognition play a crucial role in students’ comprehension of English fable texts and should be prioritized in reading instruction at the junior high school level. This study contributes empirical evidence on how vocabulary mastery and word recognition influence students’ comprehension of fable texts in Indonesian EFL contexts.
Sing, Move, and Say: Implementasi Total Physical Response (TPR) dalam Pembelajaran Bahasa Inggris di Sekolah Dasar Irmawaty Umar; Sri Agriyanti Mestari
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 3 (2026): Mei
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i5.12481

Abstract

English learning at the elementary school level requires engaging and age-appropriate learning approaches that can encourage students to actively participate in the learning process. However, English instruction for young learners is often dominated by conventional activities that may limit students’ motivation, interaction, and opportunities to practice English. This community service program, entitled “Sing, Move, and Say: Total Physical Response (TPR) for Elementary School Students,” aimed to introduce an interactive English learning approach through the integration of songs, physical movements, and simple spoken expressions. The community service program was conducted at SDN 88 Kota Gorontalo through several stages, including initial observation, preparation of learning materials, implementation of TPR-based learning activities, and evaluation. During the activities, students were engaged in singing English songs, responding to teacher commands through physical movements, and practicing simple vocabulary and expressions through meaningful actions. The activities were designed to create a joyful, participatory, and low-anxiety learning environment. The implementation showed that TPR-based activities encouraged students to participate actively, respond enthusiastically to English instructions, and practice vocabulary and simple expressions in a more meaningful context. The program also demonstrated the potential of TPR as an accessible and enjoyable approach for supporting English learning among elementary school students. Thus, integrating singing, movement, and speaking activities can provide a practical alternative for making English learning more interactive and engaging for young learners.
Co-Authors Ali Djamhuri Amelia Mada Amuati, Siti Asriani Annisa Djibran Arief, Sujihan A. Biahimo, Ivana Febrianty Dondo, Dondi el Walidayni Kau, Magvirah Elsje Louise Sambouw Fahria Malabar Febry Rizki Susanti Kalaka Hari Danial Haris Danial Harto Malik Helena Badu Hilmiah Lana Ikafira Reviana Irmawaty Umar Isnanto Jolanda H. D. Pilongo Karmila Machmud Kasim, Nadia Pratiwi Kau, Magvira El Walidayni Mada, Amelia Magvirah El Walidayni Kau Masaong, Abdul Kadim Mohamad Syahrun Ibrahim Muziatun Mukadji Nadia Pratiwi Kasim Nonny Basalama Novianty Djafri Nurlila Syayahni Syaripudin Paduay, Diofanny Pilongo, Jolanda H. D. Pompana, Seprianto Rachmi Laya Rahmawati Putri R. Harmain Rasuna Talib Sarlan Hamid Sartin T. Miolo Seprianto Pompana Siti Mutiyah Tolinggi Sri Meilanti Potale Sri Rumiyatiningsih Luwiti Sujihan A. Arief Suto, Elvriza Vadyla Marchena Tanaiyo, Yuliyanti Thalib, Rasuna Usu, Novi Rusnarti Wahyudin A.R. Latoko Yusna Bantulu Zulkifli Tanipu