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All Journal PREMISE: Journal of English Education and Applied Linguistics LINGUAL: Journal of Language and Culture IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Tell : Teaching of English Language and Literature Journal WACANA DIDAKTIKA EDUVELOP (Journal of English Education and Development) Loquen: English Studies Journal E-Link Journal English Education: English Journal for Teaching and Learning Gudang Jurnal Multidisiplin Ilmu JURNAL MULTIDISIPLIN ILMU AKADEMIK DIDAKTIKA English Education: English Journal for Teaching and Learning
Ina Daril Hanna, Ina Daril
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Journal : IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

 1 
Teacher’s Perception on the Implementation of Clustering Techniques Using Sticky Note Media in Teaching Writing Recount Text at the Tenth Grade of Senior High School Ismil Mubarok; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6356

Abstract

This study investigates the use of sticky note media and clustering approaches in the teaching of writing recount texts at SMAN 3 Pamekasan. When producing recount texts, many students struggle with concept organization and consistency. In order to overcome these obstacles, the instructor used sticky notes in conjunction with the clustering strategy to help the students write better. One English instructor at SMAN 3 Pamekasan was the subject of this qualitative case study, and information was gathered via documentation, semi-structured interviews, and observation. An interactive model that included data reduction, data display, and conclusion drawing was used to examine the data. According to the results, students’ creativity and organizational skills were greatly enhanced by the clustering technique using sticky notes. Sticky notes' adaptability and visual format made it easier for pupils to organize and link their ideas. The teachers thought well of the approach, observing a rise in student engagement and motivation. Modeling and guided practice helped to overcome the initial bewilderment of the students and the restricted availability of materials. The study comes to the conclusion that this method supports critical thinking and active involvement in addition to improving students' writing skills, which is in line with curriculum objectives.
Students’ Perception of Using Multimodal “E-Book” for Learning Writing Descriptive Text at Junior High School Level Maufiroh, Faikotul; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6388

Abstract

Multimodal E-Book is a learning media that can be used in learning writing descriptive text. This research aims to explores the students’ perception of using multimodal E-Book media for learning writing descriptive text. This research used narrative inquiry research design. The subjects in this research is the eight grade students of MTs Tarbiyatus Shibyan Wal Banat which consisting of 19 students with 10 students selected to interviewed. The data were collected through observation, interview and documentation. Then, analyzed used descriptive qualitative. The result showed that students generally have positive perception of multimodal E-Book, as it make learning more engaging, interesting and facilitate a better understanding of the material compared to the conventional learning method. Additionally, the advantages include improved students understanding, increased enthusiasm for learning, enhanced vocabulary, and better pronounciation skills. However, challenges were also identified, such as difficulties using media independently at school due to limited of digital access at school. Additionally, students struggled in understanding the contents of multimodal E-Book that was entirely in English without Indonesian translation. Apart form that the overall impact remains positive, indicating that multimodal E-Book are effective strategy to support learning writing descriptive text.
An Error Analysis of Derivational Affixes in Narrative Essay Written by Eleventh Grade Students at Islamic Modern Senior High School Qolby, Sofiatul; Daril Hanna, Ina; Listyowati , Rini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6522

Abstract

This research aims to analyze errors in the use of derivational affixes in narrative writing by eleventh-grade students at MA Al Djufri Blumbungan Pamekasan. This study uses a mix method approach, combining both qualitative and quantitative methods. Data were collected from 22 student essays, which were analyzed using descriptive qualitative techniques to identify the types of errors, as well as frequency and percentage calculations to determine the most dominant errors. Errors in the use of derivational affixes were categorized into four types: omission, addition, misformation, and misordering. The results of the study show that misformation errors were the most dominant, with a percentage of 68%, followed by omission and addition errors, each at 12%, and misordering errors at only 8%. From this analysis, it can be concluded that the majority of errors occur in derivations that change word classes, particularly in nouns and adjectives. The findings emphasize the importance of strengthening instruction on the use of derivational affixes in writing instruction at the high school level to reduce morphological errors among students.
Exploring the Use of Collaborative Writing on Padlet in Teaching Narrative Writing Sulfatun Hasanah; Ina Daril Hanna; Rini Listyowati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6532

Abstract

Narrative writing requires active skills and appropriate teaching strategies to help students organize ideas and express their creativity. This study aims to explore the implementation of collaborative narrative writing through the digital platform Padlet across two classroom meeting. The objective of this research is to describe the stages of collaborative writing using Padlet and identify the outcomes of its application. This qualitative study was conducted with eleventh-grade students at MA Misbahus Sudur Taman Baru, data collected through observations, interviews, and documentation. The findings indicate that during the first meeting, students required more guidance in using Padlet and understanding narrative text structure. However, by the second meeting, students showed improvement in independence and confidence. They became more active in collaborating within groups, providing feedback via Padlet's comment features, and revising their drafts based on feedback from peers and teachers. Despite encountering technical difficulties and initial confusion, both students and teachers demonstrated positive engagement. This study confirms that Padlet is effective in supporting students' narrative writing through structured yet flexible digital collaboration.
Teacher’s Perception on the Implementation of Clustering Techniques Using Sticky Note Media in Teaching Writing Recount Text at the Tenth Grade of Senior High School Ismil Mubarok; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6356

Abstract

This study investigates the use of sticky note media and clustering approaches in the teaching of writing recount texts at SMAN 3 Pamekasan. When producing recount texts, many students struggle with concept organization and consistency. In order to overcome these obstacles, the instructor used sticky notes in conjunction with the clustering strategy to help the students write better. One English instructor at SMAN 3 Pamekasan was the subject of this qualitative case study, and information was gathered via documentation, semi-structured interviews, and observation. An interactive model that included data reduction, data display, and conclusion drawing was used to examine the data. According to the results, students’ creativity and organizational skills were greatly enhanced by the clustering technique using sticky notes. Sticky notes' adaptability and visual format made it easier for pupils to organize and link their ideas. The teachers thought well of the approach, observing a rise in student engagement and motivation. Modeling and guided practice helped to overcome the initial bewilderment of the students and the restricted availability of materials. The study comes to the conclusion that this method supports critical thinking and active involvement in addition to improving students' writing skills, which is in line with curriculum objectives.
Students’ Perception of Using Multimodal “E-Book” for Learning Writing Descriptive Text at Junior High School Level Maufiroh, Faikotul; Rini Listyowati; Ina Daril Hanna
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6388

Abstract

Multimodal E-Book is a learning media that can be used in learning writing descriptive text. This research aims to explores the students’ perception of using multimodal E-Book media for learning writing descriptive text. This research used narrative inquiry research design. The subjects in this research is the eight grade students of MTs Tarbiyatus Shibyan Wal Banat which consisting of 19 students with 10 students selected to interviewed. The data were collected through observation, interview and documentation. Then, analyzed used descriptive qualitative. The result showed that students generally have positive perception of multimodal E-Book, as it make learning more engaging, interesting and facilitate a better understanding of the material compared to the conventional learning method. Additionally, the advantages include improved students understanding, increased enthusiasm for learning, enhanced vocabulary, and better pronounciation skills. However, challenges were also identified, such as difficulties using media independently at school due to limited of digital access at school. Additionally, students struggled in understanding the contents of multimodal E-Book that was entirely in English without Indonesian translation. Apart form that the overall impact remains positive, indicating that multimodal E-Book are effective strategy to support learning writing descriptive text.
An Error Analysis of Derivational Affixes in Narrative Essay Written by Eleventh Grade Students at Islamic Modern Senior High School Qolby, Sofiatul; Daril Hanna, Ina; Listyowati , Rini
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6522

Abstract

This research aims to analyze errors in the use of derivational affixes in narrative writing by eleventh-grade students at MA Al Djufri Blumbungan Pamekasan. This study uses a mix method approach, combining both qualitative and quantitative methods. Data were collected from 22 student essays, which were analyzed using descriptive qualitative techniques to identify the types of errors, as well as frequency and percentage calculations to determine the most dominant errors. Errors in the use of derivational affixes were categorized into four types: omission, addition, misformation, and misordering. The results of the study show that misformation errors were the most dominant, with a percentage of 68%, followed by omission and addition errors, each at 12%, and misordering errors at only 8%. From this analysis, it can be concluded that the majority of errors occur in derivations that change word classes, particularly in nouns and adjectives. The findings emphasize the importance of strengthening instruction on the use of derivational affixes in writing instruction at the high school level to reduce morphological errors among students.
Exploring the Use of Collaborative Writing on Padlet in Teaching Narrative Writing Sulfatun Hasanah; Ina Daril Hanna; Rini Listyowati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6532

Abstract

Narrative writing requires active skills and appropriate teaching strategies to help students organize ideas and express their creativity. This study aims to explore the implementation of collaborative narrative writing through the digital platform Padlet across two classroom meeting. The objective of this research is to describe the stages of collaborative writing using Padlet and identify the outcomes of its application. This qualitative study was conducted with eleventh-grade students at MA Misbahus Sudur Taman Baru, data collected through observations, interviews, and documentation. The findings indicate that during the first meeting, students required more guidance in using Padlet and understanding narrative text structure. However, by the second meeting, students showed improvement in independence and confidence. They became more active in collaborating within groups, providing feedback via Padlet's comment features, and revising their drafts based on feedback from peers and teachers. Despite encountering technical difficulties and initial confusion, both students and teachers demonstrated positive engagement. This study confirms that Padlet is effective in supporting students' narrative writing through structured yet flexible digital collaboration.
Co-Authors Abdur Rouf Achmad Baidawi Aini, Nor Alyamani, Lutfiyanto Arisandi Setiyawan Badrut Tamam Beny Hamdani Ferdiyansyah, Ferdiyansyah Haida Umiera Hashim Herman Jufri Andi, Herman Jufri Ismil Mubarok Jaftiyatur Rohaniyah, Jaftiyatur Jaftiyatur Rohaniyah, Jaftiyatur Rohaniyah Kirom, Amilinal Linta Wafdan Hidayah, Linta Wafdan Listyowati , Rini Listyowati, Rini mahmudi, moh Maufiroh, Faikotul Moh Sofyanto Musyarrofah, Musyarrofah Qolby, Sofiatul Qulub, Khofifatul Rabi'ah Rabi'ah Rabi’ah Rabi’ah Rini Listyowati Rini Listyowati, Rini Listyowati Robiatul A Sairiyah, Mahmudatus Sitti Mukamilah Solehah, Sitti Anis Jumatus Sulfatun Hasanah Yunitaka B., Dinar Vincy