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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

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

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

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.

THE IMPLEMENTATION OF MAKE A MATCH MODEL IN WRITING POETRY AT SENIOR HIGH SCHOOL LEVEL IN MADURA Aini, Nor; Listyowati, Rini; Hanna, Ina Daril
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

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

Writing poetry is often considered a difficult skill for students, thus requiring innovative learning models to increase their engagement and creativity in the classroom. The purpose of this research was to determine the implementation of Make a Match Model in writing poetry and the challenges faced by students when implementing the Make a Match Model in writing poetry. This reserach uses a case study design. participants were 22 EFL students from eleventh grade at MA Al-Djufri. The instruments used include observation, interviews, and documentation. Data were collected through classroom observations and interviews with students and teacher, then analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing. The results show that the implementation of the Make a Match Model begins with the teacher preparing poetry material and cards containing questions and answers, explaining the steps of writing poetry, forming student groups, distributing the cards, matching them, writing poems, and presenting the final work. Challenges faced by students include difficulty in matching card, limited vocabulary, confusion about poetry structure, lack of self-confidence in presenting their work. The implication of this reserach is future research is suggested to examine of this model on other language skills or educational levels.

Can Board Games Enhance Students’ Vocabulary Acquisition Through Narrative Texts? Sairiyah, Mahmudatus; Hanna, Ina Daril; Qulub, Khofifatul; Kirom, Amilinal; Alyamani, Lutfiyanto; Mahmudi, Moh; Musyarrofah, Musyarrofah; Ferdiyansyah, Ferdiyansyah
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 3 No. 1 (2025): April 2025
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v3i1.43

This study aimed to enhance students' English vocabulary through the integration of narrative texts and board games in classroom instruction. Employing a Classroom Action Research (CAR) design, the research was conducted with tenth-grade students at MA Miftahul Ulum Bettet. An initial pre-test was administered to assess students' baseline vocabulary knowledge. In Cycle 1, narrative texts and board games were introduced to facilitate contextual understanding of word meanings. Cycle 2 implemented a more interactive learning approach, encouraging students to identify and comprehend vocabulary from narrative texts while actively engaging with board games. Data collection methods included vocabulary tests, vocabulary analysis, and classroom observations. The findings revealed a consistent improvement in students’ vocabulary acquisition across the two cycles. Notably, there were significant gains in both vocabulary comprehension and retention. The study concludes that the combined use of narrative texts and board games constitutes an effective and engaging strategy for vocabulary development in English language learning.

Language, Meaning, and Pedagogy: An Analysis of Derivational and Compounding Morphology in Khalil Gibran’s Poetry Listyowati, Rini; Daril Hanna, Ina; Hamdani, Beny; Haida Umiera Hashim
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2025): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5323

In the current research, complex relationship between meaning, language, and pedagogy was seen by examining derivational bound morphemes and compound words used in the poems of Khalil Gibran. Khalil Gibran's poetry uses linguistic frameworks with profound meaning and makes use of spirituality, love and values-oriented themes. The research will establish how the derivational bound morphemes and the compound words selected by Khalil Gibran can enhance the depth meanings of his poems and enhance his expression. Structural descriptive linguistics is the research approach employed in this work since it analyzes specific poems by Gibran, particularly the morphological processes of his poetical language. With the use of literary analysis and linguistic structure in data analysis, this research indicated that usage of compound words and derivational bound morphemes contributes to aesthetic effect and serves as a pedagogical tool for grasping intricate emotional and philosophical concepts. Morphological analysis may uncover additional inside meaning and assist in preserving more appreciation of Gibran's work as an artist. This research adds to advance knowledge of the connection between literature and language, for example, morphology constructs meaning in poetry. This research supports interdisciplinary practice that provides scope for linguistic analysis as augmented by literary interpretation thus enhancing the learning of poetry and language arts

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

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

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

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

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.

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