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Measuring English Abilities of Junior High School Students Afnida, Liza; Adani, Sukri
Jurnal Basicedu Vol. 8 No. 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i4.8496

Students’ problems in learning English often stem from a lack of exposure to the language, insufficient practice opportunities, and challenges with grammar and vocabulary, which collectively hinder their overall proficiency and confidence. The purpose of this study is to measure students’ ability in mastering English. The method used in this study is a descriptive quantitative approach, conducted at SMP Negeri 3 Kuala Batee. The total number of participants was 27 students, and the data were collected using a test with 50 questions. The results of the study indicated that the students’ ability in mastering English was classified into high, moderate, and low categories. High abilities were evident in mastering main idea identification, understanding text purposes, and recognizing text types. Moderate abilities were observed in conversational skills, identifying supporting details in reading, pronoun reference, passive voice, and word meanings. Low abilities were noted in expressing congratulations and hope, understanding text structure and genres, conversations, simple past tense, comprehension of advertisements, word meanings, and using "to be" and pronouns. These findings suggest that while students have a good grasp of certain aspects of English, significant gaps remain, particularly in grammatical rules and expressive language. The students should learn more about English grammatical rules because this area was categorized into low ability, indicating a need for targeted instructional strategies to address these deficiencies and improve overall language proficiency.

Students’ Ability to Develop Critical Thinking Skills in English Essay Writing Safitri, Ayu; Adani, Sukri
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i4.7335

Critical thinking has an important role in writing to analyze information, construct robust arguments, and communicate ideas understandably and compellingly. This study aims to know students’ ability to develop critical thinking in essay writing. The method used in this study is descriptive qualitative reserch with 50 students as participants. The test was used as a technique of data collection. The result of the study indicated that students' ability to develop critical thinking in writing remains underdeveloped, only 2% of students were able to demonstrate a clear unity of ideas in their essays, reflecting a notable lack of critical thinking skills in articulating main concepts. Furthermore, 8% of students were able to present clear reasoning, underscoring the overall weakness in their critical thinking abilities. Additionally, only 6% of students showed proficiency in the organization component of their essays, indicating a substantial gap in their skills to structure and connect ideas effectively. These findings demonstrate that students' application of critical thinking abilities, particularly in essay writing, is still lacking. It is recommended the students should develop critical thinking to have good achievement in writing.

INTERACTIVE LEARNING MEDIA INNOVATION TO IMPROVE DIGITAL ERA LEARNING AT MTSN 3 ABDYA SCHOOL Yayang Fazila. R; Sukri Adani
Nusantara Hasana Journal Vol. 4 No. 10 (2025): Nusantara Hasana Journal, March 2025
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v4i10.1369

Technological advances bring profound changes in the learning paradigm, encouraging the use of innovative and interactive learning media to improve the effectiveness of learning amidst the challenges of the times. Education must adapt to these changes, to meet the demands of a digital society that increasingly relies on technology. This study aims to develop innovations in interactive learning media to Improve Digital Era Learning at Mtsn 3 Abdya School. This learning media was developed using teaching materials equipped with interactive features such as videos, animations, and quizzes. This study is based on a literature study research approach to investigate innovation in the development of interactive learning media in order to improve the effectiveness of learning in the digital era. The results of this research show that interactive learning media innovation has made a positive contribution to increasing the effectiveness of learning at the MTsN 3 ABDYA school.

AN ANALYSIS OF THE WRITING ABILITY OF GRADE 11 STUDENTS AT SMAN 3 ACEH BARAT DAYA Suci Hastuti; Sukri Adani
Nusantara Hasana Journal Vol. 5 No. 2 (2025): Nusantara Hasana Journal, July 2025
Publisher : Yayasan Nusantara Hasana Berdikari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59003/nhj.v5i2.1563

This study aims to analyze the English descriptive text writing ability of grade XI students at SMAN 3 Aceh Barat Daya and identify the factors that cause their low scores. Using a descriptive quantitative approach and supported by qualitative data through interviews, this study evaluated five aspects of writing according to Heaton's theory, namely: content, organization, grammar, vocabulary, and mechanics. Data were collected through descriptive text writing tests and interviews with ten students who had the lowest scores. The results showed that most students had not mastered the structure and linguistic elements in descriptive text. The main problems found include grammatical errors, lack of relevant vocabulary, and irregularity in the organization of ideas. In addition, interviews revealed five main causes of low writing ability: limited mastery of grammar and vocabulary, lack of writing practice, low motivation and confidence, unsupportive learning methods, and lack of access to writing assistive technology. This study recommends the implementation of Contextual Teaching and Learning, the use of assistive technology, and the provision of formative feedback to improve students' writing skills. In addition, continuous writing practice programs and collaboration through peer review are also considered effective for building writing skills.

Parental Involvement in Enhancing Intrinsic Motivation in EFL Learning in Indonesia Muetia Maulisa; Sukri Adani
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.162

Parental involvement is a critical driver of student motivation and achievement worldwide, yet its specific role in fostering intrinsic motivation among Indonesian learners of English as a Foreign Language (EFL) remains underexplored. This systematic review examines 13 empirical studies published between 2019 and 2024, identifying five principal themes of parental engagement: academic support and resource provision, emotional and motivational involvement, parental beliefs and expectations, home environment and external influences, and learner autonomy with motivational outcomes. The analysis shows that parents who actively participate, providing resources, encouragement, and positive beliefs, significantly strengthen their children’s self-driven interest and persistence in English learning. Moreover, a supportive and stimulating home environment, alongside opportunities for autonomy, are found to be decisive factors in sustaining intrinsic motivation. The findings highlight the multifaceted mechanisms through which parental behaviors enable Indonesian EFL learners to internalize the value of English proficiency, emphasizing the necessity for educational policies and parental engagement programs that strategically cultivate these motivational pathways. Ultimately, leveraging these insights can enhance both instructional practices and learners’ long-term language outcomes.

Linguistic Errors and Descriptive Writing Proficiency in Indonesian EFL Secondary Students Zuhri Efendi; Sukri Adani
Journal Informatic, Education and Management (JIEM) Vol 8 No 1 (2026): FEBRUARY (CALL FOR PAPERS)
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v8i1.213

This study examined linguistic error patterns in the descriptive writing of 50 second language learners, using a mixed-methods approach that combined quantitative error counts with qualitative analysis of coherence and clarity. A total of 253 errors were identified across student responses to prompts such as “banana,” “cat,” and “tiger.” Grammar errors were the most frequent (57 cases, 22.5%), particularly subject–verb agreement and tense misuse, followed by sentence structure (51 cases, 20.2%) and spelling errors (51 cases, 20.2%), with punctuation (50 cases, 19.8%) and capitalization (44 cases, 17.4%) somewhat less common. Correlation analysis revealed grammar (r = –.70), punctuation (r = –.65), and sentence structure (r = –.63) as the strongest predictors of diminished writing quality, while spelling and capitalization played secondary roles. Qualitative evidence confirmed that grammar, punctuation, and structure errors disrupted logical flow and obscured meaning, whereas spelling and capitalization mainly reduced surface polish. These findings, consistent with L2 writing scholarship (Bitchener, 2012; Ellis, 2016), underscore the centrality of grammatical and structural accuracy for coherence in descriptive texts. Pedagogically, the study recommends targeted grammar instruction, punctuation and sentence boundary practice, and genre-based scaffolding, complemented by digital feedback tools and peer review, to enhance students’ ability to produce coherent and reader-friendly descriptive writing.

English English Ayuni, Audi; Adani, Sukri
Jurnal Muara Pendidikan Vol. 9 No. 1 (2024): Jurnal Muara Pendidikan Vol 9 No 1 Juni 2024
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v9i1.1991

This study aims to investigate the character development of Phoncible ‘Phoney’ Bone through the story based on his interactions with other characters, speech, behaviours, and visuals from the Bone comic series and link it to teach moral education to students. This study uses qualitative research as the research method, with psychoanalytic theory, to analyze the character development of Phoney Bone. This research shows that Phoney Bone has a greedy, selfish, self-centered, and manipulative personality. Based on the psychoanalytic theory of Sigmund Freud, Phoney Bone’s id shows that he is manipulative; his ego is shown alongside the id, which is fear of failing the action or getting consequences, and his superego shows when he cares about his cousins. From a moral, educational view, Phoney Bones's character portrays a negative moral personality; in teaching moral education, the teachers could use Phoney’s character to teach the students the consequences of actions.

THE CHARACTER DEVELOPMENT OF PHONEY BONE FROM BONE ONE VOLUME EDITION BY JEFF SMITH Audi Ayuni; Sukri Adani
Jurnal Muara Pendidikan Vol. 9 No. 1 (2024): Jurnal Muara Pendidikan Vol 9 No 1 Juni 2024
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v9i1.1991

This study aims to investigate the character development of Phoncible ‘Phoney’ Bone through the story based on his interactions with other characters, speech, behaviours, and visuals from the Bone comic series and link it to teach moral education to students. This study uses qualitative research as the research method, with psychoanalytic theory, to analyze the character development of Phoney Bone. This research shows that Phoney Bone has a greedy, selfish, self-centered, and manipulative personality. Based on the psychoanalytic theory of Sigmund Freud, Phoney Bone’s id shows that he is manipulative; his ego is shown alongside the id, which is fear of failing the action or getting consequences, and his superego shows when he cares about his cousins. From a moral, educational view, Phoney Bones's character portrays a negative moral personality; in teaching moral education, the teachers could use Phoney’s character to teach the students the consequences of actions.

UNRAVELING THE ESSENCE OF DEEP LEARNING APPROACH APPLICATION: IDENTIFYING CRITICAL FACTORS FOR EFFECTIVE IMPLEMENTATION IN SCHOOLS Nuzulul Isna; Sukri Adani; Zuhri Efendi; Khairul Nurhaliza
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v17i1.3647

The Deep Learning Approach is increasingly viewed as a valuable educational model for preparing students with crucial 21st-century skills, including critical thinking, creativity, teamwork, and effective communication. Nonetheless, the effective application of the approach is significantly influenced by the specific local context, the capabilities of implementers at various levels, and their understanding and interpretation of Deep Learning concepts and principles. This research seeks to gain in-depth insights into practitioners' experiences and perspectives, as well as the support systems needed to implement a Deep Learning approach in schools in Southwest Aceh. This is a qualitative methodology that uses Focus Group Discussions (FGDs) and interviews as the main methods of data collection, which were later analyzed using NVivo 12 software. The findings indicate that the implementation of Deep Learning remains in its early, fragmented stage, limited to a small number of schools, and primarily focused on preparatory activities such as teacher training, lesson planning, and limited dissemination. The study also reveals divergent stakeholder perspectives: the Education Office assumes a predominantly administrative role; school principals emphasize instructional leadership. At the same time, teachers demonstrate strong enthusiasm, but face constraints related to administrative workload and limited digital literacy. Furthermore, effective implementation requires systemic support, including alignment between national and local policies, strengthened digital infrastructure, and structured, sustained professional mentoring. These findings highlight the importance of context-responsive and system-level support in addressing implementation gaps and enabling effective Deep Learning practices in decentralized education systems.

Cohesive Devices In English-Language Indonesian Online News: A Discourse Analysis Of The Jakarta Post Articles On The Iran Conflict Putra Puadi; Sukri Adani
Jurnal Pustaka Cendekia Pendidikan Vol. 4 No. 1 (2026): Jurnal Pustaka Cendekia Pendidikan, Volume 4 Nomor 1, Mei - Agustus 2026
Publisher : PT PUSTAKA CENDEKIA GROUP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70292/jpcp.v4i1.569

This study examines the use of cohesive devices in English-language opinion articles published in The Jakarta Post, Indonesia's premier English-language newspaper. Drawing on Halliday and Hasan's (1976) framework of cohesion in English, the research employs quantitative content analysis to investigate the frequency, distribution, and utilization of cohesive devices across a corpus of ten opinion articles concerning the Iran conflict, published between March and April 2026. The analysis reveals that reference (29.07%, n = 91) and lexical cohesion (29.07%, n = 91) constitute the dominant cohesive strategies, followed by conjunction (19.49%, n = 61), substitution (12.78%, n = 40), and ellipsis (9.58%, n = 30). Within the reference category, anaphoric reference emerges as the most frequently employed sub-type (15.97%), while repetition emerged as the dominant subtype of lexical cohesion. The distribution of cohesive devices indicates a clear preference for referential and lexical strategies in maintaining continuity across the selected articles. These findings contribute to discourse analysis by providing empirical evidence of cohesion patterns in Indonesian English-language journalism and offer pedagogical implications for EAP and ESP instruction.

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