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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) Research Horizon Jurnal Penelitian Pendidikan Indonesia
Hariadi Syam, Hariadi
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The The Impact of Reading, Covering, Remembering, Retelling on Students' Reading Comprehension Fitriani; Abin, Rais; Suryadi, Ray; Syam, Hariadi; Reskiawan, Bimas; Sultan
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.568

Abstract

The importance of reading comprehension is key for middle school children, especially in descriptive texts where narrative vivid, clear attention to the facts and sensory aspects is needed. But Indonesian eighth-grade students experienced some difficulties in reading because of a lack of vocabulary, have no reading strategy and have lower interest in reading. The purpose of study is to investigate whether the Read, Cover, Remember, Retell (RCRR) strategy effective in teaching reading comprehension of descriptive texts. A quasi-experimental approach with pre- and post-test measurements on experimental and control groups was used. Preliminary results revealed that students in both groups had mostly average reading comprehension abilities with little representation of high‐or low‐performers. The group of students that was exposed to RCRR made marked improvement - 77% in the excellent range, and one student at the level of very high. In comparison, the control group, taught in the traditional manner, gained only minimally with 55% achieving the high category and none the very high category. These findings indicate that not only does the RCRR intervention enhance comprehension, but it also leads to more students achieving advanced levels of comprehension. In short, the RCRR approach is a feasible and efficacious approach English teachers to enhance students’ comprehension and engagement with descriptive texts.
Enhancing Students Listening Skills: The Impact of Podcast Integration in Language Learning Putri, Ade Yustika; Abin, Rais; Suryadi, Ray; Pratiwi, Alifiah; Sultan; Syam, Hariadi; Naing, Ince Rezky
Research Horizon Vol. 5 No. 3 (2025): Research Horizon - June 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.3.2025.572

Abstract

This study aims to determine the effect of using podcasts on improving students' listening skills in learning English. Using a quasi-experimental design, two classes were involved, namely the experimental class that received learning through podcasts and the control class that was taught using conventional methods. The research instrument in the form of a multiple-choice test was arranged in the form of a pre-test and post-test to measure students' listening comprehension. The results of the analysis showed that students in the experimental class experienced a more significant increase in listening skills compared to the control class. This finding strengthens the theory of the importance of understandable input and Mayer's theory which emphasizes the combination of audio and verbal stimuli in learning. Podcasts have been shown to provide authentic input that can be accessed again according to the students' learning pace, thereby increasing their motivation, independence, and involvement in the learning process. Thus, podcasts are worthy of being used as an effective alternative learning media to improve listening skills in the context of teaching English as a foreign language.
Exploring University Students’ Experiences of English Learning through Duolingo Andira, Ayu; Syam, Hariadi; Pratiwi, Alifiah; Suryadi, Ray; Abin, Rais
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (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.v13i2.8101

Abstract

This study explores university students’ experiences of learning English through the Duolingo application. Employing a qualitative descriptive design, the research involved 15 English education students at Universitas Sembilanbelas November Kolaka over a six-week data collection period. Data were gathered through semi-structured interviews and classroom observations, and then analyzed thematically using Braun and Clarke’s (2006) six-phase approach, guided by a constructivist learning framework. The analysis identified students’ perceptions, perceived benefits, and challenges in using Duolingo as a language learning tool. Findings revealed that Duolingo enhanced students’ vocabulary acquisition, learning motivation, and autonomous study habits. However, participants also reported limitations such as repetitive exercises, insufficient opportunities for communicative speaking practice, and reliance on internet connectivity. Results indicate that while Duolingo can effectively supplement English learning, it is most beneficial when integrated with classroom-based instruction and teacher guidance. Overall, the study underscores the importance of combining digital learning applications with formal educational contexts to maximize language development and learner engagement.
GAME-CHANGING LEARNING: HOW DIGITAL GAMES BOOST LEARNING ENGAGEMENT Yawan, Hendri; Marhamah, Marhamah; Syam, Hariadi
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.8622

Abstract

The research examines how Digital Game-Based Learning (DGBL) offers some advantages for secondary school students’ Engagement in the EFL classroom in Indonesia. It also investigates some drawbacks encountered during DGBL implementation and provides refutations to disprove the counterarguments. The methodology undertaken is a synthesis research methodology. Relevant literature was obtained through peer-reviewed articles from reliable journals such as Google Scholar, ERIC, ProQuest Education Journal, and other relevant sources. The findings further reveal that teaching EFL classrooms under the framework of DGBL benefits students in three ways. Firstly, digital games can engage students’ emotions in the learning process by promoting a psychological state that is commonly known as a flow condition. It refers to playing a digital game with fun, interest, and deep concentration. Secondly, DGBL can engage students’ cognition by providing problem-solving activities that help students think critically to decipher the challenges of the games. Lastly, DGBL can also promote behavioral engagement by situating students in cooperative learning activities, which, with guidance from teachers, encourage students to participate collaboratively as a team during the gameplay. In this study, the investigation only focuses on which aspects of DGBL can significantly leverage students’ engagement in the EFL learning classroom. Therefore, further analysis is required to examine how DGBL can be an effective instructional strategy to meet the English standard competencies in the Indonesian national curriculum.
Strategi pembelajaran bahasa berbantukan kecerdasan buatan Tundreng, Syarifuddin; Kadaruddin, Kadaruddin; Abin, Rais; Syam, Hariadi; Pratiwi, Alifiah
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 9 No. 4 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020233183

Abstract

The use of Artificial Intelligence (KB) has experienced rapid development in various fields, including education and learning. This article discusses artificial intelligence-assisted language learning strategies. The main objective of this strategy is to increase the efficiency and effectiveness of the language learning process by utilizing family planning technology. This article outlines various approaches that can be used in the implementation of KB-assisted learning strategies, including automated text analysis, personalized learning, adaptive feedback, language error detection, and automatic translation. The advantages and challenges of each approach are discussed in depth, as well as their potential impact on language learning outcomes. This study adopts a literature analysis approach to investigate language learning strategies assisted by artificial intelligence. The steps taken in this study include the identification and collection of relevant literature sources, as well as critical analysis of the information found. By combining the advantages of family planning technology with the principles of language learning, it is hoped that this strategy can pave the way to a more interactive, adaptive, and efficient learning experience
Co-Authors Abin, Rais Ayu Andira Fitriani Kadaruddin, Kadaruddin Marhamah Marhamah Naing, Ince Rezky Pratiwi, Alifiah Putri, Ade Yustika Ray Suryadi, Ray Reskiawan, Bimas - sultan Tundreng, Syarifuddin Yawan, Hendri