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All Journal ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran International Journal of Social and Education (INJOSEDU)
Anggun Siska Pratiwi
Universitas Islam Negeri Sumatera Utara
Education Social Sciences Other

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PENGARUH GAYA PENGASUHAN TERHADAP KEPERCAYAAN DIRI SISWA DALAM KONTEKS PENDIDIKAN INKLUSIF Fauziah Nasution; Tazkiya Aulia Ibriza; Anggun Siska Pratiwi; Sahmiral Amri Raja Guk Guk
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 1 No. 2 (2023): JULI-DESEMBER
Publisher : CV. ADIBA AISHA AMIRA

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Inclusive education emphasizes fairness, equality and recognition in the educational environment. Students’ self-confidence is important for improving their participation and achievement. This study examined the influence of parenting style on students’ selfconfidence in inclusive education. The quantitative study involved 200 students from inclusive schools in North Sumatra. Questionnaires were used to measure parenting styles and students’ self-confidence. Regression analysis showed that authoritative parenting style had a positive and significant effect on students’ self-confidence, while permissive and authoritarian parenting styles were not significantly related. It is important for educators and parents to pay attention to parenting styles that support the development of students’ self-confidence in inclusive education. Future research could look at other factors that influence students’ self-confidence and extend to a wider geographical area.
IMPROVING EFL STUDENTS' UNDERSTANDING OF ENGLISH DIALECTS BY WATCHING ENGLISH MOVIES OF DIFFERENT DIALECTS WITHOUT SUBTITLES Cindy Salsabila Ginting; Sahmiral Amri Rajagukguk; Anggun Siska Pratiwi; Sakinah Azzahra
INTERNATIONAL JOURNAL OF SOCIAL AND EDUCATION Vol. 1 No. 2 (2024): May
Publisher : Pondok Pesantren Baitul Quran

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This study demonstrates that exposing EFL students to English movies of different dialects without subtitles significantly improves their understanding of English dialects. A quasi-experimental design with 10 Indonesian university students was used to evaluate the effectiveness of the method. The treatment group's significant improvement in speaking and listening skills over the control group underscores the value of immersive and naturalistic language learning experiences. These findings suggest that incorporating non-subtitled English movies into EFL curricula can provide students with practical, real-world language exposure that enhances their linguistic and intercultural competence. Therefore, it is recommended that educators incorporate non-subtitled English movies into their teaching strategies to create engaging and authentic learning experiences, improve language comprehension, foster collaborative learning, and increase student motivation.Future research could explore the long-term effects and broader applicability of this method.
Co-Authors Cindy Salsabila Ginting Fauziah Nasution Sahmiral Amri Raja Guk Guk Sahmiral Amri Rajagukguk Sakinah Azzahra Tazkiya Aulia Ibriza