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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan JOEY : Journal of English Ibrahimy Proceeding Of International Conference On Education, Society And Humanity Mastery: Master of English Language Journal
Akhmad Nuris Hidayat Nuris
STIT Miftahul Midad Lumajang
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Journal : Mastery: Master of English Language Journal

 1 
Using Think Pair Share Strategy to Improve Students’ Writing Comprehension Achievement Akhmad Nuris Hidayat; Nabila Rifdah
Mastery: Master of English Language Journal Vol 2 No 1 (2024)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/xa23ev35

Abstract

Writing is one of the language skills that must to be mastered by the students, but writing is considered as one of the difficult skills to master. Think Pair Share strategy is a cooperative discussion strategy developed by Frank Lyman that creates a more active process, helps to maintain attention and improve the students’ motivation. In this research, the problem of the research could be formulated: How can Think Pair Share strategy improve and motivate the tenth students’ writing comprehension achievement at MA Al Misri Curahmalang 2023/2024  academic year? The hypothesis of the research were formulated: Think Pair Share (TPS) strategy can improve and motivate the tenth  students’ writing comprehension achievement at MA Al Misri Curahmalang 2023/2024  academic year. The design of this research is classroom action research. This research method is done in collaborative with the English teacher with sequence steps, namely the planning of the action, implementation of the action, observation, and reflection The result of the score analysis, ( M= 60. 27) in the first cycle to (M=70.06) in the second cycle, and the percentage of students ( ≥ 65 is 61.11%) in the first cycle to ( ≥ 65 is 87.04%) in the second cycle.
Efektivitas Pembelajaran Berbasis Proyek dalam Meningkatkan Keterampilan Menulis pada Pembelajar Bahasa Inggris Akhmad Nuris Hidayat; Lutfiah; Rizal Akillah
Mastery: Master of English Language Journal Vol 2 No 2 (2024)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/wpv8b140

Abstract

This study looks into how English Language Learners' (ELLs') writing abilities are affected by project-based learning (PBL). The study used a sample of 70 ELL students from two classes which uses a quantitative research design. The stu-dents were split into two groups: the experimental group participated in PBL activities, while the control group got traditional training. Pre- and post-tests were used to track gains in a number of writing-related areas, such as vocabu-lary, grammar, coherence, and overall writing quality. According to the findings, students in the experimental group improved their writing considerably more than those in the control group. The PBL technique was very successful in improving students' capacity to write cohesive essays and employ a variety of terminology, according to statistical analysis. When partici-pating in PBL activities, students also reported being more motivated and en-gaged in their writing assignments. These results imply that PBL is an effective teaching strategy for ELL students' writing ability development, providing an immersive and participatory learning environment that may be absent from traditional methods. According to the study, including PBL into ELL curricula can improve students' writing and language skills.
Keefektifan metode Penerjemah Tata Bahasa untuk kemampuan menulis siswa Akhmad Nuris Hidayat; Lutfiah; Fahril Nolan Giraldo
Mastery: Master of English Language Journal Vol 3 No 1 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/4mqc0f82

Abstract

The purpose of this study is to look into how the Grammar Translation Method (GTM) affects students' writing abilities. The usefulness of GTM in improving writing abilities is still up for question, but it has been widely utilized in language training since it places an emphasis on sentence translation and the application of grammatical rules. A sample of students who were taught utilizing GTM was included in the quantitative study design. To gauge the extent to which students' writing abilities had improved, pre- and post-test evaluations were carried out with an emphasis on coherence, sentence structure, and grammar accuracy. The findings showed those students' writing abilities, especially in terms of sentence structure and grammatical precision, had significantly improved. Nonetheless, there was less of an impact on pupils' capacity to generate concepts and write creatively. According to the results, even though GTM can improve writing's technical elements, but other techniques might be required to encourage students' writing's originality and concept growth.
Exploring Students’ Experiences in Learning Speaking through Total Physical Response Method Hidayat, Akhmad Nuris; hidayat, akhmad
Mastery: Master of English Language Journal Vol 3 No 2 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/9xmf6808

Abstract

This study aims to explore students’ experiences in learning English speaking through the implementation of the Total Physical Response (TPR) method. Using a qualitative descriptive design, the research focuses on how students perceive, respond to, and engage with speaking activities that involve physical actions and commands. Data were collected through classroom observations, semi-structured interviews, and students’ reflective notes. The findings indicate that TPR creates a more interactive and enjoyable learning atmosphere, reduces students’ anxiety in speaking English, and helps them remember vocabulary and expressions more effectively. Students reported that the use of gestures and physical movement facilitated better comprehension and increased their willingness to participate in speaking tasks. However, some challenges were also identified, such as limited vocabulary coverage and the need for teacher creativity in designing varied activities. Overall, this study suggests that TPR can be an effective strategy to enhance students’ speaking ability and foster positive learning experiences in the English as a Foreign Language (EFL) classroom.
Co-Authors akhmad hidayat, akhmad Angella Novitaningrum Fahril Nolan Giraldo Lutfiah Lutfiah Lutfiah Mahmawati, Diyah Nabila Rifdah Rizal Akillah wisnu wisnu, wisnu Yusuf, Nur Laili