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All Journal Edukasi: Jurnal Pendidikan dan Pengajaran ABANNA: Journal Of Contemporary Islamic Education Jurnal Solusi Masyarakat (JSM)
Erlidawati
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Religion Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Taxonomi’s Bloom and Level In Reading Comprehension Test Erlidawati; Aulia, Shirma
ABANNA: Journal Of Contemporary Islamic Education Vol. 1 No. 2 (2023): JURNAL ABANNA: Journal Of Contemporary Islamic Education
Publisher : Enlightenment Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71036/ajcie.v1i2.156

Abstract

The capacity to comprehend the factual information provided in a text passage after reading it is known as reading comprehension. Reading comprehension is divided into four categories: literal, interpretive, evaluative, and creative. The goals of the study were to identify the levels and characteristics that teachers employed when administering reading comprehension tests. The researcher employed a descriptive qualitative method to collect the data. Interviews and documentation sheets are the tools used to collect data. This study's findings are qualities and levels that teachers use in their reading comprehension assessments. First, questions are tested in a mixed category, which indicates a medium's quality even though more questions fall into the high category than the low category. Twelve products that revealed the dominating. Out of all the reading comprehension test questions in the classification, the literal level (which appears five times) and the form C1 (remember) comprise the twelve items that determined the dominant cognitive thinking and levels of the category. The second question, which had three appearances throughout the test overall, was in the format of C2 (comprehend), C4 (analyze), interpretive, and critical level. The third, the C5 (evaluate) question form and creative level, appeared once during the entire test.
Students’ Difficulties in Learning Reading Comprehension of Explanatory Text Rahayu, Rizka; Erlidawati
ABANNA: Journal Of Contemporary Islamic Education Vol. 2 No. 1 (2024): JURNAL ABANNA: Journal Of Contemporary Islamic Education
Publisher : Enlightenment Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71036/ajcie.v2i1.308

Abstract

Reading is the way in developing students’ comprehension of the written texts. The objective of reading is to know the main idea of reading to obtain and get the information involve content and the meaning from the text. In learning reading comprehension, the students faced many obstacles in comprehending the text. Cause of they have lack vocabulary and they do not know the meaning from the text. While they must learn various of text in learning reading. One of the texts that they must learn is explanatory text. Explanatory text explains about social, culture, scientific and other phenomena how and why something happen. It makes students’ bore in learning the reading, they assume that reading is difficult for them and they do not interest in learning reading comprehension. Some factors can influence students’ difficulties in learning reading comprehension like; the students are difficult to grasp the meaning from the text and they cannot different the sound of word that written and read. Then, they find the strange words when they read a text.
Penguatan Kapasitas Metode Pembelajaran Bahasa Inggris Pada Madratsah Ibtidaiiyah Negeri 2 Kota Lhokseumawe Yusnaini; Erlidawati; Arianto, Sofyan; Setiawan; Iba, Zainuddin; Abdurrahman, Al-Chaidar
Jurnal Solusi Masyarakat (JSM) Vol. 3 No. 2 (2025)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/jsm.v3i2.22269

Abstract

Strengthening the capacity of English language teaching methods at the elementary school level is a strategic step in responding to globalization and improving the quality of education. This research was conducted at MIN 2 Lhokseumawe City, focusing on the development of innovative, interactive, and contextual teaching methods. The approaches used include communicative learning, project-based learning, and the integration of digital media to actively enhance students’ language skills. The initiative involved collaboration among UIN Sultanah Nahrasiah, UNIKI, and Malikussaleh University through teacher training, professional mentoring, and learning evaluation. The results showed increased student interest, engagement, and basic English proficiency. Teachers also became more skilled in designing adaptive and enjoyable learning strategies. This research emphasizes the importance of synergy between madrasahs and universities in developing applicable learning models. It is expected that the outcomes of this initiative will serve as a reference for other madrasahs in improving the effectiveness of English language learning at the elementary level.
Metacognitive Strategies and Deep Learning in EFL Reading Engagement: A Case Study Erlidawati; Rahayu, Ririn; Rasyimah; Wahdaniah; Iqbal, Muhammad
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/tc312s62

Abstract

This study aims to explore the impact of the integration of metacognitive strategies and deep learning approaches on reading engagement of EFL students at IAIN Lhokseumawe. Using a qualitative case study design, the study involved 30 students of the English Language Study Program who were observed for 12 weeks. Data were collected through classroom observations, semi-structured interviews with 23 participants, and analysis of 90 student reflection journals. Data analysis was carried out thematically by triangulation to validate the findings. The results showed that the combination of metacognitive strategies (planning, monitoring, self-evaluation) and deep learning principles (inquiry-based learning and problem-solving) significantly increased reading engagement. Key findings include: (1) a 62% increase in the use of metacognitive strategies, (2) the transformation of interactions from mechanical to collaborative-critical, and (3) the internalization of strategies observed during the 12 weeks of the English Study Program, which occurred through three adaptation phases and were achieved in a span of 4 to 6 weeks. Implementation challenges such as infrastructure limitations and cultural resistance were successfully overcome through gradual scaffolding and contextual adaptation. This research provides practical contributions on innovative learning implementation models in resource-constrained environments, while simultaneously enriching the literature on contextual EFL pedagogy in Indonesia. The findings underscore the importance of a culturally sensitive approach in the implementation of Western learning strategies.
Co-Authors Abdurrahman, Al-Chaidar Arianto, Sofyan Aulia, Shirma Muhammad Iqbal Rahayu, Ririn Rahayu, Rizka Rasyimah Setiawan Wahdaniah Yusnaini Zainuddin Iba