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All Journal JURNAL PENDIDIKAN DAN KEGURUAN Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Journal on Education and Teacher Professionalism Algebra Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Intelek Insan Cendikia Jurnal Sosiologi Pendidikan Kolaboratif Jurnal Manajemen dan Pemasaran
Selnistia Hidayani
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Challenges of Non-English Teachers and Students’ Views on English Learning at SDN Cilaja 2 Eti Nurcholisah; Chintia Mutiasari; Ghina Nurjannah; Risya Kamila; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study examines the challenges non-English teachers face and students' views on English learning at SDN Cilaja 2, an elementary school in a rural area of Banten Province, Indonesia. Using a qualitative descriptive method, data were collected through semi-structured interviews with three non-English teachers, and questionnaires were distributed to 52 students in grades IV and V. The results showed that the teachers experienced limitations in English language mastery, pedagogical competence, and availability of learning resources. Despite this, they try to engage students through basic strategies such as songs, games, and visual media. On the other hand, students are highly interested in English lessons, especially when learning activities are interactive and fun. However, many students find it challenging to understand the material and feel confused due to the limited teaching methods and the absence of exceptional teachers. The gap between students' motivation and their ability to understand lessons underscores the importance of the presence of competent English teachers and a better teaching approach in rural schools. This study concludes that effective English learning at the primary school level requires student motivation, teacher readiness, and a supportive learning environment. Therefore, it is recommended that the government place professional English teachers in primary schools and provide pedagogical training for non-specialist teachers to improve the quality of English language learning.
The Effect of Multiple Choice and Essay Assessments Based on Everyday Contexts on English Learning Outcomes of Students in Grade VII of Junior High School Amalia Zulfan Hadi; Nasiha Amirotul Khoiriyah; Mika Avialisha Tama; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study investigates the implementation and outcomes of context-based multiple-choice and essay assessments in English learning among seventh-grade junior high school students as young learners. Using a descriptive quantitative method, 16 students at SMP Islam Nur Al Qalam were tested using questions related to daily life topics (e.g., self-introduction, daily routines). Results showed that 75% scored in the “Good” to “Excellent” range on the multiple-choice test, and 50% did so on the essay section. These findings suggest that contextual assessments enhance students’ understanding and expression, supporting the Contextual Teaching and Learning theory. The study concludes that this assessment approach is effective and appropriate for evaluating English outcomes in young learners. Therefore, contextual assessments are considered effective and age-appropriate tools for evaluating English learning outcomes among young learners in junior high school.
The Influence of the Demonstration Method Used by Teacher on The Reading Ability (Qualitative Research at 5th Grade Students at SDN BANJARSARI Siti Nopita; Putri Pujiyawati; Siti Agnia Hadean; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study aims to examine the influence of the demonstration method on the English reading ability of 5th-grade students at SDN Banjarsari 02.  The background of this research is the low English reading ability of students, despite the teacher having tried various methods. The demonstration method was chosen because it is believed to enhance student understanding and participation. This qualitative descriptive study involved 36 fifth-grade students. Data were collected through observation, a reading comprehension test (5 multiple-choice questions), questionnaires, and semi-structured interviews. The results showed that the demonstration method effectively improved students' understanding of explicit information in the text, but difficulties remained in understanding implicit information and details. Students rated the demonstration method as enjoyable and motivating, although some doubted its effectiveness in improving reading ability. Challenges encountered included student focus and the classroom environment. In conclusion, the demonstration method is beneficial but needs to be complemented by other strategies to improve inferential understanding and address learning environment constraints.
The Challenges of Cooperative Learning for Young Learners at the Junior High School Level NAILA, NAJMI; Zea Jelika Dewanda; Nova Agus Mulia; Iis Hajijah; Selnistia Hidayani
Jurnal Intelek Insan Cendikia Vol. 2 No. 6 (2025): JUNI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study aims to investigate the challenges experienced by junior high school students in engaging with Cooperative Learning (CL) during English lessons. Using a descriptive qualitative approach with a participatory design, the researchers directly implemented CL in the classroom and observed student interactions. Data were collected from 20 seventh-grade students through open-ended questionnaires, group interviews, and classroom observations. The findings reveal that students generally have a positive perception of group learning, particularly in terms of motivation, comfort, and peer collaboration. However, several obstacles were identified, including unequal task distribution, difficulties in communication, inactive group members, and limited understanding of the material during group discussions. These challenges suggest that although CL offers emotional and social benefits, its implementation requires structured guidance and support to ensure equal participation and effective learning. The study implies that fostering active engagement and balanced collaboration among students is essential for maximizing the benefits of Cooperative Learning in junior high school contexts.
Co-Authors ABDUL MUIN Ahmad Revan Ahmad Zaenal Abidin Ainaya Rahayu Alfi Fithrotul 'Aini Alwan Maulana Amalia Zulfan Hadi Amaliyah, Neli Ani Nursehah Chintia Mutiasari Dini Fitriani, Dini Eti Nurcholisah Fidela Anindya Ghina Nurjannah Iis Hajijah Maulidya, Anggi Mika Avialisha Tama Mufid, Muhammad Munif Muhammmad Adib Al-Muyassaro Naila, Najmi Nasiha Amirotul Khoiriyah Nova Agus Mulia nurul kholifah Purnama Rika Perdana Putri Pujiyawati Risya Kamila Rohman Saeful Amri Salma Qurrotuain Saputra, Fajar Wisnu Yogi Siti Agnia Hadean Siti Arifah Siti Nopita Yeyen Rohayati Zea Jelika Dewanda