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All Journal Jurnal Pendidikan Bahasa Inggris Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Adabiyyat: Jurnal Bahasa dan Sastra Jurnal Eduscience (JES) Interference: Journal of Language, Literature, and Linguistics Al Lughawiyaat PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Abdimas
Zur, Sarjaniah
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Arts Humanities Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Workshop on Classroom Instruction for English Teachers in South Konawe Regency Syukri, Suhartini; Zur, Sarjaniah; Atikah, Dewi; Hakim, La Ode Abdur Rauf Rahman
Jurnal Abdimas Vol. 28 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rgqyr337

Abstract

This program-based community service (PkM) aims to improve the quality of English language learning at the Junior High School (SMP) level in South Konawe Regency through training in the form of classroom instruction and communicative practice activities. The method used in this activity is Asset-Based Community Services (ABCD) which involves English teachers as research subjects and main actors in designing, implementing and evaluating learning changes and improving existing competencies. Classroom Instruction training focuses on introducing innovative language learning methods that are relevant to the needs of junior high school students. In this case, the use of English for Teaching as the teacher's language of instruction in the classroom plays a very important role. This activity involves implementing a collaborative approach between teachers and PkM implementers as well as resource persons to identify the most effective learning strategies in the specific school context. Meanwhile, Communicative Practice Activities are focused on developing learning activities that promote active verbal interaction in English and are student-centered. It is hoped that the results of this activity can provide practical and useful guidance for junior high school teachers in improving the effectiveness of English language teaching. In addition, through a participatory process, it is hoped that a sustainable collaborative culture will be created among teachers to continue to improve the quality of English learning. Continuous evaluation will be carried out to measure the positive impact of implemented learning changes.
EFL Teacher’s Beliefs on the Use of Word Mapping Strategy in Vocabulary Learning Rosalina, Mega Putri; Zur, Sarjaniah; Abidin, Azwar
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.6124

Abstract

This study aims to explore the beliefs of the lecturer when applying the use of word mapping strategy in vocabulary learning. This study used qualitative research with explanatory case studies. The data of this study was obtained from reflection and interviews with one participant. The participant is an English lecturer at one of the universities in Kendari in the academic year 2021/2022. In analyzing the data, the researcher collects the data, prepares data for analysis, codes the data, and describes it to be used in the research paper. Further, the following reveals how the data analysis process is obtained through reflections and lecture interview answers. To analyze the data, the researcher used thematic analysis. Moreover, the result of the reflection and interview sessions found three themes about teachers' beliefs. They are word mapping as an appropriate strategy in vocabulary learning; word mapping strategy builds students' awareness in learning vocabulary; word mapping as a strategy in classroom management. This study implies that the use of teacher’s beliefs by using a word mapping strategy could give understanding to the teacher how to do quality teaching and make students feel enthusiastic by the interesting media in learning vocabulary. Keywords: Teacher’s beliefs, Vocabulary learning, Word mapping strategy, 
EFL Students’ Perceptions on Grammarly Use in Proofreading Essay Tasks Wahyu, Tri; Zur, Sarjaniah
AL LUGHAWIYAAT Vol. 4 No. 2 (2023): December
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i2.8046

Abstract

The mixed method sequential explanatory study aimed to investigate the EFL students’ responses to writing acquisition learning facilitated by Grammarly in terms of lexical process based on their cognitive perspectives in one of the higher Islamic universities in Kendari. The study utilized documentation, questionnaires, and reflection in collecting the data. The data was gathered from 8 participants based on inclusion criteria. The study found that students had responded positively to using Grammarly in proofreading essay tasks. The findings showed that Grammarly had several strengths, such as easiness in using Grammarly, increased student confidence in writing, efficiency in revision, writing improvement, convenience in using Grammarly, writing accuracy, time management, and satisfaction with feedback provided by Grammarly. Meanwhile, Grammarly's weaknesses were consistency and accuracy with the feedback. The study implied that the lecturer or prospective teacher could help improve students' writing in proofreading by using a helpful technology such as Grammarly.Keywords: EFL student’s perceptions; essay tasks; Grammarly; proofreading.
Sertifikasi dan Implikasinya dalam Meningkatkan Kompetensi Profesional Guru Musthan, Zulkifli; Zur, Sarjaniah
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 15 No. 2 (2022)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv15i2.3899

Abstract

This descriptive qualitative research aims to determine the professional competence of Islamic religious education teachers and the implications of certification in improving their professionalism. Data was collected through observation and interviews using snowball and purposive sampling. The results of qualitative data analysis indicate that Islamic religious education teachers have implemented materials, structures, concepts and some relevant knowledge related to Islamic education in schools. They also possess the competence in designing and applying knowledge in the context of learning and mastering basic competencies based on their knowledge for curriculum development. Teachers have social, professional, pedagogical and digital literacy competencies for everyday learning. The implications of this certification program can be useful in the world of education.Keywords: Certifications; Islamic educational teachers; teachers competence and professionalism; vocational school
PROFESSIONAL COMPETENCE AND TEACHERS’ CHALLENGES IN KONAWE KEPULAUAN REGENCY: A QUALITATIVE EXPLORATION Rum, Jalaluddin; Zur, Sarjaniah; Anselah, Suman; Hakim, Miftahur Rahman; Zainal, Muhammad Asrianto
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8948

Abstract

Purpose –This study aims to explore how teachers' professional competencies are implemented and sustained in island territories, with a particular focus on professional development practices, reflective processes, and the challenges of maintaining learning performance.Methodology – This study uses a qualitative case study design with a exploratory orientation. Data were collected through semi-structured interviews with teachers, school principals, and education supervisors. The interview guide consisted of open-ended questions focusing on teachers’ professional competence, digital challenges, emotional pressures, and work performance. Data were analyzed using a hybrid thematic analysis that combined deductive coding and inductive coding.Findings—Teachers' professional competence in Konawe Kepulauan is demonstrated through adaptive, practice-oriented strategies rather than through formal professional achievements. Teachers participate in professional development activities suited to their specific contexts, with support from school principals and supervisors. Nevertheless, formal professional development initiatives, including classroom action research and academic publications, are largely lacking. Teachers' professional practices are limited by digital and structural barriers, substantial workloads, and emotional stress, all of which influence their instructional decisions and overall performance.Contribution—The findings suggest that policymakers and school leaders reconceptualize professional development frameworks by recognizing reflective practice, peer collaboration, and adaptive teaching strategies as legitimate forms of sustainable professional competence in an island context.
Co-Authors A Halim Abdullah Abdullah Abidin, Azwar Alawiyah, Nur - Alawiyah, Siti Amalia, Nurul Halisa Aprillia, Olvi Atikah, Dewi Damayanti, Lusi Geminastiti Sakkir Hakim, La Ode Abdur Rauf Rahman Hakim, Miftahur Rahman Musaldin, La Ode Nurwanti Nurwanti, Nurwanti Pehala, Ilfan Askul Rosalina, Mega Putri Rum, Jalaluddin Safei, Nur Hasanah Sitti Nurfaidah, Sitti Suhartini Syukri, Suhartini Syarifuddin Dollah Tri Wahyu Wahyuddin Masdin, M Zainal, Muhammad Asrianto Zulkifli Musthan, Zulkifli