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All Journal International Journal of Global Sustainable Research JLE: Journal of Literate of English Education Study Program Lingua : Journal of Linguistics and Language
Isumarni
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Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Exploring Students’ Perception Toward the Effectiveness of Teaching Assistance Program Isumarni; Hermansyah, Sam; Faradillah, Nurul; Hikmah, Nur; Banowati P, Sabrina; Fatmawati; Amalia, Ninda; Chaerunnisa, Putri
JLE: Journal of Literate of English Education Study Program Vol 5 No 2 (2024): Volume 5 Number 2 December 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i2.3408

Abstract

This research aims to analyze the role and contributions of students’ English Education Department of Universitas Muhammadiyah Sidrap in the Teaching Assistance Program at SMAN 2 Sidrap as part of the Program Kompetisi Kampus Merdeka (PKKM). The Teaching Assistance Program plays a crucial role in supporting students’ academic development. This study aims to explore students’ perceptions of the effectiveness of Teaching Assistance Program in enhancing their learning experience, academic performance, and engagement. A mixed-methods approach was adopted, utilizing surveys and in-depth interviews with students of SMAN 2 Sidrap. The Data from the survey analyzed by using descriptive statistics analyses to see the students’ perception toward the effectiveness of teaching assistance program. The data from interview analyzed used interactive model analysis, there are three concurrent verification flow of activity in the mode data reduction, data display, and data conclusion drawing and verification. The findings reveal that students perceive Teaching Assistance Program as an essential support system that improves their understanding of course material, facilitates personalized learning, and promotes collaborative learning environments. The data also show that student involvement in various aspects of education, including teaching and guiding extracurricular activities where facilitating student character development. Teaching Assistance students not only supported classroom learning but also participated in various activities that improved student discipline and engagement. However, challenges related to the ability and competence of Teaching Assistance students were identified. The study concludes with recommendations to optimize the teaching ability of Teaching Assistance students to better address the students in school needs.
Differentiated Instruction in English Language Class at UPT SMP 1 PANGSID Sofiah; Andi Asrifan; Nadirah; Sam Hermansyah; Isumarni
International Journal of Global Sustainable Research Vol. 2 No. 6 (2024): June 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijgsr.v2i6.2459

Abstract

This study used descriptive qualitative method as the research methodology. Data collection procedures used questionnaires and interviews. The population in this study were English students at UPT SMP 1 PANGSID school with a sample of 29 students of class VIII2. The existing data will be analyzed by describing the percentage results of the diagram and then given a conclusion as the final result.  The findings of this study indicate that differentiated learning strategies can improve student learning outcomes. With the differentiated learning strategy, respondents can choose a learning style that is suitable for the learning interests of each student. Differentiated learning strategy also has a positive role in increasing students learning motivation.
Cognitive Approaches to Morphology: Insights into Mental Lexicon Processing Isumarni
Lingua : Journal of Linguistics and Language Vol. 2 No. 3 (2024): September 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i3.1034

Abstract

This narrative review examines cognitive approaches to morphology with a focus on the mental lexicon, exploring how morphological representation and decomposition facilitate word recognition and language processing. The review aimed to synthesize theoretical perspectives and empirical evidence to evaluate the mechanisms that govern morphological awareness and its role in literacy and communication. Literature was collected from multiple databases, including Scopus, Web of Science, PubMed, and Google Scholar, using targeted keywords and Boolean search strategies. Inclusion criteria emphasized studies addressing morphology from cognitive and psycholinguistic perspectives, incorporating experimental, neuroimaging, and review-based methodologies. Findings reveal that morphological families enhance lexical retrieval, while frequency, transparency, and productivity shape access strategies for complex words. Evidence from priming, eye-tracking, and pseudoword experiments confirms the automaticity of morphological decomposition. Bilingual and second-language processing is shown to be shaped by typological similarity, proficiency, and translanguaging practices, resulting in distinct cognitive strategies compared to monolinguals. Neuroimaging studies identify distributed cortical networks, including the left inferior frontal gyrus, supporting morphological processing. Clinical evidence from dyslexia and aphasia underscores morphology’s role in literacy and communication. Systemic and educational factors, including inequities in access and pedagogical design, contribute significantly to observed variability. The review emphasizes the urgency of addressing research gaps in underrepresented languages, age groups, and translanguaging contexts. Pedagogical interventions, such as explicit morpheme-focused instruction, gamified environments, and translanguaging practices, are recommended to strengthen literacy outcomes. Future research should integrate cross-linguistic evidence and neurocognitive approaches to develop inclusive models of morphological processing with broad theoretical and practical implications.
Co-Authors A. Yuliana Amalia, Ninda Asrifan, Andi Banowati P, Sabrina Chaerunnisa, Putri Faradillah, Nurul Fatmawati Fatmawati Gunawan Sabir Manda, Ibrahim Nadirah Nur Hikmah Nur Hikmah Nurul Faradillah Sam Hermansyah Sherlan Argeta Sofiah