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All Journal PROJECT (Professional Journal of English Education) English Language Teaching Methodology (ELTM) Innovative: Journal Of Social Science Research Journal of Authentic Research Jurnal Cendekia Ilmiah
Usuluddin
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Humanities Computer Science & IT Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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AN ANALYSIS WASHBACK AUTHORITY OF STANDARDIZED EDUCATIONAL TESTS ON ENGLISH LANGUAGE INSTRUCTIONS Indrawati, Lala Nining; Agustina, Yulia; Arfah, Hajriana; Usuluddin
English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i3.1627

Abstract

Standardized evaluations are a widely used tool in education and assessment. These evaluations are carefully designed to present uniform questions and instructions to all participants, ensuring consistent measurement of a student’s knowledge or skills in a specific area. They play a crucial role in assessing and enhancing students’ proficiency in the English language. Hence The purpose of this study is to examine the washback effect of standardized testing in the English language subject. The researcher employed a descriptive qualitative method, utilizing a sample of 10 eighth-semester students majoring in English and 3 lecturers at Hamzanwadi University. The sampling technique used was random sampling, while data collection methods included observation, interviews, and documentation. The findings of this study reveal that standardized tests have a significant impact on the teaching and learning process. These tests often create pressure for both students and teachers, which can lead to stress and anxiety during examinations. Additionally, they can inhibit creativity in teaching methods and result in students struggling to understand the material. Consequently, students may become focused solely on passing exams rather than genuinely comprehending the subject matter. Further elaboration on these points is discussed in detail in the following discussion section
The Implemention of Describing Pictures Strategy in Improving Students Speaking on the Desciriptive Text Ability in SMP Abbasyiah NW Jerua Zulsapikri, Wiranto; Usuluddin; Yusri, Ahmad; Fikni, Zahratul
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.15268

Abstract

This research aims to determine the effect of using image media on students' learning and English speaking skills. This research was carried out at Abbasyiah NW Jerua Middle School, West Sakra District, East Lombok Regency. This research uses quantitative research, applying pre-experimental research to determine the speaking abilities of Abbasyiah NW Jerua Middle School students. To determine students' abilities, researchers used pre and post-tests. The test aims to measure students' ability to speak before and after being given treatment. The research results show an increase in student learning outcomes through the use of image media. This can be seen from the increase in pretest-posttest results given before and after treatment. From the results of the pretest and posttest carried out on students, the average score was 46.39 for the pretest and 91.39 for the posttest. And the results of the hypothesis test show that the hypothesis that has been formulated is accepted (Ho is accepted, while Ha is rejected) which means there is a significant difference in the use of image media in improving students' speaking skills in the English learning outcomes of Abbasyiah NW Jerua Middle School students.
The Effect of Guessing Game on Students’ Vocabulary Acquisition at FLC Selong Usuluddin; Dwimaulani, Astrid; Putri, Nurhidayatika; Wati, Laila
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

Vocabulary is an important component in language acquisition, but many beginner students still have difficulty in remembering and using vocabulary in real contexts. Therefore, The objective of the current research is to evaluate how effective the Guessing Game at the Foreign Language Center (FLC) Selong helps students expand their vocabulary in English. This study utilized a quantitative approach with a single group pre-test and post-test design.  20 Level 1 learners that were purposefully chosen made up the research sample. The instrument used was vocabulary tests. According to the findings, students' pre-test average score was 66.50, yet their post-test average score rose to 77.00.  The results of the paired sample t-test revealed a significant difference between the pre-test and post-test, with a significance value (Sig. 2-tailed) of 0.000 <0.05. Thus, it can be concluded that the use of Guessing Game was significantly effective in improving students' mastery of English vocabulary. In addition, students showed a positive response to the game-based learning activities as it was considered fun, lowered anxiety, and increased their confidence in using vocabulary.
Self-Talk Strategy: A Qualitative Investigation in Building English Speaking Skill Usuluddin; Dwimaulani, Astrid; Mawarni, Iga Anggi; Marzuki, M. Junaidi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates the types of self-talk and students' perceptions of the impact of using self-talk in building their English-speaking skills. By using a qualitative descriptive approach, data were collected through questionnaires, semi-structured interviews, and observations with six second-semester students of the English language education program at Universitas Hamzanwadi. The findings reveal that students used two types of self-talk strategies to build their English-speaking skills, which are instructional self-talk and motivational self-talk. Students viewed self-talk as an effective strategy to support technical preparation for speaking, reduce anxiety, and increase self-confidence. The benefits of using self-talk include reduced anxiety and nervousness, increased confidence, motivation, fluency, and skills, as well as creating space for self-practice. Thus, it can be concluded that self-talk is proven to be a solution for regulating affective and cognitive aspects in order to build English speaking skills.
The Use of Problem-Based Learning (PBL) in Teaching Speaking to the Seventh-Grade Students at Mts NWDI Pangsor Gunung Usuluddin; Husnu, Muhammad; Selasih, Rini Dian; Wati, Laela
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the implementation of Problem-Based Learning (PBL) in speaking classes and to examine its effectiveness in improving the speaking skills of seventh-grade students at MTs NWDI Pangsor Gunung. A pre-experimental design and a quantitative approach have been used in the present research. The sample consisted of 18 seventh-grade students who participated in PBL lessons. Pre- and post-test speaking assessments were used to gather information on speaking abilities. The average score on the preliminary test was 55.38, and the average score on the post-test was 66.88. After PBL was implemented, students' speaking abilities significantly improved, as indicated by the paired sample t-test's significance score (p-value) of 0.000 < 0.05. Thus, it can be concluded that the implementation of Problem-Based Learning has a positive and significant effect on improving the speaking skills of seventh-grade students at MTs NWDI PangsorGunung. Therefore, it is recommended that teachers use PBL as an effective speaking learning method at the junior high school level.
An Analysis On English Teaching Techniques And Educational Values Found In “Freedom Writers” Movie Miftahul Rizkon; Ari Prasetya Ningrum; Hajriana Arfah; Usuluddin
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 6: Oktober 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i6.5522

Abstract

This research aims to discover the teaching techniques and educational values in the Freedom Writers movie. The method used in this research is qualitative with a descriptive qualitative design. The data collection technique in this research is watching the movie, classifying and writing the teaching techniques and educational values found, and then coding the data. The data analysis techniques use a procedure by Cresswell. The result of this research shows that there are nine teaching techniques found in the movie: authentic material, transformation drill, task-based instruction, creative adaption, teacher silence, paragraph writing, guided writing, reading aloud, and journal writing. Moreover, nine educational values are found in this movie: honesty, courage, self-discipline, loyalty, respect, self-confidence, love and affection, kindness and friendliness, and justice.
Students’ Perceptions and Experiences of Using Google Translate as a Supporting Media in Learning Vocabulary at Senior High School Fikni, Zahratul; Usuluddin; Juliani; Wati, Laila
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4aka6b97

Abstract

This study aims to identify students' perceptions and experiences in using Google Translate as an English vocabulary learning tool at SMK Islam Islahul Ummah NWDI Anggaraksa. This study used a qualitative descriptive approach, with data collected through a Likert-scale questionnaire, semi-structured interviews, and documentation. Participants in this study were 15 10th-grade Management students who completed the questionnaire and 5 informants selected through purposive sampling for interviews. The questionnaire results showed that students' overall perceptions of the use of Google Translate fell into the "very positive" category with an average score of 4.24. Students considered Google Translate an application that was easy to use, accessible anytime and anywhere, and helpful in understanding the meaning of new vocabulary, both in terms of definition and pronunciation. The interview results revealed that students' experiences in using Google Translate varied and were influenced by their individual characteristics. Students who used Google Translate critically and combined it with clear learning strategies experienced increased learning independence and the ability to infer word meaning based on context. In contrast, students who used it passively tended to develop dependence, both cognitively and emotionally. This study concludes that the positive impact of Google Translate on vocabulary mastery is highly dependent on how students utilize the application, thus emphasizing the need for teacher guidance to direct students to use this tool critically and strategically during the learning process.
Co-Authors Ahmad Yusri Arfah, Hajriana Ari Prasetya Ningrum Dwimaulani, Astrid Hajriana Arfah Indrawati, Lala Nining Juliani Laila Wati M. Junaidi Marzuki Mawarni, Iga Anggi Miftahul Rizkon Muhammad Husnu Putri, Nurhidayatika Selasih, Rini Dian Wati, Laela Yulia Agustina Zahratul Fikni Zulsapikri, Wiranto