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All Journal REiLA: Journal of Research and Innovation in Language JOLLT Journal of Languages and Language Teaching Jurnal PTI (Jurnal Pendidikan Teknologi Informasi) Journal of Education Sciences: Fondation & Application
Room, Fahmi
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Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Penerapan Model Pembelajaran Think talk write dalam Meningkatkan Hasil Belajar Mahasiswa Room, Fahmi; Ina Syam, Nur
JURNAL PTI (PENDIDIKAN DAN TEKNOLOGI INFORMASI) FAKULTAS KEGURUAN ILMU PENDIDIKAN UNIVERSITA PUTRA INDONESIA "YPTK" PADANG Vol. 11 (2024) No. 1
Publisher : Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpti.v11i1.194

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran think talk write untuk meningkatkan hasil belajar mahasiswa kelas English 23 Universitas Muhammadiyah Bulukumba. Model pembelajaran think talk write menggabungkan proses berpikir, berbicara, dan menulis dalam pembelajaran. Pendekatan pada model ini digunakan untuk membantu siswa mengembangkan pemahaman yang lebih mendalam tentang suatu topik atau konsep. Jenis penelitian ini adalah penelitian tindakan kelas. Subjek penelitian ini adalah 24 orang mahassiswa. Instrumen dalam penelitian ini adalah soal tes hasil belajar siklus I dan siklus II. Teknik pengumpulan data dalam penelitian ini menggunakan teknik tes dan observasi. Teknik analisis data dalam penelitian ini adalah analisis deskriptif yang ditunjukkan dalam bentuk persentase. Berdasarkan hasil penelitian secara bersiklus maka pada siklus I diperoleh nilai rata-sebesar 69,16 yang termasuk dalam kategori “Kurang”. Ketuntasan klasikal hasil belajar siswa pada siklus I adalah 54, 17% dan siswa yang tidak tuntas hasil belajarnya secara klasikal sebesar 45,83% sehingga belum memenuhi syarat ketuntasan klasikal yaitu ≥ 85%. Analisis pada siklus II menunjukkan terjadinya peningkatan, hal ini terlihat dari nilai rata-rata hasil belajar siswa sebesar 86,041 berada pada kategori “Baik”. Ketuntasan hasil belajar pada siklus II mencapai 100% dan telah memenuhi nilai ketuntasan klasikal yaitu ≥ 85%.
Literatur Review: Pendidikan Karakter Berbasis Kearifan Lokal Budaya Sulawesi Selatan Yurni Ulfa, Andi; Ina Syam, Nur; Room, Fahmi; Asra, A. Andriyani
JURNAL PTI (PENDIDIKAN DAN TEKNOLOGI INFORMASI) FAKULTAS KEGURUAN ILMU PENDIDIKAN UNIVERSITA PUTRA INDONESIA "YPTK" PADANG Vol. 12 (2025) No.1
Publisher : Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpti.v12i1.225

Abstract

Penelitian ini bertujuan untuk mengkaji pendidikan karakter berbasis kearifan lokal budaya Sulawesi Selatan. Nilai kearifan lokal seperti Budaya Tabe (Permisi), Siri' na Pacce(Harga diri dan empati), Sipakatau (Saling menghormati), Sipakalebbi (Saling menghargai), Sipakainge (Saling mengingatkan), A Bulo Sibatang(Gotong Royong/Kerja sama), Pappaseng (Nasihat), dan Tudang Sipulung (Musyawarah) yang memiliki relevansi kuat dalam mendukung pendidikan karakter utama (Kemendikbud) yang kontekstual dan bermakna. Jenis penelitian ini menggunakan metode Sistematik Literature Review (SLR) dengan tahapan yaitu (i) Merumuskan Question Research (QR) (ii) Proses pencarian artikel (iii) Kriteria inklusi dan eksklusi (iv) Quality Asesment (QA) (v) Analisis litertur yang diterima oleh QA (vi) Membuat kesimpulan. Proses pengumpulan data meliputi pencarian artikel dari berbagai sumber nasional yang terkait dengan topik pendidikan karakter berbasis kearifan lokal budaya Sulawesi Selatan. Penelitian dilakukan secara sistematis menggunakan Google Scholar dengan frasa pencarian: "Pendidikan Karakter” “Kearifan Lokal Budaya Sulawesi Selatan" dan dibatasi pada artikel yang diterbitkan antara tahun 2023-2025. Analisis data dalam penelitian ini mengikuti panduan dari diagram PRISMA untuk memberikan transparansi dalam proses seleksi literatur. Temuan penelitian menunjukkan bahwa integrasi kearifan lokal dalam pendidikan memberikan dampak positif terhadap pembentukan karakter siswa, meskipun masih menghadapi tantangan seperti keterbatasan pelatihan guru dan pengembangan kurikulum. Artikel ini memberikan rekomendasi untuk pengembangan kebijakan dan praktik pendidikan karakter berbasis nilai budaya lokal.
Speaking with Care, Thinking with Depth: How Modality Shapes Critical Thinking and Engagement in EFL Learners’ Classroom Interaction Syam , Nur Ina; Ulfa, Andi Yurni; Room, Fahmi; Riskayadi, Riskayadi; Ibrahim , Muliaty
REiLA : Journal of Research and Innovation in Language Vol. 7 No. 2 (2025): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/nmw04t41

Abstract

Speaking with care and thinking with depth are essential competencies in English as a Foreign Language (EFL) classrooms, yet many learners struggle to balance politeness with assertiveness when contributing to discussions. While modality has been studied as a grammatical feature, its function as a pragmatic tool for shaping critical thinking and sustaining engagement remains underexplored. This qualitative descriptive study investigated how modality is employed by fourth-semester EFL learners at Universitas Muhammadiyah Bulukumba to manage stance, encourage respectful dialogue, and support deeper reasoning in classroom interaction. Data were collected over six weeks through classroom observations and audio recordings of discussion sessions, stimulated recall interviews with seven students, and semi-structured interviews with two lecturers. Thematic analysis revealed that modality served both interpersonal and cognitive purposes: hedging expressions such as maybe and I think reduced the perceived risk of error, encouraged openness to multiple perspectives, and fostered group harmony, while stronger forms such as must and should enhanced clarity and argumentative strength. However, excessive hedging sometimes weakened reasoning and reduced precision. Lecturers emphasized that explicit, context-based instruction, supported by sentence starters and role-play activities, increased learners’ confidence and participation, even among hesitant speakers. These findings position modality as a vital communicative strategy for cultivating critical thinking and inclusive engagement, suggesting that EFL pedagogy should integrate targeted modality training to prepare learners for effective, courteous, and intellectually rich communication in academic and professional settings.
Improving Eleventh-Grade MA YPPI Students’ Vocabulary Mastery Through the Mind Mapping Learning Method Marzuki, Mutmainnah; Amalia, Sri Reski; M, Andi Anugerah; Room, Fahmi
Journal of Education Sciences: Fondation & Application Vol 4 No 2 (2025): November
Publisher : Pendidikan Nonformal Universitas Muhammadiyah Bulukumba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56959/jesfa.v4i2.129

Abstract

This research aimed to determine the effectiveness of the Mind Mapping method in improving the vocabulary mastery of eleventh-grade students at MA YPPI Bulukumba. The study employed a pre-experimental design using one group pre-test and post-test involving 15 students selected through total sampling. A vocabulary-based multiple-choice test was used as the research instrument. Results showed a significant improvement in students’ vocabulary mastery after being taught using the Mind Mapping method. The mean score increased from 56.07 in the pre-test to 88.00 in the post-test. The t-test value of 18.33 exceeded the t-table value of 1.761 at a 0.05 significance level, indicating a significant difference between both tests. The findings conclude that the Mind Mapping method is effective in improving students’ vocabulary mastery.
Modality Acts as a Strategic Pedagogical Support: Exploring Face, Stance, and Participation In EFL Learners’ Classroom Interactions Syam, Nur Ina; Ramadhani, Ahmad Arkam; Thamrin, Sri Wahyuni; Room, Fahmi; Ulfa, Andi Yurni; Chapakiya, Suraiya
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18575

Abstract

The importance of understanding modality role as pedagogical support in helping EFL learners manage face, build stance, and regulate participation in higher education contexts. This study aims to explore how modalities function as pedagogical support in helping English as a Foreign Language (EFL) learners manage face, negotiate stance, and regulate participation in a higher education learning context. Using a qualitative phenomenological approach, data were collected through in-depth interviews with 13 fifth-semester students of the English Language Education Study Program at Muhammadiyah University of Bulukumba. The research findings indicate that modalities—presented through text messages, voice recordings, emojis, gestures, intonation, and digital communication features—play a significant role in reducing anxiety, increasing self-confidence, and providing more flexible access to participation for students. Participants viewed modalities as “safe communication spaces” that allowed EFL students to express ideas, refine language structures before use, and negotiate meaning without direct pressure. To support language production, modalities also shape learners’ identities, social positioning, and emotional engagement in academic interactions. This study concludes that modality acts as a strategic pedagogical support that helps EFL learners manage their identity, attitudes, and participation more confidently and adaptively in academic interactions. The implication is that lecturers need to consciously integrate multimodal strategies into learning design to support face management, stance strengthening, and increasing students' participation. This study contributes the language pedagogy and sociolinguistics by asserting that modality functions as an interactional resource that mediates face management, stance formation, and participation structures in EF contexts.
Co-Authors Amalia, Sri Reski Asra, A. Andriyani Chapakiya, Suraiya Ibrahim , Muliaty Ina Syam, Nur M, Andi Anugerah Marzuki, Mutmainnah Ramadhani, Ahmad Arkam Riskayadi, Riskayadi Syam , Nur Ina Syam, Nur Ina Thamrin, Sri Wahyuni Ulfa, Andi Yurni Yurni Ulfa, Andi