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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching ELP (Journal of English Language Pedagogy) MASALIQ: Jurnal Pendidikan dan Sains
Fadilla, Suci
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Hubungan antara Loneliness dengan Tindakan Self-Harm pada Siswa SMP di Kota Padang Fadilla, Suci; Ardi, Zadrian
MASALIQ Vol 4 No 5 (2024): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v4i5.3384

Abstract

This research was motivated by the discovery that self-harm was a very urgent phenomenon among teenagers. Many factors influence someone to do self-harm, one of which is loneliness. Further research was conducted regarding the relationship between loneliness and self-harm in junior high school students. The aims of this research are: (1) to describe the level of loneliness; (2) describe self-harm actions towards students; (3) examine the relationship between loneliness and self-harm in junior high school students in the city of Padang. This research uses quantitative methods with a descriptive approach. The sample in this research was 35 junior high school students in Padang City who were selected using purposive sampling technique. Data were obtained using loneliness instruments and the SHI-Indonesian version which are valid and reliable. Data processing is carried out using the product moment correlation formula. The results of the research show that loneliness in junior high school X students is in the moderate category (46.88%), self-harm actions in junior high school.
THE EFFECT OF INTRODUCING SUPRASEGMENTAL FEATURES TOWARDS STUDENTS’ LISTENING ABILITY Fadilla, Suci
ELP (Journal of English Language Pedagogy) Vol. 8 No. 2 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i2.776

Abstract

This research aimed to address the difficulties faced by students in listening comprehension, particularly in understanding spoken vocabulary and grasping the overall meaning of audio materials. The study focused on investigating the effect of introducing suprasegmental features on students' listening ability. The significance of this research lies in its potential to enhance students' comprehension of auditory content. The research followed a pre-experimental design, specifically utilizing a pre-test and post-test approach. The participants consisted of 16 students from XII IPA at SMA N 2 Bukik Barisan. Data collection involved assessing the students' performance through pre-test and post-test scores. The intervention involved providing materials on suprasegmental features supported by audio and video. Data analysis was conducted using the t-test formula, with the obtained t-value compared to the critical t-value at a 5% significance level (?=0.05) and 15 degrees of freedom. The results revealed a significant effect of introducing suprasegmental features on students' listening ability, as the obtained t-value (2.827) exceeded the critical t-value (1.753). Moreover, the post-test scores (68.75) exhibited improvement compared to the pre-test scores (55.31). In conclusion, the findings demonstrate that the introduction of suprasegmental features positively impacted students' listening ability. The results imply that integrating suprasegmental features in teaching practices can assist students in enhancing their listening comprehension skills. Therefore, educators are encouraged to incorporate suprasegmental features to foster improved listening abilities among students.
ELEMENTARY EFL TEACHERS’ KNOWLEDGE AND PRACTICES IN FOSTERING LEARNER AUTONOMY Fadilla, Suci; Yusuf, Fazri Nur; Wirza, Yanty
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12269

Abstract

Learner autonomy is essential in young learners’ language development, yet its implementation remains limited at the elementary level, particularly in contexts rooted in teacher-centered traditions. This study examined the understanding of elementary EFL teachers and the strategies they use to foster learner autonomy in EYL classrooms in Indonesia, employing a sequential mixed-methods design. The study commenced with a survey of 34 teachers, followed by semi-structured interviews with four selected teachers. Descriptive statistics were used to analyze survey data, while thematic analysis was applied to interview transcripts. The findings revealed that most teachers have a positive understanding of learner autonomy, with a particular emphasis on their role as facilitators and motivators. Teachers applied various strategies to foster autonomy, such as providing choice in learning activities and giving positive feedback. However, this positive orientation was contrasted by the presence of teacher skepticism regarding young learners’ readiness for autonomy. These findings suggest that while the conceptual understanding of learner autonomy is present, its implementation still requires targeted professional development focusing on age-appropriate pedagogical scaffolding and practical tools to move teachers beyond conceptual understanding to consistent autonomous practice.
Co-Authors Fazri Nur Yusuf Yanty Wirza Zadrian Ardi