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TEACHING SPELLING THROUGH GAMES Hijjatul Qamariah; Sri Wahyuni
Jurnal Visipena Vol 9 No 1 (2018)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.

Analyzing EFL Learners’ Essay Writing through IELTS Writing Rubric: is it effective or not? Hijjatul Qamariah
Almufi Journal of Measurement, Assessment, and Evaluation Education Vol 1 No 1 (2021): Juni (2021) AJMAEE
Publisher : Yayasan Almubarak Fil Ilmi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (998.359 KB)

Penulisan esai Sulit dan juga rumit untuk Pembelajar EFL. Esai diyakini sebagai tulisan akademis yang kompleks yang memiliki organisasi yang lengkap. Oleh karena itu, menilai esai juga bukan pekerjaan mudah bagi guru EFL. Artikel ini membahas tentang tata cara penilaian penulisan esai menggunakan rubrik IELTS. Rubrik IELTS digunakan karena memiliki standar yang kompleks dan standar untuk penilaian penulisan Essay. Oleh karena itu, penggunaan rubrik ini dianggap aplikatif dan membantu guru dalam mereview tulisan siswanya. Empat esai pembelajar EFL dikumpulkan dari kelas Essay Writing di Jurusan Bahasa Inggris UIN Ar-raniry. Keempat esai tersebut kemudian dinilai menggunakan rubrik tugas IELTS. Hasil penelitian menunjukkan bahwa setiap komponen rubrik menulis IELTS mewakili semua kebutuhan dan persyaratan penulisan esai. Dari analisis karangan siswa. Ditemukan bahwa, esai mengikuti respon dari tugas esai yang diberikan kepada mereka. Ini berarti bahwa siswa mengikuti petunjuk untuk tugas dan format esai. Tata bahasa, akurasi, dan kosa kata juga dapat diidentifikasi dengan mudah melalui rubrik ini. Hal ini menunjukkan tingkat masing-masing komponen dalam rubrik dan guru dapat menilai dan membaca ulang esai. Namun, skor akhir harus dimodifikasi agar sesuai dengan kebutuhan kelas penulisan esai karena rubrik penulisan IELTS mencantumkan skor rekaman penulisan IELTS yang berbeda dengan kebutuhan kelas.

The application of Swales’ model in writing a research article introduction Burhanuddin Yasin; Hijjatul Qamariah
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Universitas Syiah Kuala

This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.

The application of Swales’ model in writing a research article introduction Burhanuddin Yasin; Hijjatul Qamariah
Studies in English Language and Education Vol 1, No 1 (2014)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v1i1.1118

This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.

Critical Analysis: Logical Fallacies in Students’ Debate Regarding Gender Issues Syahputra, Mulyadi; Wahyuni, Sri; Rosdiana, Rosdiana; Mulyani, Mulyani; Aini, Riska Marlisa; Qamariah, Hijjatul; Sariakin, Sariakin
Jurnal Ilmiah Teunuleh Vol. 4 No. 4 (2023): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v4i4.142

Communication without logical fallacies is highly needed in the 21st century’s student’s skills. Many experts agreed that debate is an effective method to build students’ communication skills. The debate has now expanded from an ELT teaching method into a competitive platform to proliferate students’ critical thinking and communication. However, NUDC is one of the national scales of debate tournament that could represent the Indonesian students’ critical and communication skills. Considering that background in mind, this study was expected to identify the logical fallacies uttered by university students’ debate regarding gender issues. This study deployed a descriptive qualitative design. With a natural setting, the data were collected using the structured observation sheet in three phases, the debate observation without setting manipulation, the recorded debate was scripted and condensate, and analyzing the logical fallacies through the transcription. While the data analysis was conducted through data reduction, data condensation, and data conclusions. The data shows that there are seven logical fallacies uttered by the speakers in the debate about the gender issue. They are misleading euphemism, prejudicial language, an appeal to fear, an appeal to pity, straw man, hasty generalization, and a slippery slope. Besides, the speakers who uttered the logical fallacies were also presented.

How EFL Instructors Improve Their Professionalism: The Voice from Indonesian Higher Education Institutions Qamariah, Hijjatul; Hercz, Maria
Jurnal Ilmiah Peuradeun Vol. 13 No. 1 (2025): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v13i1.1507

Professional development in Indonesia has been widely researched, with much of the focus on secondary school teachers. Some studies have explored professional development among tertiary education teachers, but research on the professional development of English as a Foreign Language (EFL) instructors in higher education in Indonesia remains limited. This gap is significant, given the crucial role of EFL instructors in preparing future English teachers, which demands exceptional professionalism. This research aimed to explore the factors contributing to the professional development of EFL instructors in higher education in Indonesia. The data for this study were collected through semi-structured interviews with ten EFL instructors (five female and five male) from various universities in Indonesia. The interview questions covered topics such as their views on professional development, efforts to improve themselves, participation in professional development programs and activities, personal initiatives, and institutional support. Each interview lasted between 35 and 45 minutes. The data were analyzed using the MAXQDA tool to identify themes from the interview transcripts. The findings revealed several key themes: (1) efforts for PD (2) EFL instructor beliefs (3) EFL instructors’ efficacy (4) Less institution support, (5) commitment to the job, (5) classroom practice. The study suggests that institutional support for EFL instructors should be enhanced. Professional development programs should be consistently provided and maintained to ensure their effectiveness and sustainability.

British Parliamentary Debate System: Students Perspective on Their Learning Outcome Wahyuni, Sri; Qamariah, Hijjatul; Gani, Sofyan A.; Yusuf, Yunisrina Qismullah; Syahputra, Mulyadi
International Journal for Educational and Vocational Studies Vol. 1 No. 8 (2019): December 2019
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v1i8.1865

This study was conducted to investigate the students perceptions on the classroom debates learning outcome using British Parliamentary debate system. Fifteen students were randomly selected and assigned to a group and actively involved in the debate in ten sessions during a whole semester. The obtained data of this study were collected through a survey questionnaire using 5-point Likert scale and interviews five random five participants to validate the data of the questionnaire and further analyze using mix method that combines between qualitative and quantitative approaches. The result of the data showed that the students indicated a positive perspective on its learning outcomes through the implementation of British Parliamentary Debate System in term of students interest, subject matter, communication skill, critical and creative thinking, intrapersonal and interpersonal development skill.

THE TED TALK APPROACH: EFL STUDENT PERCEPTIONS OF ITS IMPACT ON LISTENING COMPREHENSION Trisnawati, Ika Kana; Sarair, Sarair; Nafaisha, Adilla; Netta, Ayuna; Qamariah, Hijjatul
Jurnal Ilmiah Didaktika Vol 26 No 1 (2025): Jurnal Ilmiah Didaktika August 2025
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v26i1.29409

This study examined the effectiveness of TED Talks as a learning tool to enhance listening comprehension among senior English Education majors in Indonesia. The objective was to identify whether TED Talks videos helped enhance the listening proficiency of this particular student group. A mixed-methods research study was employed in order to accomplish the aforementioned objective. Students of the English Education departments in semesters six and eight constituted the target population. A voluntary sample of 30 students was selected for participation. Data were gathered through interviews and questionnaires. Quantitative data from the questionnaire were calculated using IBM SPSS 25, and interview data were examined using thematic analysis. Quantitative data showed mean scores ranging from 2.34 to 3.67, categorized as ‘moderate.’ This indicated the general agreement among respondents that TED Talks videos contributed towards an improvement in listening skills. This represented a favorable perspective on the usefulness of the application; however, the ‘moderate’ categorization signaled a need for a deeper investigation into the practical application and optimization of TED Talks. Further, qualitative interview data provided a richer context, complementing the quantitative findings.

English Vocabulary Mastery of University Students an Analysis Of Students’ Essays Writing at Bina Bangsa Getsempena University Qamariah, Hijjatul; Sabarniati, Sabarniati
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 2 (2023): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.2.151-159

Without doubt, vocabulary is a crucial part in mastering English language skills. It is the basic element that helps to construct a well written or spoken text. These two production skills assist students to be communicative well. However, the range of vocabulary produced becomes a problem when the students have difficulties to deploy the words properly. This study, therefore, tried to examine the typical of vocabulary applied by the EFL students in their writing text. By analyzing those writing text, it is depicted the vocabularies they applied. This is a qualitative descriptive research. The researchers relied on the list of academic words by Averil Coxhead (2000) and new academic words by Dr. Charles Browne, Dr. Brent Culligan and Joseph Phillips (2013) in analyzing the vocabularies in the written text. The words in the written texts were highlighted and categorized based on the lists. The result showed that, the students’ vocabularies had some characteristics: (1) low lexical density; (2) higher repetition of information; and (3) higher proportion of basic and frequently-used words and lower usage of academic words. Therefore, it is suggested that students need more exposure to AWL or NAWL, there is Vocabulary development assistance and vocabularies should be taught contextually.

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