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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Intelek Insan Cendikia
Laily Fajariyah
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Enhancing Collaborative Learning and Academic Achievement through the Team Games Tournament (TGT) Strategy among University Students in English Language Instruction Cristian Anggraini; Laily Fajariyah; Lailiy Kurnia Ilahi; Endang Agus Sulasmi; Tutik Kurniawat; Wahyudi Wahyudi
Jurnal Intelek Insan Cendikia Vol. 2 No. 8 (2025): AGUSTUS 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

English language instruction is a core component of higher education curricula, designed to develop students' proficiency in academic reading, writing, speaking, and listening. However, university classrooms often face challenges such as low student engagement and insufficient collaboration, leading to suboptimal learning outcomes. This study aims to explore the effectiveness of the Team Games Tournament (TGT) cooperative learning strategy in enhancing student collaboration and academic performance in an English language course for undergraduate students. The research adopts a Classroom Action Research (CAR) approach using the Kemmis and McTaggart spiral model, consisting of planning, action, observation, and reflection across two intervention cycles. Data were collected through classroom observation and student interviews and analysed through interactive and reflective techniques. Participants included 25 second-semester students enrolled in an English for Academic Purposes (EAP) course. Findings indicate a notable increase in student collaboration, from 45% in Cycle I to 88% in Cycle II, as well as a significant improvement in academic achievement, with mastery levels increasing from 12% to 92% across the two cycles. The results suggest that the TGT strategy creates an engaging and interactive learning environment, promoting both social interaction and deeper language acquisition
Perceptions of Junior High School Teachers and Students on English Language Instruction through the Merdeka Curriculum Lailiy Kurnia Ilahi; Laily Fajariyah; Cristian Anggraini; Wahyudi Wahyudi; Endang Agus Sulasmi; Tutik Kurniawati
Jurnal Intelek Insan Cendikia Vol. 2 No. 8 (2025): AGUSTUS 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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The Independent Curriculum promotes varied intracurricular learning, allowing content to be delivered more effectively. This enables students to have ample opportunities to delve deeper into concepts and enhance their core competencies. At the same time, educators are given the autonomy to utilize a range of instructional strategies tailored to students’ interests and learning needs. This research investigates how teachers and students perceive the application of the Independent Curriculum in English language instruction at the junior high school level. It further explores the challenges encountered and the strategies employed to address these issues. Using a qualitative descriptive approach, data were gathered through interviews and classroom observations. Participants in this study included English language teachers, students from Grades 7 and 8, as well as the principal and vice principal of SMPN 1 Sumenep. Data analysis was conducted in three phases: reduction, display, and conclusion drawing. The findings indicate: (1) most teachers and students maintain a favourable view of the curriculum’s implementation and demonstrate comprehension aligned with its principles; (2) English language teaching is guided by structured learning modules and emphasizes the development of the Pancasila Student Profile as a key element of the curriculum. Educators primarily implement problem-based and project-based learning methods; and (3) challenges faced by educators include insufficient human resource readiness, complexities of differentiated instruction, limited digital literacy, inadequate learning materials, and student disengagement during lessons.
An Analysis of Management Students’ Perceptions toward the Use of AhaSlides as an Instructional Medium in the Presentation in English Course at a University in Sumenep Lailiy Kurnia Ilahi; Wahyudi Wahyudi; Supriadi Supriadi; Laily Fajariyah; Endang Agus Sulasmi; Budyi Suswanto
Jurnal Intelek Insan Cendikia Vol. 3 No. 1 (2026): JANUARI 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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The rapid development of technology has encouraged the use of digital platforms as instructional media in higher education. Educators are expected to apply learning tools that can increase students’ motivation, engagement, and understanding. AhaSlides is an interactive platform that provides features such as presentations, audio, visual, and audiovisual elements to support more dynamic learning activities. This study aimed to analyze students’ perceptions of the use of AhaSlides as an instructional medium in the Presentation in English course. The research employed a descriptive quantitative method. The participants were fourth-semester Management students at a university in Sumenep. Data were collected through a questionnaire consisting of eleven statements, including five statements measuring students’ perceptions before using AhaSlides and six statements measuring their perceptions after its implementation. The results showed that students’ perceptions before using AhaSlides were categorized as very poor, indicating low motivation and ineffective learning experiences. However, after the implementation of AhaSlides, students’ perceptions improved significantly and were categorized as very good. This finding indicates that AhaSlides effectively enhances students’ engagement, motivation, and understanding of Presentation materials. Therefore, AhaSlides can be considered an effective instructional medium to improve the quality of teaching and learning in the Presentation in English course
IMPLEMENTASI STRATEGI PEMBELAJARAN BAHASA INGGRIS BERBASIS TOTAL PHYSICAL RESPONSE (TPR) DI SDN PAJAGALAN II SUMENEP Laily Fajariyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40677

Abstract

This study was motivated by the challenges of teaching English in elementary schools, which often experience low student participation and difficulty in understanding the meaning of language when teaching is too focused on verbal explanations. This condition requires concrete strategies that are appropriate for the learning characteristics of lower grade students, one of which is through Total Physical Response (TPR), which coordinates language with physical responses. This study aims to describe the implementation of TPR-based English learning strategies in class III A of SDN Pajagalan II Sumenep, including the planning and implementation of activities, student responses and participation, and methods of evaluating understanding in practice. This study uses a descriptive qualitative approach. Data were collected through classroom observation, interviews with the principal and teachers, and documentation of learning tools and activities. The results showed that the TPR strategy was implemented through a series of instructions (commands), movement modeling by the teacher, repetition, group and individual response exercises, and instruction variation. Students tended to be more enthusiastic and engaged when learning was accompanied by physical actions, and the accuracy of responses increased after repetition and initial modeling. However, some students still needed support when the instructions became more complex, especially with combination commands. These findings indicate that TPR is effective in helping English learning become more active and meaningful for third-grade students, with the caveat that classroom management needs to be strengthened and the level of difficulty needs to be increased gradually.  Keywords: Total Physical Response (TPR), English Language Learning, elementary school, Learning Strategies
Co-Authors Budyi Suswanto Cristian Anggraini Endang Agus Sulasmi Lailiy Kurnia Ilahi Supriadi Supriadi Tutik Kurniawat Tutik Kurniawati Wahyudi Wahyudi