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All Journal English Review: Journal of English Education Journal of English Language and Education PESHUM INTERACTION: Jurnal Pendidikan Bahasa
E, Yon A
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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INNOVATIVE ENGLISH TEACHING STRATEGIES: IMPLEMENTING TASK-BASED LANGUAGE TEACHING IN JUNIOR HIGH SCHOOL CURRICULUM Siahaan, Leroy Holman; E, Yon A
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10686

Abstract

Writing skills are one of the essential components in mastering a language, apart from other linguistic skills. Writing demands a profound understanding of language structure, particularly grammar. The current junior high school (SMP) curriculum integrates grammar materials into various learning modules, often causing students to be unaware that they are learning grammatical concepts. This development research aims to design an effective grammar learning module, with the hope to (1) facilitate students' understanding of grammatical concepts, (2) enhance student's writing skills with an emphasis on grammatical aspects, (3) assess the suitability of the learning module with the writing learning needs at the junior high school level, and (4) obtain feedback from educators and students regarding the implementation of the module in schools in Bekasi City. This research adopts the Research and Development (R&D) model following the 4-D model stages: definition, design, development, and dissemination. Data collection was conducted through interviews and questionnaires. Experts in content, media, and language performed module validation. The research results indicate that the implementation of the grammar learning module can have a positive impact on improving students' writing skills, as reflected in the increased writing test scores.
Comparing Paper and Digital Assignments: Effects on Secondary Students’ Writing Accuracy and Fluency Hutagalung, Teguh; E, Yon A; Solo, Lenny
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1349

Abstract

With the growing integration of digital tools in education, there is a need to understand how the medium of assignment delivery influences students’ writing development. The research involved two groups of students who were assigned writing tasks using paper and digital platforms. Writing samples were evaluated based on coherence, grammar, vocabulary usage, and organization. Results indicated that digital-based assignments demonstrated significantly greater improvement in students' writing skills, particularly in vocabulary usage, organization, and revision efficiency. The average post-test scores of Digital Group (23–24 out of 25) were higher than the Paper-based group (22–23 out of 25), with an effect size ranging from Cohen’s d = 1.100 to 1.108, indicating a large educational impact. In the Descriptive Writing section, the results indicate that the mean and standard deviation for the paper-based group are 18.09 (SD = 1.446) for the pre-test and 21.18 (SD = 1.079) for the post-test. In contrast, the digital-based group shows a mean of 16.73 (SD = 1.272) for the pre-test and 22.64 (SD = 1.120) for the post-test. In the Argumentative Writing section, the results reveal that the mean and standard deviation for the paper-based group are 17.09 (SD = 1.446) for the pre-test and 22.07 (SD = 1.536) for the post-test, whereas the digital-based group has a mean of 19.00 (SD = 1.539) for the pre-test and 23.85 (SD = 1.453) for the post-test. Based on these results, it is evident that the most significant improvements were observed in the digital-based group, which showed an increase of 5.91 points in Descriptive Writing and 4.85 points in Argumentative Writing assignments. However, paper-based tasks were more effective in promoting deeper planning and reducing distractions. The study concludes that a blended approach may offer the most balanced benefit in developing students’ writing competencies. 
The Effectiveness of Using Bingo Games Media to Improve Students Vocabulary Mastery Syukron, Mohamad Farhan; E, Yon A
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The purpose of this study was to determine the effectiveness of using bingo games media to improve students vocabulary mastery at MTsN CIBINONG. Based on the theory of Groller, Bingo is often played simultaneously by large groups; the winner being the first contestant is to cover a line of five numbered spaces on his card as selected by chance and announced by the game caller. Design used in this study is experimental quantitative research. The research subject were 30 students at MTsN 3 CIBINONG. The result of using vocabulary Bingo games strategy showed that the students were interested in teaching and learning English. Based on the fact, it is underlined that in this study, the hypothesis of this study is accepted and well proven; as the writer has previously hypothesized that there is a significant difference between teaching vocabulary to the students of MTsN CIBINONG who are taught vocabulary by using Bingo Game and those are taught without using Bingo Game. The students of MTsN CIBINONG are interested in studying vocabulary through Bingo Game. The students enjoy learning vocabulary by using Bingo Game. The students of MTsN CIBINONG who are taught vocabulary by using Bingo Game get higher score than those who are taught without using Bingo Game. There is a significant difference between control group and experimental groups. From the statistical analysis, it is found that the students of experimental group who are taught vocabulary by using Bingo Game gained better result than the students of controlled group who are taught without using Bingo Game.
English Teachers’ Strategies in English Online Learning during Covid-19 Pandemic Putri, Dian Helfia; E, Yon A
INTERACTION: Jurnal Pendidikan Bahasa Vol. 9 No. 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The purpose of this study was to see the effect of the English teacher's strategy in teaching English on the students' ability to receive English material during online classes during the Covid-19 pandemic at SMPN 31 Bekasi. The writer uses quantitative data to collect the data collected by using the English teacher strategy questionnaire. The population of this study were students in grades 8 and 9 as many as 83 students, while the sample size was taken as many as 45 students. The data analysis tools used are normality test, simple regression analysis, simple correlation analysis, Coefficient of deterprestasiion and Hypothesis Testing with t Test. The regression equation is obtained Y= 0.373 + 0.626 X. The equation shows that the coefficient value for the online learning strategy of English teachers during Covid-19 (X) in this study had a negative effect on student learning outcomes (Y) at SMPN 31 Bekasi. The correlation between the English teachers’ strategies on students' understanding during online learning was obtained r = 0.949, means the relationship between English teachers’ strategies on students' understanding during online learning at SMPN 31 Bekasi is very strong. While the results of the coefficient of determination ( r2 ) = 89.9%, this means that the variable English teachers’ strategies variables can affect students' understanding of material at SMPN 31 Bekasi is 89.9% while other variables affect students' material understanding by 10.1%. Hypothesis testing results obtained tcount = 19.833 and the value of ttable = 1.684. Because the value of tcount > ttable is shown, H0 is rejected while Ha is accepted. This means that the English teachers’ strategies in online learning during the Covid-19 pandemic has a significant influence on students' understanding of material during online learning at SMPN 31 Bekasi.
Implementasi Pola Asuh Orang Tua pada Anak Usia 5-6 Tahun Terhadap Pengenalan Calistung di Paud Al-Barokah Soliha, Siti; E, Yon A; Solo, Lenny
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 2: Februari 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i2.14971

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi pola asuh orang tua pada anak usia 5–6 tahun terhadap pengenalan calistung (membaca, menulis, berhitung) di PAUD Al-Barokah. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari delapan anak usia 5–6 tahun beserta orang tua dan guru mereka. Hasil penelitian menunjukkan bahwa pola asuh orang tua memiliki pengaruh yang signifikan terhadap kemampuan calistung anak. Mayoritas orang tua menerapkan pola asuh demokratis, yang ditandai dengan komunikasi dua arah, pemberian bimbingan yang konsisten, serta dukungan emosional. Anak-anak dengan pola asuh demokratis menunjukkan kemampuan membaca, menulis, dan berhitung yang lebih baik dibandingkan anak-anak yang diasuh secara otoriter maupun permisif. Sebaliknya, pola asuh otoriter dan permisif cenderung menyebabkan anak kurang fokus, mudah frustrasi, dan mengalami kesulitan dalam belajar. Dengan demikian, pola asuh demokratis terbukti paling efektif dalam mendukung perkembangan kemampuan calistung anak usia dini di PAUD Al-Barokah.
Co-Authors Hutagalung, Teguh Putri, Dian Helfia Siahaan, Leroy Holman Soliha, Siti Solo, Lenny Syukron, Mohamad Farhan