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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar INTERACTION: Jurnal Pendidikan Bahasa
Hilda Hafid
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Education Environmental Science Languange, Linguistic, Communication & Media Other

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PENERAPAN PENDEKATAN KETERAMPILAN PROSES SAINTIFIK MELALUI MEDIA VIDEO TERHADAP HASIL BELAJAR MENULIS RINGKASAN TEKS EKSPLANASI DI SDN TAENG KABUAPTEN GOWA Ulviani, Maria; Rosmalina Kemala; Hilda Hafid
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 in progress
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21915

Abstract

This study aims to describe: (1) the level of learning outcomes in writing explanatory text summaries with a scientific process skills approach through video media, (2) the level of learning outcomes in writing explanatory text summaries with conventional methods, and (3) the effectiveness of the scientific process skills approach through video media in improving students' learning outcomes in writing explanatory text summaries. This study used a quasi-experimental method with a non-equivalent control group design. The study population was all fifth grade students of SDN Taeng, Gowa Regency in the 2020/2021 academic year, totaling 56 students. The study sample consisted of an experimental class and a control class that were randomly selected after going through a homogeneity test of initial ability to write explanatory text summaries. The results of the study showed that: (1) the level of learning outcomes in writing summaries of explanatory texts of students with the scientific process skills approach through video media was in the medium category with an average value of 66.96, (2) the level of learning outcomes in writing summaries of explanatory texts of students with the conventional method was in the low category with an average value of 59.68, and (3) the scientific process skills approach through video media was effective in improving learning outcomes in writing summaries of explanatory texts of students, with the results of statistical tests showing that the t-count value (13.336) was greater than the t-table value (2.048) at a significance level of 0.05.
UTILIZING BEHAVIOR MANAGEMENT STRATEGIES TO ENHANCE ENGAGEMENT AND DISCIPLINE IN ENGLISH LEARNING CLASSROOM WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) STUDENTS AT SLB NEGERI 1 MAKASSAR Nur Intan; Eka Prabawati Rum; Hilda Hafid
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.v11i01.40231

Abstract

This study aims to explore the implementation of behavioral management strategies used by English teachers to improve engagement and discipline among students with attention deficit hyperactivity disorder (ADHD) at SLB Negeri 1 Makassar. This study uses a qualitative descriptive approach through non-participatory classroom observation and field notes. The strategies observed included positive reinforcement, clear and structured instructions, and the use of visual aids. The findings show that these strategies effectively improve students' cognitive, emotional, and behavioral engagement, as well as aspects of discipline such as compliance with rules, impulse control, and reduction of disruptive behavior. Positive reinforcement helped reduce anxiety and encouraged task completion, while clear instructions and adaptive visual aids-maintained focus and continuity of learning. This study concluded that supportive, structured, and empathetic behavior management strategies play an important role in creating an inclusive English learning environment for students with ADHD.
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN ENGLISH–INDONESIAN INTERPRETING IN THE ENGLISH EDUCATION PROGRAM AT UNIVERSITAS MUHAMMADIYAH MAKASSAR Selma; Ilmiah; Hilda Hafid
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41330

Abstract

Interpreting is an essential skill for students in English Education Programs, particularly in multilingual contexts such as Indonesia where English is learned as a foreign language. In academic and professional settings, students are required to interpret spoken English into Indonesian accurately and fluently in real time. However, many students still experience difficulties that hinder their interpreting performance. This study aims to analyze the types of difficulties faced by students in English–Indonesian interpreting and to examine how these difficulties affect their performance. This research employed a descriptive qualitative method involving five seventh-semester students of the English Education Program at Universitas Muhammadiyah Makassar who had taken or were taking an interpreting course. The participants were selected purposively based on their interpreting experience. Data were collected through semi-structured interviews and analyzed using qualitative procedures consisting of data reduction, data display, and conclusion drawing. The findings show that students mainly experience linguistic difficulties, particularly limited vocabulary and complex sentence structures. Vocabulary problems include academic vocabulary, polysemy, and idiomatic expressions, while sentence structure difficulties involve long sentences, passive constructions, and dense noun phrases. These difficulties increase students’ cognitive load and negatively affect accuracy and fluency. This study concludes that linguistic competence plays a crucial role in English–Indonesian interpreting, and interpreting instruction should emphasize vocabulary development and strategies for processing complex sentence structures.
The Effectiveness of Artificial Intelligence–Based Videos in Improving the English Speaking Skills of Sixth-Grade Elementary School Students Ika Sastrawati; Hilda Hafid
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.5284

Abstract

Since traditional teaching techniques frequently offer few opportunities for active oral practice, the purpose of this study was to investigate the efficacy of employing an artificial intelligence (AI) application to enhance students' English speaking abilities. Two groups—an experimental group of 18 students and a control group of 16 learners—were used in the study's quasi-experimental design. To measure the students' speaking abilities both before and after the intervention, speaking pre-tests and post-tests were distributed to both groups. While the control group was instructed using traditional techniques, the experimental group was taught utilizing an AI-based application that enabled interactive speaking practice, pronunciation modeling, and continuous oral engagement. With the mean score rising from 59.14 on the pre-test to 81.47 on the post-test and 83.33% of students meeting the Minimum Mastery Criteria (KKM), the experimental group's speaking ability was found to have significantly improved. The control group, on the other hand, only slightly improved, with 37.50% of students meeting the KKM and mean scores rising from 58.62 to 66.38. These results show that incorporating artificial intelligence into English training improves students' speech performance, confidence, and engagement.
Co-Authors Eka Prabawati Rum Ika Sastrawati Ilmiah Nur Intan Rosmalina Kemala Selma Ulviani, Maria