Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal EXPOSURE JOURNAL Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Jurnal Pendidikan dan Profesi Keguruan
Nur Husnil Khatimah
Universitas Sulawesi Barat, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PENERAPAN PICTURE WORD INDUCTIVE MODEL DALAM MENINGKATKAN KOSAKATA BAHASA INGGRIS SISWA Nur Husnil Khatimah; Sri Hariati Mustari
Jurnal Pendidikan dan Profesi Keguruan Vol. 1 No. 2 (2022): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v1i2.10300

Abstract

Tujuan penelitian ini adalah untuk mengetahui keefektifan strategi pembelajaran picture word inductive model dalam meningkatkan kosakata siswa SMP Guppi Samata kelas delapan pada tahun akademik 2019/2020. Peneliti menggunakan desain penelitian kuantatif dengan metode eksperimen. Jumlah populasi dalam penelitian ini sebanyak 109 siswa, Adapun sampel yang dipilih adalah kelas VIIIA yang terdiri atas 39 siswa, sampel ini dipilih dengan teknik acak. Untuk instrumen penelitian yang digunakan adalah tes penguasaan kosakata. Hasil dari penelitian ini menunjukkan mean score untuk pre-test adalah 53,52 dan mean score untuk post-test adalah 83,34. Ini membuktikan bahwa ada peningkatan signifikan dalam penguasaan kosakata dengan menggunakan picture word inductive model dalam pembelajaran Bahasa Inggris.
CREATING IMMERSIVE LEARNING SPACES: VIRTUAL REALITY TO IMPROVE ENGLISH VOCABULARY ACQUISITION OF THE BAJO TRIBE Heri Alfian; Muthmainnah Bahri A. Bohang; Rifka Hafidza Hajar; Achmad Afandy; Nur Husnil Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/tbsyp351

Abstract

For indigenous learners, especially those from the Bajo tribe in Southeast Sulawesi, Indonesia, limited access to real English learning environments continues to be a major obstacle. Virtual reality (VR) and other emerging immersive technologies present intriguing prospects for developing contextualized and captivating language learning experiences that close this gap. The purpose of this study was to create and assess a virtual reality (VR)-based application for learning English vocabulary that was intended for Bajo students in Southeast Sulawesi, Indonesia. The product was developed through phases of needs analysis, design, expert validation, limited trial, and large-scale deployment using a Research and Development (R&D) methodology. Vocabulary mastery tests, observations, teacher and student questionnaires, and expert validation sheets were used to gather data. According to expert validation, the application's pedagogical and technological quality ratings were very eligible. Teachers saw more active classroom participation during VR-based learning, while students reported better enthusiasm and engagement, according to limited experiments. With average scores rising from 40.35 (pretest) to 70.35 (posttest), a 30-point rise, extensive trials involving 20 kids showed notable gains in vocabulary mastery. Additionally, by incorporating Bajo cultural components into the virtual reality setting, the learning experience becomes more relevant and contextual, which improves motivation and retention. These results demonstrate that virtual reality (VR) apps are not only useful for enhancing vocabulary acquisition but also offer inclusive, culturally sensitive solutions to indigenous people who have little access to real-world English-speaking settings. To further develop immersive language learning, further research is advised to increase the sample size, look at long-term impacts, and combine VR with other technologies such as Augmented Reality (AR) and Learning Management Systems (LMS).
Google Classroom and Self-Regulated Learning among Indonesian EFL Students: A Sequential Explanatory Mixed-Methods Study Nur Husnil Khatimah; Adi Isma; Dwi Adi Nugroho; Amrang Amrang; Nurul Imansari
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3233

Abstract

Self-regulated learning (SRL) remains underexplored in relation to specific learning management platforms across different SRL dimensions, particularly in post-pandemic Indonesian higher education. This study investigated how Google Classroom (GC) supported SRL among fifth-semester EFL students enrolled in a Computer Assisted Language Learning (CALL) course at Universitas Sulawesi Barat, Indonesia. A sequential explanatory mixed-methods design was employed, with quantitative data gathered from 47 students via a validated 12-item Likert-scale questionnaire, followed by semi-structured group interviews with 33 students across 11 purposively selected groups of three. Survey results indicated a high overall mean (M = 3.90, SD = 0.80, α = .933) across six SRL dimensions, with Planning and Time Management perceived as most strongly supported (M = 4.14) and Social Learning as least supported (M = 3.63). Thematic analysis yielded four themes: deadline notifications as a primary regulatory trigger, flexible material access enabling autonomous learning, unstable internet connectivity as a structural barrier, and limited collaborative affordances within the platform. The findings indicate that students perceived GC as particularly useful for planning, time management, and self-monitoring, although its support for social learning and co-regulation remained limited. These results carry practical implications for CALL pedagogy, platform design, and digital infrastructure investment in comparable higher education contexts.
Co-Authors Achmad Afandy Adi Isma Amrang Amrang Dwi Adi Nugroho Heri Alfian Muthmainnah Bahri A. Bohang Nurul Imansari Rifka Hafidza Hajar Sri Hariati Mustari