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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ROLE PLAY: AN ACTION RESEARCH FOR THE EIGHT GRADE STUDENTS OF SMP NEGERI 1 PEDONGGA Mariani Mariani; Ruslin Ruslin; Afifah Afifah
Datokarama English Education Journal Vol. 1 No. 1 (2020): August
Publisher : English Tadris Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Datokarama Palu

Speaking is the special moment when the student can be improve their speaking in daily life or their classroom. With speaking the students can practice their knowledge of English and they can get new vocabularies. The objective of the research is to improve speaking skill for the eight grade students of SMP Negeri 1 Pedongga in the academic year of 2019/2020 with the use of role play method. Based on the observation, there were some problems in the teaching and learning of speaking. To solve those problems, the researcher implemented role play as a speaking activity.The research was carried out through action research that consisted of two cycles. Each cycle consisted of two meetings. The results of the research showed that there were some improvements in the students speaking skill. In cycle I, there were some unsuccessful actions. Meanwhile, in cycle II, the implementation of role play techniques was successful in improving the students’ speaking skill. The conclusion of this research were the students low in speaking was caused by lack in vocabulary, self-confident, and they were confused how to pronounced the word. The success in teaching doesn’t depend on the lesson program only, but more important is how to the teacher present the lesson and uses various method to manage the class.

CRITICAL REALISM IN SOCIAL SCIENCE RESEARCH: AN EPISTEMOLOGICAL PERSPECTIVE Ruslin Ruslin
Scolae: Journal of Pedagogy Vol 2 No 1 (2019): June
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Ada empat cara untuk memahami filsafat ilmu sosial dan cara ini saling melengkapi: mempelajari paradigma filsafat besar periode sebelumnya; mengkaji isu dan masalah yang dihadapi peneliti dan pesaingnya; mempelajari gerakan spesifik para peneliti yang membawa sudut pandang dalam filsafat; dan menganalisis masalah filosofis yang muncul dalam setiap cabang ilmu sosial. Artikel ini secara eksplisit menganalisis bagaimana arus realisme kritis mempengaruhi ilmu-ilmu sosial dan bagaimana karya-karya para peneliti di bawah arus ini mempengaruhi praksis sosial. Analisis ini terutama didasarkan pada tinjauan penelitian kontemporer. Artikel tersebut menyimpulkan bahwa setidaknya ada tiga sudut pandang yang mendasari konsep untuk mendapatkan ilmu pengetahuan. Pertama, pengetahuan - baik pengetahuan ilmiah dan pengetahuan sehari-hari - pada dasarnya bersifat tentatif dalam keberadaannya. Kedua, kemajuan dalam sains secara umum adalah hasil dari praktik coba-coba. Akhirnya, tidak ada penelitian empiris tunggal yang bebas nilai dan oleh karena itu, kecenderungannya untuk ditolak sangat tinggi.

DYNAMIC DISCOURSE APPROACH TO CLASSROOM RESEARCH (Anne Bannink and Jet van Dam, English Department, University of Amsterdam) Ruslin Ruslin; Firdiansyah Alhabsyi
Scolae: Journal of Pedagogy Vol 2 No 2 (2019): Vol 2 No.2 Desember 2019
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Saat ini, ada kesadaran yang berkembang dari para peneliti dan praktisi pendidikan untuk menghubungkan pembelajaran dan pemikiran, keberhasilan pendidikan dan kegagalan dengan situasi sosial diskursif yang dibangun oleh proses yang masuk akal. The review, oleh karena itu, berfokus pada praktek kelas berurusan dengan pendekatan wacana dinamis berlaku untuk kedua kelas bahasa. Tinjauan ini didasarkan pada dua premis: pertama, praktik kelas diasumsikan menjadi titik kunci keberhasilan siswa dalam belajar. Kedua, dianggap sebagai bagian dari komunitas sosial di mana dampak kebijakan pemerintah terlihat jelas. Secara khusus, tinjauan ini dimaksudkan untuk melihat bagaimana para peneliti mengkonseptualisasikanfitur kelas; bagaimana mereka menghubungkan masing-masing fitur kelas; dan bagaimana mereka menjawab pertanyaan seperti bagaimana dan mengapa fenomena ini terjadi. Tinjauan ini menunjukkan bahwa terlepas dari kekurangan epistemologis dan metodologisnya, studi saat ini merupakan kemajuan yang menjanjikan dibandingkan karya sebelumnya tentang praktik kelas.

Professional Endorsement of Teachers and its Influence on the Improvement of Learning Achievement of Students: Perspectives of Teachers Rusli Ruslin
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 1 No 1 (2019)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

Teacher endorsement (well-known as teacher certification in Indonesian basic and secondary education) is essentially aimed to improve the quality of Indonesian education. In this context, the government of Indonesia has paid special attention to three required qualities of teachers: competences, work motivation, and their well-beings (The Law No. 14, 2005). Since the role of teachers is central to the improvement of learning achievement of students, this study discusses the concept of teacher endorsement, the views of teachers regarding professional endorsement in relation to different tasks of teachers, and its influences on the improvement of students’ learning achievement. The study uses qualitative approach where three types of data collections techniques are employed: document reviews, semi-structured interviews, and observations. The findings of the study show that professional teacher endorsement program had not yet fully supported the improvement of teachers’ professionalism as required by the Law No 14, 2005. Besides, the understanding of teachers about requirements for being professional was still underprivileged leading to poor learning achievement of their students. Therefore, the study informs the needs for educational stakeholders to provide continuous counselling, motivation, and guidance for teachers in order for them to take this matter into serious accounts which in the end would help the government of Indonesia achieve its educational goal.

Post Disaster Students’ Mental Spirituality Development at Government Junior High Schools in Palu Muhammad Abdul Razak; Saefuddin Saefuddin; Ruslin Ruslin
INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION Vol 3 No 2 (2021)
Publisher : Department of Islamic Education, Postgraduate Program State Institute for Islamic Studies Palu

This study discusses teachers strategy to improve students mental sorituality after natural disasters at a junir high school in Palu city. This study was conducted to help students to recover their mental spirituality after experienced traumatic natural disasters. In conducting the study, we used a qualitative case study method. The case of this study was a stateb junior high school in Palu city. Data were gathered through direct field observation, in-depth interviews which involve teachers and the school principle. We also analyzed written material, such as the school teaching activities, to understand how the teachers at the school helped students to recover their mental spirituality during post disasters period. Our study found that teachers has been able to carry out mental and spiritual recovery of the students after the natural disaster in Palu. The students who were initially lazy to participate in religious activities became diligent. Then the students who initially rarely prayed became diligent to pray. The teachers awaken students' awareness of the importance of maintaining spirituality after experiencing a disaster through various religious activities in the school environment

The Readiness of the Undergraduate Students of the English Tadris Department at UIN Datokarama Palu in Using Google Classroom During Covid-19 Pandemic Fana Riskiana; Ruslin, Ruslin; Yuni Amelia
Datokarama English Education Journal Vol. 5 No. 1 (2024): June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v5i1.82

The spread of the coronavirus outbreak has forced educational institutions to transform learning activities in universities into network-based learning at home. Students unfamiliar with the online learning (google Classroom) system will face various challenges, especially in understanding lessons that cause learning outcomes to be less than optimal. Students' readiness is the first step in accepting and responding to the transformation of learning to achieve their learning goals. The Problems in this research are: (1) How is the readiness of students to implement online learning using Google Classroom? (2) What factors affect student’s readiness to use Google Classroom during the COVID-19 pandemic? It is qualitative descriptive research. The data collection techniques were a questionnaire and an interview. The results indicated that most English students are ready to face online learning using Google Classroom during the COVID-19 pandemic. Four indicators could be used to identify how students were ready for online learning. First, it was the skills of students in using Google Classroom. Second, the students understood how to use technological devices for learning including Google Classroom. Third, the students were ready to receive learning materials through Google Classroom. In addition, the students’ attitudes towards Google Classroom were categorized as sufficiently acceptable. This was shown by the average scores of students, which were 76%. Related to the factors that influenced students’ readiness for online learning, learning facilities and other infrastructures contributed to the readiness of students in learning English via Google Classroom during the Covid-19 Pandemic.

The Correlation Between TOEFL Reading Score and Critical Reading Comprehension of EFL Students Anggriyani, Resti; Ruslin, Ruslin; Dzakiah, Dzakiah; Syam, Hijrah
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31500

TOEFL has played a very important role in predicting students’ academic performance. However, very limited research has specifically addressed the relationship between the TOEFL reading section and students’ critical reading comprehension, as most existing studies predominantly focused on the correlation between overall TOEFL scores and students’ academic performance in general, such as GPA. This research examined the correlation between TOEFL reading score and critical reading comprehension of TBI students at UIN Datokarama Palu. A quantitative approach through correlational design was employed with 30 students as participants. Data were collected by using TOEFL reading test and GPA of critical reading comprehension course of students. Pearson product moment correlation was used to analyze the data. The results revealed a significant positive moderate correlation (r = 0.587, p = 0.01) between two variables. Reflecting that as one variable increases, the other variables tend to increase as well with a meaningful but not perfectly linear relationship. This indicates that students’ proficiency in the TOEFL reading section not only reflects their reading ability in English generally, but also correlates with their capacity to understand, analyze, interpret, and evaluate information in the reading text critically. By integrating TOEFL reading test into students’ critical reading exercises, educators can strengthen students’ critical reading comprehension that emphasizes determining main idea, identifying arguments, and evaluating evidences.

Digital Islamic Education Learning in Secondary Schools: Educational Quality and Student Engagement Abu, Ardillah; Alhabsyi , Firdiansyah; Ruslin, Ruslin; Syam, Hijrah; Arman, Muhammad; Suktomansyah, Andi Muh.; Mudaimin, Mudaimin
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1405

The integration of technology into Islamic Education (PAI) in secondary schools encounters challenges such as limited facilities and low digital competence. This study analyzes implementation strategies, supporting and inhibiting factors, and the impact of digital-based PAI learning on student quality in Central Sulawesi. A descriptive qualitative approach was used with data collected through participatory observation, in-depth interviews, and document analysis. Informants included three principals, three PAI teachers, and three students from three schools. Data analysis involved reduction, visualization with N-Vivo software, and validation with informants. The findings show that strategies include principals’ roles in policymaking and supervision, the use of educational videos, the Canva application, and the TPACK (Technological Pedagogical Content Knowledge) model. Supporting factors are leadership support, teacher readiness, and student enthusiasm. Key obstacles are limited technological devices, low teacher digital literacy, and restricted internet access. Digital-based PAI learning improves students’ digital skills, enhances learning outcomes, and strengthens critical thinking. The study concludes that with appropriate strategies and adequate resources, digital-based PAI learning can enhance student competencies. It recommends providing digital literacy training for teachers, ensuring adequate technological infrastructure, and reinforcing digital learning concepts to optimize Islamic Education in secondary schools.

English english Shakti, Tendri Sanna; Ruslin; Fatima; Alhawsawi, Sajjadllah; Ihsan, Muhammad
Al-Lisan: Jurnal Bahasa Vol 10 No 2 (2025): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v10i2.6759

Background: In Japanese higher education, the integration of English through English-Medium Instruction (EMI) poses both opportunities and challenges for international students, particularly those from non-English-speaking backgrounds. Aims: This study explores the experiences of Indonesian students in using English for academic purposes in Japanese universities, focusing on their views, challenges, and adaptation strategies. Methods: Using a qualitative case study approach, data were collected through in-depth interviews with five Indonesian postgraduate students studying across diverse academic backgrounds in various universities in Japan. Document analysis was also conducted to support the interview data. Results: This study revealed that English is essential for accessing academic resources and engaging in international interactions. However, students still face challenges in pronunciation, academic writing, vocabulary, presentation norms, and expressing ideas confidently and clearly. They use various strategies such as self-directed learning, digital tools, peer interaction, and institutional support to adapt. Implications: The study highlights the need for more inclusive EMI policies and better language support services in Japanese universities. It also emphasises that language learning in EMI contexts is socially, culturally, and emotionally complex, requiring internal motivation, social interaction, and institutional responsiveness.

English english Shakti, Tendri Sanna; Ruslin; Fatima; Alhawsawi, Sajjadllah; Ihsan, Muhammad
Al-Lisan: Jurnal Bahasa Vol 10 No 2 (2025): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v10i2.6759

Background: In Japanese higher education, the integration of English through English-Medium Instruction (EMI) poses both opportunities and challenges for international students, particularly those from non-English-speaking backgrounds. Aims: This study explores the experiences of Indonesian students in using English for academic purposes in Japanese universities, focusing on their views, challenges, and adaptation strategies. Methods: Using a qualitative case study approach, data were collected through in-depth interviews with five Indonesian postgraduate students studying across diverse academic backgrounds in various universities in Japan. Document analysis was also conducted to support the interview data. Results: This study revealed that English is essential for accessing academic resources and engaging in international interactions. However, students still face challenges in pronunciation, academic writing, vocabulary, presentation norms, and expressing ideas confidently and clearly. They use various strategies such as self-directed learning, digital tools, peer interaction, and institutional support to adapt. Implications: The study highlights the need for more inclusive EMI policies and better language support services in Japanese universities. It also emphasises that language learning in EMI contexts is socially, culturally, and emotionally complex, requiring internal motivation, social interaction, and institutional responsiveness.

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