Klasikal: Journal of Education, Language Teaching and Science
Klasikal: Journal of Education, Language Teaching and Science [p-ISSN 2656-9914| e-ISSN 2656-8772] publishes a scientific paper on the results of the study and review of the literature in the sphere of education, language teaching and science in primary education, secondary education and higher education. Additionally, this journal also covers the issues of environmental education & environmental science.
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469 Documents
<![CDATA[COMPARISON OF TWO ENGLISH TEXTBOOKS USED IN INDONESIA SECONDARY EDUCATION: ENGLISH AS A SECOND LANGUAGE (CAMBRIDGE IGCSE) VS ENGLISH FOR NUSANTARA (KURIKULUM MERDEKA) ]]>
<![CDATA[Yuyun Wachyuniah]]>;
<![CDATA[Yanty Wirza]]>;
<![CDATA[Karnedi Karnedi]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1244
<![CDATA[The objectives of this research were to (1) perform a structural comparison between the English textbooks used at the secondary level in the Cambridge IGCSE (English as a Second Language) and the English textbooks in Kurikulum Merdeka (English for Nusantara); (2) analyze key differences in the expected language skill levels from English as a Second Language and English for Nusantara; (3) explore textbook materials that can facilitate students’ intercultural learning. The main sources of the study are English as a Second Language (Cambridge IGCSE) and English for Nusantara textbooks for grades 7-9. There are three main areas both explored and analyzed; the textbook organization, language skills, and how the two aspects previously mentioned support the intercultural learning of the students. The results of the research revealed that: (1) there are similarities, particularly in the development of language skills and thematic focus. However, there are significant differences in their emphasis and learning objectives; (2) in the aspect of language skills, English as a Second Language textbook provides depth in all designed texts with one language skill focus and activities that impact the language skills of the students, particularly in more formal and professional activities whereas English for Nusantara textbooks would allow the exposure to two or more languages within one unit with limited depth range; (3) in the aspects of intercultural learning, English as a Second Language emphasizes global perspective while English for Nusantara instills Indonesian cultural values and local context with gradual universal values exposure along the way]]>
<![CDATA[THE EFFECT OF USING CANVA MEDIA ON STUDENTS' LEARNING INTERESTS AND LEARNING OUTCOMES IN THE INDONESIAN LANGUAGE SUBJECT OF GRADE V SD NEGERI SUKASARI 5 KOTA TANGERANG ]]>
<![CDATA[Mudiani Setiawati]]>;
<![CDATA[Cecep Anwar Hadi Firdos Santoso]]>;
<![CDATA[Juhana Juhana]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1245
<![CDATA[This study aims to determine the effect of using Canva as a learning medium on students' interest and academic performance in Indonesian language subjects at Grade V of SD Negeri Sukasari 5, Tangerang City. The urgency of this study arises from the need for innovative learning media to enhance student motivation and understanding. A quantitative approach was used with a Quasi-Experimental Research design, involving two groups: class Va as the experimental group using Canva and class Vb as the control group with conventional methods. Data were collected through questionnaires and post-tests. Validity tests using SPSS 25 showed that all questionnaire items were valid and reliable (Cronbach’s Alpha = 0.683). The normality test indicated that the data were normally distributed in both groups, while the homogeneity test confirmed the data's uniformity. Multivariate analysis (MANOVA) results indicated significant effects (p < 0.05) across all indicators (Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, Roy’s Largest Root), leading to the acceptance of Hâ‚. Findings revealed that Canva significantly improved students' learning interest and academic performance. This study contributes to the development of digital media-based learning strategies to enhance the quality of primary education.]]>
<![CDATA[UNLEARNING VIOLENCE, LEARNING HUMANITY: PROMOTING CULTURE OF PEACE THROUGH HUMAN RIGHTS EDUCATION ]]>
<![CDATA[Muh Asy'ari]]>;
<![CDATA[Muhammad Fahmi Basyhah Fauzi]]>;
<![CDATA[Susalti Nur Arsyad]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1247
<![CDATA[Human rights education (HRE) has found its importance in social research today. The rhetoric of how it will bring positive transformations, mainly when associated with a culture of peace, is among many reasons scholars develop all kinds of approaches and ideas to encourage further the practice of HRE in educational institutions, especially universities. Indonesia, with its diverse ethnic and cultural background, is often mentioned to have frequent horizontal conflicts and thus would benefit from HRE in universities. This paper describes the practice of HRE at Universitas Bosowa, one of the universities in Indonesia that has been actively conducting HRE. Library research is used to formulate an elaborate description of the research topic. This paper concluded that the practice of HRE in Universitas Bosowa, with its wide range of learning methods, could be assumed to reach wider audiences outside the academic setting, familiarize students with everyday human rights issues, and manage to promote better human rights regulation in the university.]]>
<![CDATA[NEED ANALYSIS OF AUGMENTED REALITY-BASED CHEMISTRY LEARNING MEDIA IN TORAJA UTARA REGENCY ]]>
<![CDATA[Tiara Lestari Paembonan]]>;
<![CDATA[Varisky Abraham Dumanaw]]>;
<![CDATA[Dominikus Rojoki Manullang]]>;
<![CDATA[Yustinus Tarigan]]>;
<![CDATA[Lidia Aprileny Hutahaean]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1249
<![CDATA[This descriptive research aims to identify the learning styles of grade 11 high school students in science major on chemistry learning and measure the level of optimization of teachers and students regarding the use of Augmented Reality-based chemistry learning media. This research was conducted on 9 chemistry teachers and 90 students majoring in science in Toraja Utara Regency. Data collection has been done using a closed-ended questionnaire with 4 choices consisting of 25 statements for chemistry teachers and 18 statements for science major students. The data were analyzed using a percentage formula and the results obtained showed that teachers had not optimized the use of Augmented Reality as a chemistry learning media. Furthermore, the most common learning style of students is visual, followed by kinesthetic and then auditory]]>
<![CDATA[THE ROLE OF PHYSICAL EDUCATION IN IMPLEMENTING AN UNDERSTANDING OF GENDER EQUALITY ]]>
<![CDATA[Yustinus Tarigan]]>;
<![CDATA[Vinda Afnita]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1250
<![CDATA[Achieving the learning objectives of physical education itself leads to one very important aspect, namely the affective aspect, which emphasizes broadly to include social and emotional development and the formation of values and attitudes. Gender equality is one of the values and attitudes that physical education learning instills, this is important to build an understanding that the relationship between men and women at various levels of society, both formal institutions and informal institutions including family institutions have a gender responsive attitude so that gender equality is realized.]]>
<![CDATA[TIKTOK FOR LEARNING ENGLISH: ITS AFFORDANCE AND CHALLENGES ]]>
<![CDATA[Paras Lahiria Iklim]]>;
<![CDATA[Andi Rahmawati Syarif]]>;
<![CDATA[Faridawati Faridawati]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1251
<![CDATA[This research aimed to figure out students’ points of view toward speaking skill improvement and its challenges by utilizing TikTok content. This research applied descriptive qualitative research. To collect the data, the researcher utilized an open-ended questionnaire and interview, and involved all active undergraduate students majoring in English Education at Muhammadiyah University of Kendari. This research applied the data analysis technique by Miles et al. (2014). This research displayed that there were several reasons - why students utilized TikTok for their speaking skill improvement, they are affordability, attractiveness, algortihm dependency, beneficial outcome, and content creator. First, students enjoyed improving their speaking skills through TikTok due to its easiness of finding the desired content. Furthermore, TikTok provides English educational content in unique and fun way for students to consume. As a consequence students experienced an enjoyable environment while learning. It is recommended that students’ speaking skill improvement be compared through various social media platforms. Second, the researcher recommends future researchers follow up this research finding by revealing students’ actual improvement. Third, the researcher recommends figuring out other skills improvement through this platform]]>
<![CDATA[AN ANALYSIS OF INTRAPERSONAL INTELLIGENCE AS THE SOLUTION FOR BEGINNER WRITER ]]>
<![CDATA[Imran Trista Udin]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1253
<![CDATA[The objectives of this research were to find out whether the use of intrapersonal intelligence improves the students’ writing skills This research employed a Quasi-Experimental design. The sample consisted of 68 students in the third semester of business administration, academic year 2023/ 2024 Politeknik LP3I Makassar. The data were collected through the instrument: writing test for the student’s writing skills. Data on the students’ writing skills were analyzed using descriptive and inferential statistics. The results of the research were: that the use of intrapersonal intelligence in teaching writing improved the students’ writing skills. Based on the result of data analysis as summarized on the pretest of the experimental and control groups, the researcher found that the Probability value (0.86) is higher than the level of significance at t-table (0.05) and the degree of freedom 58. It means that H0 was accepted and H1 was rejected. In other words, there was no significant difference between the students’ writing skills in both groups, the experimental and control groups before the treatment. It is supported by Gay (2006:124) states that when variables have equal intervals, it is assumed that the difference between close scores is essentially the same. The data on the posttest of the control and experimental group showed that the probability value was smaller than α (0.00<0.05). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It means that Intrapersonal intelligence significantly increased the students’ writing skills. It can be concluded that the use of intrapersonal intelligence is effective to be implemented in improving the students’ writing skills.]]>
<![CDATA[THE EFFECTIVENESS OF USING TIKTOK ON STUDENTS' ENGLISH ACHIEVEMENT AT SMKN 8 MAJENE ]]>
<![CDATA[Sarkiah Sarkiah]]>;
<![CDATA[Rafi’ah Nur]]>;
<![CDATA[Salasiah Ammade]]>;
<![CDATA[Ammang Latifa]]>;
<![CDATA[Siti Hajar Larekeng]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i3.1254
<![CDATA[English proficiency is necessary in our globalized era for both career advancement and academic achievement. Teachers at SMKN 8 Majene have tried a variety of educational approaches, but students' English language achievement has continuously lagged below the average of 5.5. The purpose of this study is to determine whether employing TikTok as a learning tool may improve students' engagement and English language proficiency. 32 students from SMKN 8 Majene's class XI participated in a quasi-experimental design. TikTok was a learning aid employed by the experimental group, whilst conventional teaching techniques were used by the control group. To gauge the learning outcomes, both groups received pre- and post-tests.The average post-test scores of the experimental group were significantly higher (69.2) than those of the control group (64.0). The results suggest that TikTok effectively enhances student engagement and English language achievement]]>
<![CDATA[The Impact of Literature in English Language Teaching - Challenges and Opportunities: A Literature Review ]]>
<![CDATA[Satriani, Satriani]]>;
<![CDATA[Kisman, Kisman]]>;
<![CDATA[Hamma, Rosmiati]]>;
<![CDATA[Amaluddin, Amaluddin]]>;
<![CDATA[Larekeng, Siti Hajar]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i2.1158
<![CDATA[The integration of literature into English language teaching (ELT) is increasingly recognized for its ability to enhance linguistic skills and cultural awareness. This literature review aims to provide valuable insights and recommendations for best practices in applying literature within ELT across various educational contexts. Employing a literature review methodology, the study examines both primary and secondary sources, including recent articles, conference papers, and other relevant documents obtained from academic databases and online search engines such as Google Scholar and ERIC. The review process involves selecting pertinent publications, collecting and analyzing data, discussing related topics, integrating supporting information, and drawing conclusions. The findings reveal that while integrating literature into ELT presents certain challenges, such as selecting appropriate texts and addressing varied student proficiency levels, it also offers significant opportunities for enriching language instruction. Additionally, various effective strategies for integrating literature into ELT across different countries are identified. The study highlights the potential of literature to improve English language teaching and provides recommendations for leveraging literary resources to maximize educational benefits.]]>
<![CDATA[ARTIFICIAL INTELLIGENCE AS A PERSONALIZED TUTOR IN LANGUAGE LEARNING: A SYSTEMATIC REVIEW ]]>
<![CDATA[Sangkala, Ismail]]>;
<![CDATA[Mardonovna, Nargiza Sulaymanova]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v6i2.1193
<![CDATA[This systematic review comprehensively examines the application of artificial intelligence (AI) in personalized language learning. By analyzing existing research, the study aims to evaluate the effectiveness, challenges, and potential of AI-powered tutoring systems. Findings indicate that AI offers significant benefits, including tailored instruction, increased engagement, and improved accessibility. However, the review also highlights concerns such as data privacy, algorithm bias, and the need for human interaction. Overall, AI presents promising opportunities for enhancing language education, but careful consideration of ethical implications and technological limitations is essential for its successful implementation.]]>
