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Klasikal: Journal of Education, Language Teaching and Science
Published by Universitas Bosowa
ISSN : 26569914     EISSN : 26568772     DOI : https://doi.org/10.52208/klasikal.v3i3
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 573 Documents
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UTILIZATION OF EDUCATIONAL GAMES TO DEVELOP LANGUAGE LITERACY ABILITIES IN ELEMENTARY SCHOOL-AGE CHILDREN Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v5i3.1791

Abstract

This study aims to examine the use of educational games to develop language literacy skills in elementary school-aged children. The subjects were fifth-grade students at UPT SPF SD Inpres Bontoa in the 2022/2023 academic year, with a sample size of 30. The study used a quantitative pre-experimental approach with a one-group pretest–posttest design. The research instrument was a language literacy test administered before and after treatment to measure improvements in students' abilities. Educational games were used as interactive learning media to develop reading comprehension, vocabulary, and other language skills through fun, easily accessible activities for students. The results showed an increase in students' language literacy skills after the implementation of educational games, as seen from the comparison of pretest and posttest scores. These findings indicate that the use of educational games is effective in supporting language learning in elementary schools and can serve as an alternative, innovative learning medium to improve students' language literacy.
IMPLEMENTATION OF THE PROJECT-BASED LEARNING MODEL USED BY CANVA EDU TO IMPROVE THE DESCRIPTIVE TEXT WRITING SKILLS OF GRADE IV STUDENTS AT UPT SDN 9 MAKALE SELATAN Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v5i3.1792

Abstract

The skill of writing descriptive text is an important competency in learning Indonesian in elementary schools. However, in reality, many fourth-grade students still have difficulty expressing ideas in writing, especially when writing descriptive texts that are coherent, clear, and in accordance with language rules. This study aims to determine the effectiveness of the Project-Based Learning (PBL) model, supported by Canva Edu, in improving fourth-grade students' descriptive text writing skills at UPT SDN 9 Makale Selatan. This study uses a quantitative, quasi-experimental approach with a one-group pretest-posttest design. The research subjects were all 28 fourth-grade students. Data collection techniques included descriptive text-writing tests, observation, and documentation. Data were analysed using descriptive and inferential statistics, including t-tests. The results of the study showed a significant increase in students' descriptive text writing skills after the implementation of the Project-Based Learning model assisted by Canva Edu. This increase was observed in aspects of text structure, vocabulary use, spelling accuracy, and the completeness of the description. The PjBL model, combined with Canva Edu, increased students' motivation to learn, creativity, and active involvement in the learning process. Thus, the implementation of the Project-Based Learning model, assisted by Canva Edu, is effective in improving the descriptive text-writing skills of fourth-grade elementary school students.
DEVELOPMENT OF LOCAL WISDOM-BASED ARTS AND LANGUAGE LEARNING AT STATE ELEMENTARY SCHOOL 15, PULAU KAMBUNO, SINJAI REGENCY Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v5i3.1793

Abstract

This study aims to describe the development of arts and language learning based on local wisdom at SD Negeri 15 Pulau Kambuno, Sinjai Regency. The school's location in an archipelago makes the coastal community's socio-cultural environment a potential learning resource. The study used a qualitative descriptive approach, employing observation, interview, and documentation techniques. The results showed that arts and language learning can be developed by utilising maritime culture, such as fishing traditions, coastal children's games, local folklore, and marine-based objects as learning media. Implementation of learning-based wisdom, local proven increase learning motivation, artistic creativity, and students' language skills. The main obstacles include limited facilities, a lack of local reference books, and the need for training. Teacher. This study concludes that learning-based local wisdom is highly relevant for implementation in island schools, as it can strengthen students' cultural identity while improving the quality of the learning process.
IMPLEMENTATION OF INTERACTIVE DIGITAL BOOKS BASED ON THE RADEC LEARNING MODEL ON PROCEDURE TEXT MATERIAL Andi Hamsiah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 3 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i3.1795

Abstract

This study aims to determine the effect of implementing an interactive digital book based on the RADEC (Read, Answer, Discuss, Explain, Create) learning model on learning outcomes, learning motivation, and learning implementation in procedural text material. The study used a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The subjects were seventh-grade students at a public junior high school in the even semester of the 2023/2024 academic year, consisting of an experimental class and a control class. The experimental class followed learning using an interactive digital book based on RADEC, while the control class used conventional learning with printed textbooks. The research instruments included a procedural text comprehension test, a learning motivation questionnaire, and an observation sheet on learning implementation. Data were analyzed using descriptive and inferential statistics, including paired sample t-tests and independent sample t-tests. The results showed that there was a significant difference between the learning outcomes of students in the experimental and control classes. The average posttest score and gain score of the experimental class were higher than those of the control class. In addition, students' learning motivation in the experimental class experienced a more significant increase. Observation results also indicate that the implementation of learning using the RADEC model is in the very good category. Based on these results, it can be concluded that the implementation of interactive digital textbooks based on the RADEC learning model is effective in improving learning outcomes, learning motivation, and the quality of the learning process for procedural texts. Therefore, interactive digital textbooks based on RADEC are recommended as alternative teaching materials in Indonesian language learning.
GENERATIVE AI USE, SELF-REGULATED LEARNING, AND EFL WRITING READINESS: TESTING A MEDIATION MODEL AMONG EFL LEARNERS Fitriani Fitriani; Ratu Noorita Achmad
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1817

Abstract

This study examined the effect of generative artificial intelligence (AI) use on English as a Foreign Language (EFL) learners' writing readiness (WR), and tested whether this effect is mediated by self-regulated learning (SRL). A quantitative correlational design was employed, using data collected through an online questionnaire. 168 EFL learners from universities in Eastern Indonesia completed an online questionnaire. Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS was used to test the measurement model and the hypothesized structural relationships, including the mediating role of SRL. The results show that generative AI use has a positive but non-significant direct effect on writing readiness, whereas AI use significantly and positively predicts self-regulated learning, and self-regulated learning significantly and positively predicts writing readiness. The indirect effect of AI use on writing readiness through SRL is significant, indicating that SRL fully mediates the relationship between generative AI use and EFL writing readiness. These findings suggest that the benefit of generative AI for writing readiness is not automatic but is channeled through learners' capacity for self-regulation; the cross-sectional design and the specific EFL learner population may limit generalizability. This study contributes new empirical evidence on the psychological mechanism linking generative AI use to EFL writing outcomes, positioning self-regulated learning as the key mediating pathway, and offers practical guidance for integrating generative AI into EFL writing instruction.
AN ANALYSIS OF CRITICAL THINKING TOWARDS EVALUATED QUESTION OF CERDAS CERGAS BERBAHASA DAN BERSASTRA INDONESIA BY BAMBANG TRIMANSYAH Maysaturridha Maysaturridha; Sakaria Sakaria; Hasriani Hasriani
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1819

Abstract

This study aims to (1) find out all types of evaluation questions contained in the book Cerdas Cergas Berbahasa dan Bersastra Indonesia, and (2) identify the level of critical thinking of evaluation questions contained in the book Cerdas Cergas Berbahasa dan Bersastra Indonesia. This research uses a qualitative, descriptive approach. The theory used in analysing the level of critical thinking is Bloom's Taxonomy, revised by Anderson and Krathwohl. The data for this research consist of the evaluation questions contained in the book Cerdas Cergas Bahasa dan Bersastra Indonesia by Bambang Trimansyah. The results showed that the types of evaluation questions contained in the book consisted of non-objective questions, namely free description, as many as 62 evaluation questions and limited description, as many as 17 evaluation questions. Meanwhile, the level of critical thinking found includes category C4 (analysing) as many as 22 questions, C5 (evaluating) as many as 33 questions, and C6 (creating) as many as 24 questions. This finding shows that the book Cerdas Cergas Berbahasa dan Bersastra Indonesia contains evaluation questions that can be used for critical thinking.
THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN BIPA INSTRUCTION BY ENGLISH EDUCATION STUDENTS Titin Rahmiatin Rahim; Muflihun Muflihun; Edi Suwandi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1830

Abstract

This study aims to examine the effectiveness of Communicative Language Teaching (CLT) in Bahasa Indonesia for Foreign Speakers (BIPA) instruction conducted by English Education students as pre-service teachers. The study employed a qualitative approach with a descriptive case study design. The participants consisted of five English Education students who served as BIPA instructors and eleven international students as BIPA learners. Data were collected through semi-structured interviews with the instructors and analysis of learners’ oral and written performances during classroom activities. The data were analyzed using thematic analysis to identify instructors’ perceptions, instructional practices, implementation challenges, and professional development outcomes. The findings indicate that the implementation of CLT was effective in creating a communicative learning environment, enhancing learners’ engagement and confidence, and developing contextual communicative competence. Communicative activities such as role-play, language games, and interactive dialogues were found to encourage authentic use of Indonesian. However, the implementation of CLT also faced several challenges, including mixed learner proficiency levels, the need for cultural mediation, and limited availability of authentic teaching materials. In addition, the study reveals that CLT-based BIPA instruction contributed significantly to the professional development of English Education students, particularly in terms of pedagogical flexibility and intercultural awareness. This study concludes that CLT is a relevant and effective approach for BIPA instruction when implemented by pedagogically prepared pre-service teachers.
THE IMPACT OF GAMIFIED PHYSICAL TEACHING MEDIA ON STUDENTS’ ENGLISH VOCABULARY AT SIDROTUL MUNTAHA ISLAMIC BOARDING SCHOOL Nisa’ul Aulia’; St Ayu Surayya; Ahmad Yusri; Muhammad Husnu
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1822

Abstract

Many students still struggle with understanding English vocabulary because vocabulary learning is frequently based on traditional methods with few possibilities for interactive interaction. As a result, the purpose of this study was to look at the effectiveness of gamified physical teaching media in improving students’ English vocabulary and find out whether there was a significant difference between students’ pre-test and post-test vocabulary scores. This study used a pre-experimental design with a single group pre-test and post-test. The sample included 20 female students from Sidrotul Muntaha Islamic boarding school. Data were collected by taking vocabulary tests and analyzed using descriptive statistics and a paired sample t-test in IBM SPSS Statistics. The results showed that the mean score went from 60.00 in the pre-test to 95.00 in the post-test, demonstrating 58.33% improvement. Furthermore, the treatment enhanced all vocabulary knowledge indicators, including form-meaning connection (66% to 99%), meaning association (29% to 92%), meaning recall (69% to 96%), and meaning recognition (76% to 93%).The paired sample t-test revealed a p-value less than 0.05, showing a significant difference between students’ pre-test and post-test scores. The study finds that gamified physical teaching media helps students improve their English vocabulary.
AN ANALYSIS OF SYNTACTIC ERRORS OF INTERNATIONAL STUDENTS LEARNING INDONESIAN AS A FOREIGN LANGUAGE (BIPA) Nur Shafiqah; Titin Rahmiatin; Yuliyanah Sain
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1843

Abstract

The increasing number of international students learning Indonesian as a Foreign Language (BIPA) highlights the importance of understanding the syntactic difficulties they encounter during language acquisition. This study aimed to identify and classify the types of syntactic errors produced by beginner-level international students at the BIPA Program of Universitas Muhammadiyah Kendari and to analyze the factors underlying the occurrence of those errors. A descriptive qualitative research design was employed involving six international students from Madagascar, Kenya, China, and Palestine. Data were collected through essay-writing tasks and semi-structured interviews. The written data were analyzed using Chaer's (2015) syntactic framework, while the interview data were analyzed thematically and interpreted using Error Analysis (Ellis, 2015) and Interlanguage Theory (Selinker, 1972). The findings identified four categories of syntactic errors: Word Relations Errors, Phrase Formation Errors, Clause Construction Errors, and Sentence Construction Errors, with Sentence Construction Errors occurring most frequently. The interview analysis revealed three factors underlying these errors, namely language transfer during writing, limited Indonesian linguistic competence, and the gradual development of Indonesian language proficiency. The findings indicate that syntactic errors represent learners' developing interlanguage rather than merely inadequate language competence. This study contributes to BIPA research by providing a systematic classification of syntactic errors and highlighting the cognitive and linguistic factors underlying their occurrence, offering practical implications for Indonesian language instruction for foreign learners. Keywords: BIPA; Indonesian as a Foreign Language; syntactic errors; error analysis; interlanguage
THE RELATIONSHIP BETWEEN FATHERLESS AND EMOTIONAL REGULATION FOR HIGH SCHOOL STUDENTS Alfiah Ainur Rosidah; Moesarofah Moesarofah
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1854

Abstract

Fatherlessness is the physical and psychological absence of a father figure, potentially affecting adolescents' emotional development. Limited paternal involvement can reduce adolescents' opportunities to obtain emotional support and adaptive emotional management models. This study aims to analyze the relationship between fatherlessness and emotional regulation in high school students at Antarctica Sidoarjo. The study used a quantitative approach with a correlational design. The study sample consisted of 111 eleventh-grade students selected using a simple random sampling technique. Data were collected using the Fatherlessness Scale, which refers to the Father-Love Absence Scale, and the Emotional Regulation Scale based on Gross's theory. Data analysis was performed using the Pearson Product Moment correlation test. The results showed a significant relationship between fatherlessness and emotional regulation (r = 0.213; p = 0.039), with the strength of the relationship being classified as weak. These findings suggest that the quality of paternal involvement is related to adolescents' ability to regulate emotions, although emotional regulation is also influenced by other psychosocial factors. This study provides empirical evidence regarding the importance of fathers' roles in adolescent emotional development and serves as a basis for the development of guidance and counseling services and parenting programs in schools to support improved student emotional regulation.

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