JEEIM

Media Learning Model For The Sixth Semester University Students At Sekolah Tinggi Agama Islam (STAI) Mempawah

Dofir — Tue, 30 Sep 2025 00:00:00 +0000

The objectives of this research are to describe the development, the strengths, and the limitations of the Media Learning Model (MLM) for the first-semester university students at STAI Mempawah. This research was educational research and development (R&D), preliminary study, and development. The data were collected through classroom observation and document analysis. validated by member checking and triangulation, and analyzed using Miles and Huberman’s (2014) model of qualitative data analysis. The developed MLM model was validated through collaborative discussion and internal also external experts’ judgment. The model covers basic competence, indicators, learning objectives, materials, teaching and learning activities, assessment and media. The materials were mainly media-related. The MLM stages involved speculation, designing the project activities, conducting the project activities and evaluation. Individual task, project report sheet and project rubrics were the assessment tools. The model promotes the students’ improvement in language and work skills. However, the model has limitations dealing with the need of sufficient length of time to conduct and manage the project and its unsuitability for other topics or fields of study.

The Implementation Of Quizizz Paper Mode In Notice And Sign Learning For Grade 8 Students Of MTs Miftahul Ulum 2 Antibar

Jariah Sukhairiani — Tue, 30 Sep 2025 00:00:00 +0000

This research focuses on the implementation of Quizizz Paper Mode in teaching Notices and Signs to eighth-grade students at MTs Miftahul Ulum 2. Quizizz Paper Mode is an application that offers paper-based quiz features, enabling teachers to deliver interactive assessments in non-digital learning environments, such as Islamic boarding schools. Using a descriptive qualitative approach, data were collected through classroom observations, interviews, and documentation involving both students and the English teacher. The findings show that the method was effectively implemented; students were more engaged, enthusiastic, and motivated during the lessons. The teacher also responded positively, noting that even students who were usually less active showed greater participation. Although a few challenges were noted, such as vocabulary difficulties and confusion in identifying types of notices, overall feedback was highly positive. The result of this study shows that Quizizz Paper Mode can serve as a practical and relevant tool for delivering interactive assessments in Islamic boarding school environments.

Analysis Of The Application Of Team Games Tournament Learning Media In Increasing Student Participation In English Classes In Class 7A Of State Islamic Junior High School 1 Mempawah

Mafthuhatul Mubarokah — Tue, 30 Sep 2025 00:00:00 +0000

Low student participation in English classes, such as reluctance to ask questions and lack of involvement in discussions, has become a challenge in the learning process. To address this issue, the Team Games Tournament (TGT) learning model was applied to create an interactive and enjoyable learning atmosphere.This study aimed to examine the effectiveness of TGT in increasing students’ participation in English learning. Using a quantitative correlational design, the research involved 32 students of class 7A at MTs Negeri 1 Mempawah. Data were collected through observation, documentation, and questionnaires tested for validity and reliability. The data analysis included normality testing and Pearson Product-Moment correlation.

The results indicated a significant improvement in student participation after the implementation of TGT. Students became more motivated, confident, and active during learning activities. Furthermore, the correlation test showed a positive and significant relationship between TGT implementation and student participation (r = 0.471; p = 0.006).

In conclusion, the TGT model is effective in enhancing student participation in English learning and can be recommended as an alternative pedagogical approach to foster engagement and interaction in the classroom.

An Analysis Of Strategies Used By Teacher To Teaching Speaking In Class

Wahyu Ridho Akbar, Maliqul Hafis — Tue, 30 Sep 2025 00:00:00 +0000

The role of a teacher is very important in providing the best learning experience in the classroom. Therefore, strategies are needed in the teaching and learning process to create a comfortable, conducive, and enjoyable learning environment. This study aims to investigate the strategies employed by teachers and the challenges they encounter during their implementation. The method used is descriptive qualitative. The results of this study showed that the teacher used three types of strategies: discussion, ice breaking, and storytelling. During the implementation of these strategies, it was found that the students enjoyed and were enthusiastic about participating in the teaching and learning activities because they felt more flexible and were able to be more creative. The conclusion of this study was that the strategies applied by the teacher were very effective in improving the students' speaking skills, as the students felt freer and more creative in enhancing their speaking abilities.

Analyzing The Difficulties Of English In Speaking Skill At VIII E Grade Madrasah Tsanawiyah Al-Mukhlishin

Raudhatul Alawiyah — Tue, 30 Sep 2025 00:00:00 +0000

This research aims to identify the difficulties experienced by students in speaking English and to explore how teachers address these challenges in the classroom. The research focuses on VIII E students at Madrasah Tsanawiyah Al- Mukhlishin within the unique context of an Islamic boarding school. The research problems formulated are: (1) What are the difficulties faced by students in speaking English at VIII E Grade Madrasah Tsanawiyah Al-Mukhlishin? and (2) How does the teacher overcome difficulties in speaking English in class? A qualitative approach was employed, and data were collected through interviews, classroom observations, and documentation in the form of photos and audio recordings.

The findings reveal that students encounter several speaking challenges, such as limited vocabulary, incorrect pronunciation, low self- confidence, anxiety, and minimal speaking practice. These difficulties are influenced by both internal psychological factors and external factors, including conventional teaching methods. In response, the teacher implements various strategies, such as using more interactive learning activities, encouraging students through positive reinforcement, and providing more opportunities for speaking practice in a low-pressure environment.