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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Journal of Education and Learning (EduLearn) Lentera: Jurnal Ilmiah Kependidikan Dedikasi: Jurnal Pengabdian Masyarakat Lexeme : Journal of Linguistics and Applied Linguistics Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching Journal of Educational Management and Instruction (JEMIn) SETARA: Jurnal Studi Gender dan Anak Tapis : Jurnal Penelitian Ilmiah
Septiyana, Linda
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : Pedagogy : Journal of English Language Teaching

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SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI): ITS EFFECTIVENESS TO TEACH WRITING FROM THE PERSPECTIVE OF STUDENTS’ CRITICAL THINKING Septiyana, Linda
Jurnal Pedagogy Vol 4 No 2 (2016): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/pedagogy.v4i2.382

Abstract

SAVI is a method used in teaching and learning process which has four main aspects, they are Somatic, it is learning by moving and doing; Auditory, it is learning by talking and hearing; Visual, it is learning by observing and seeing; Intellectual, it is learning by problem solving and reflecting. This article refers to an experimental study on the effectiveness of SAVI to teach writing at one of senior high school in Metro, Lampung. The samples were two classes namely experimental class which was taugh using SAVI and control class which was taught by TSTS. Each class consisted of two groups based on the level of critical thinking (high and low). To gain the data, two instruments were used namely writing test and critical thinking test. The data were, then, analysed by using Multifactor Analysis of Variance ANOVA 2X2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namley normality and homogeneity test were conducted. The findings of this research are: (1) SAVI is more effective than TSTS (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching methods and students’ critical thinking in teaching writing. Therefore, it is recommended for English teachers to implement SAVI in teaching writing activities because this method gives positive contribution in improving the students writing skill and facilitating the students’ critical thinking to produce a good text.
An Ethnopedagogical Approach in Developing Inferential Reading Materials in EFL Contexts: Integrating Lampung Local Wisdom Septiyana, Linda; Suprihatin, Yeni; Ninsiana, Widhiya
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.11577

Abstract

Ethnopedagogy emphasizes the integration of local wisdom into educational practices and has gained increasing attention in EFL contexts. This study aimed to develop inferential reading materials by integrating Lampung local wisdom through an ethnopedagogical approach. Employing a research and development (R&D) design based on the Thiagarajan and Semmel 4D model, the study involved four stages: define, design, develop, and disseminate. During the define stage, students’ needs were examined through questionnaires and interviews. The design stage focused on syllabus development and the selection of reading theories, strategies, text genres, and culturally relevant materials rooted in Lampung local wisdom. In the develop stage, an inferential reading textbook was produced and validated by experts, while the disseminate stage examined students’ responses to the materials. The participants consisted of one inferential reading lecturer and 70 undergraduate students from an English Education program at a public higher education institution in Indonesia. The findings reveal a strong need for culturally grounded inferential reading materials, as existing resources insufficiently support students’ inferential comprehension skills. Students’ responses indicated a highly positive evaluation of the materials in terms of relevance, clarity, and cultural integration, with a mean score of 3.48 on a 4-point scale, categorized as very good. These results suggest that an ethnopedagogical approach is both effective and feasible for developing inferential reading materials in EFL higher education contexts.
Co-Authors Adli, Milkul Aisyah Sunarwan Aneka, Aneka Anggraini, Sekar Ayu Chatarina Umbul Wahyuni Fathul Muin Mandasari, Berlinda Much Deiniatur, Much Muhammad Fikri Nugraha Kholid muliyah, pipit Prastiwi, Retno Ramadhan, Fezka Shella Syafari Rosidah Rosidah Setiyana, Leny Siregar, Syareni Suprihatin, Yeni Tommy Hastomo Trisna Dinillah Harya, Trisna Dinillah Widhiya Ninsiana, Widhiya Widi Andewi