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VISUAL LITERACY: COMIC STRIPS AS TEACHING MEDIA IN SIMPLE PRESENT TENSE Setianingsih, Eri; Wiyanah, Sri
ELTR Journal Vol. 8 No. 1 (2024)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v8i1.182

This study aims to measure the effectiveness of using comic strips as learning media for seventh-grade students in Simple Present Tense at SMPN 2 Sewon. The problem in this study was the students' understanding of grammar, especially in simple present tense, was low. This research is Quantitative, with a quasi-experimental pre-test and post-test as the research design. The comic strips used in this study were made by the researcher herself. The sample of this study was seventh-grade students, The total amount was 64 students, who were divided into two classes, namely experiment and control. The experiment class was given treatment in the form of comic strips as teaching media after the pre-test, while the control class was not. The results showed sig. (2-tailed) 0.000 < 0.05 and (-8.633) < (-2.039). Based on the result, it can be concluded that there is a significant difference between the learning outcomes in the pre-test and post-test in the experimental class. Comic Strips proved to be effective to be used as teaching media to help students' learning process in English grammar, especially simple present tense.

STUDENT-CENTERED LEARNING AND TESTING AS AN APPROACH TO DEVELOP STUDENTS PROFICIENCY ON ENGLISH SENTENCE STRUCTURE TO PROMOTE AUTONOMOUS LEARNING Rahmawan, Andi Dian; Wiyanah, Sri
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21i2.1405

This study investigates how Sentence Master downloaded from Android can be used as a self-study media for students to promote Autonomous Learning to develop students comprehension on English sentence structure which is grammatically correct. Students can measure, by themselves, whether the material given during the teaching and learning process has been successfully learned. The result of this study is also intended to be used by the teachers and lecturers to indicate the successfulness of teaching and learning that have been conducted. This is an action research which 10 students of English Education Program of the University of PGRI Yogyakarta were employed as the objects of the research. They are tested to run the game of Sentence Master and the score will be recorded that benefits teacher to consider whether the learning process that has been conducted is successful. This study also investigates students difficulty on making English sentence. This study emerges results that Sentence Master helps students to understand English grammar better by employing the smart phone to promote Autonomous Learning. This media is used by the students as the indication whether they have the abilities to make good English sentences.

The Differentiated Learning Strategy in Implementing “Merdeka Belajar” Curriculum of English Lesson in Junior High School Widyastuti, Wiwin; Wiyanah, Sri
Journal of English Language Teaching and English Linguistics Vol. 10 No. 1 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Differentiated learning represents a key aspect of the independent curriculum, granting teachers the flexibility to select appropriate teaching methods. However, many teachers face challenges in implementing differentiated learning, and some still lack a clear understanding of its concept. Therefore, effective strategies are essential to enhance the teaching and learning process. This research aimed to explore the teaching strategies employed by teachers and analyze how they implement differentiated learning in English lessons. Using a qualitative approach with a case study design, the study involved two English teachers and two students as participants. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion verification. Data validity was ensured through source triangulation. The findings revealed that teachers utilized strategies such as motivation, brainstorming, ice-breaking activities, games, small group discussions, LRD (Listen-Read-Discuss), vocabulary drills, and demonstrations. For differentiated content, teachers incorporated books, videos, and the Merdeka Mengajar platform to vary learning materials. Differentiated processes were implemented by forming heterogeneous groups based on prior assessments. In terms of differentiated products, students were tasked with presenting worksheet results and writing essays following the teacher's instructions.

PELATIHAN APLIKASI CANVA BAGI GURU DALAM MENGEMBANGKAN MATERI PEMBELAJARAN DI SMPN 1 KASIHAN YOGYAKARTA Sri Wiyanah; Koryna Aviory; Christina Eva Nuryani
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1: Juni 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v2i1.2266

Guru profesional sebagai agen pembelajaran dituntut untuk mempunyai kompetensi mengajar dan keterampilan mengintegrasikan teknologi dalam pengajaran di era digital di masa pandemi Covid. Berdasarkan interview dengan Kepala Sekolah SMPN 1 Kasihan ditemukan fakta bahwa guru belum pernah mendapatkan pelatihan menggunakan IT sebagai media pembelajaran seperti Canva.. Pengabdian dilakukan sebagai solusi masalah yang bertujuan memberikan pelatihan kepada para guru dalam meningkatkan keterampilan menerapkan IT dengan menggunakan Canva untuk memfasilitasi pembelajaran daring.Metode yang digunakan adalah metode pendekatan, presentasi, diskusi, tanya jawab, kerja praktik dan tugas. Pelatihan diikuti oleh 30 guru SMPN 1 Kasihan Yogyakarta. Hasil pelatihan menunjukkan bahwa pelatihan Canva bermanfaat bagi para guru dalam membuat materi presentasi yang menarik dengan Canva sehingga meningkatkan profesionalisme guru.

Canva Talking Presentation In Enhancing Speaking Proficiency: Students’ Perceptions Wiyanah, Sri; Endahati, Nafisah
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 14, No 2 (2025): Globish: English-Indonesia Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v14i2.13087

This study aimed to explore students’ perceptions regarding the implementation of Canva talking presentation as a digital language learning tool. It adopted a case study design to respond the research problem with mixed-method approach. A questionnaire consisted of 27 statements was used to collect quantitative information focuses on students' opinions of Canva talking presentations in learning. Additionally, qualitative methods as interviews were used to understand students' experiences with Canva talking presentations, exploring the causes, challenges, and overall learning process. The study employed 28 students as participants. The study found that 82.2% of students were motivated to improve their English, and 85.7% felt more confident. Most students mentioned the project helped improve their vocabulary (82.1%) and overall English skills (96.4%). Canva Talking Presentation helps improve students' speaking skills but needs some adjustments. Students faced issues with technical problems, pronunciation, grammar, and repeating to be accurate, showing areas to improve.Keywords: canva talking presentation, speaking skills, students’ perception

The Differentiated Learning Strategy in Implementing “Merdeka Belajar” Curriculum of English Lesson in Junior High School Widyastuti, Wiwin; Wiyanah, Sri
Journal of English Language Teaching and English Linguistics Vol. 10 No. 1 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v10i1.7577

Differentiated learning represents a key aspect of the independent curriculum, granting teachers the flexibility to select appropriate teaching methods. However, many teachers face challenges in implementing differentiated learning, and some still lack a clear understanding of its concept. Therefore, effective strategies are essential to enhance the teaching and learning process. This research aimed to explore the teaching strategies employed by teachers and analyze how they implement differentiated learning in English lessons. Using a qualitative approach with a case study design, the study involved two English teachers and two students as participants. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion verification. Data validity was ensured through source triangulation. The findings revealed that teachers utilized strategies such as motivation, brainstorming, ice-breaking activities, games, small group discussions, LRD (Listen-Read-Discuss), vocabulary drills, and demonstrations. For differentiated content, teachers incorporated books, videos, and the Merdeka Mengajar platform to vary learning materials. Differentiated processes were implemented by forming heterogeneous groups based on prior assessments. In terms of differentiated products, students were tasked with presenting worksheet results and writing essays following the teacher's instructions.

Developing Spinning Wheel as an Assessment Media in Speaking Yuka Hutami; Wiyanah, Sri
Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research endeavors to confront the impediments in teaching English speaking skills to junior high school students in Indonesia. It acknowledges the prevalent skepticism and monotony linked with conventional language learning approaches. To address this, the study introduces the Spinning Wheel, an inventive assessment tool designed to invigorate student engagement in English speaking. Employing a Research and Development (R&D) strategy and the ADDIE model by Dick and Carey, the study focuses on 8th-grade students at SMPN 2 Sentolo. Validation from teachers, material experts, and media experts serves as the research instrument. The Spinning Wheel is systematically developed and integrated into the classroom to create a more enjoyable and effective learning experience. Evaluation indicates positive outcomes, demonstrating heightened student interest and confidence in speaking English. The findings suggest that incorporating innovative assessment media, like the Spinning Wheel, positively influences language learning. The research starts with an in-depth Analysis, identifying the specific needs of eighth-grade students in speaking skills. The subsequent Design phase shapes the Spinning Wheel Assessment Media, aligning it with curriculum goals. Development ensures pedagogical soundness, and Implementation brings the tool to life for 32 students in an engaging environment. The Evaluation phase gauges the media's efficacy, with teacher, material expert, and media expert assessments categorizing it as "very good" and "good." Keywords: assessment media, junior high school, language learning, speaking, spinning wheel

Developing an Interactive Audiovisual Media for Listening Assessment Wiyanah, Sri; Setiawan, Agung Yoga
Journal of English Language Teaching and English Linguistics Vol. 11 No. 1 (2026): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v11i1.8937

This study aims to overcome the limitations of traditional listening tests by designing and developing an interactive audiovisual evaluation tool to enhance listening assessment in higher education. The tool integrates interactive features and varied audiovisual content to provide a more dynamic and engaging assessment experience. The research focused on second-semester students of the Listening and Speaking for Formal Communication course in the English Education Department at Universitas PGRI Yogyakarta. The Research and Development (R&D) approach was implemented using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through lecturer interviews, student questionnaires, expert validations, classroom observations, and student feedback. The final product, developed using Microsoft PowerPoint, included a Home menu, Test Information, and three listening test sections tailored to students’ learning needs. The Results indicate that each ADDIE stage contributed to the successful development of the audiovisual-based assessment tool. The prototype addressed limitations of conventional listening tests and proved effective during implementation, as students performed better and responded positively. Expert and learner evaluations confirmed its feasibility and practical in use. The findings demonstrate that multimedia-integrated assessment enhances authenticity, motivation, and comprehension in listening learning, while offering opportunities for future expansion to web- or mobile-based platforms. Keywords: Assessment, Audiovisual, Interactive, Listening, Research and development

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