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All Journal Scripta-English Department Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Mudir : Jurnal Manajemen Pendidikan Journal of English Language and Pedagogy Jurnal Informasi dan Teknologi Klasikal: Journal of Education, Language Teaching and Science Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Al-Irsyad: Journal of Education Science Jurnal Pengabdian Masyarakat Malik Al-Shalih Holistik Jurnal Kesehatan Jurnal Pengabdian Masyarakat Madani
Roslaini, Roslaini
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The effectiveness of small group discussion in writing report text Sari, Ika Purnama; Siregar, Epi Supriyani; Roslaini, Roslaini; Muljo, Ariyani; Khairas, Eri Ester; Setiawan, Ari
Journal of English Language and Pedagogy Vol 7 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i1.16302

Abstract

Lack of interest in writing individually by students makes writing activity as one of the four language skills pay less attention to the students. Creating small Group Discussion is one method that can help students improve their learning achievement, especially in improving their writings. This research was intended to know the effectiveness of Small Group Discussion Technique on students’ achievement in writing report text at Madrasah Aliyah Negeri (MAN) Pematang Siantar. The populations of this research were 38 eleventh class students of Madrasah Aliyah Negeri (MAN) Pematang Siantar. The samples of this research were taken from 38 students (XI IPA 1).). The students’ achievement was measured l the students’ writing through pretest and posttest. The data were analyzed by using SPSS program. The pretest result shows the means score is 60.13 with the highest score is 70 and the lowest score is 50, while the post test result shows the means score is 60.13 with the highest score is 70 and the lowest score is 50. As the T-Test result, the significant value of Small Group Discussion  is 0.000 <0.05. The different scores between the Pre Test and the Post Test, and the T-test results show that there are differences between scores before and after Small Group Discussion technique were applied to the students. That means there is the effectiveness of Small Group Discussion on student’s achievement in writing Report Text
STUDENTS’ PERCEPTION TOWARD USING DUOLINGO FOR LEARNING ENGLISH Hawa, Zaharah Linal; Roslaini, Roslaini
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.v6i3.1213

Abstract

This study investigates students' perceptions of Duolingo as an English language learning aid. It focuses on usefulness, motivation, and effectiveness in improving language skills. As digital language learning platforms grow in popularity, understanding user experience and satisfaction is important to assess their impact on language acquisition. The study uses a quantitative open-ended survey consisting of 16 questions. Data was collected using Google Forms and analyzed using a 5-Likert scale. Data was analyzed using SPSS. In terms of language skill development, students reported significant gains in the areas of grammar, vocabulary, reading, listening, and writing. Duolingo's diverse exercises and activities are proven to improve practical language skills and provide a comprehensive, engaging learning experience. Responses to collect data from a sample of students using Duolingo to learn English. The survey indicates positive perceptions of Duolingo among students, highlighting its potential as a valuable resource for English language learners. By continually developing and incorporating user feedback, Duolingo can further strengthen its role in language education, providing learners with an effective and enjoyable path to English proficiency.
EXPLORING THE PSYCHOLOGICAL IMPACTS OF GOOGLE ASSISTANT UTILIZATION FOR EFL STUDENTS: A CASE STUDY Adila, Sephia Difa; Roslaini, Roslaini
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): 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.v7i2.1362

Abstract

In digital era, technology has become increasingly integrated into the language learning process offering new approaches to address challenges in learning English among EFL students. A recent technological advancement involves the implementation of virtual assistants, such as Google Assistant, as interactive pronunciation coaches for learning speaking. So, this study tries to investigate the psychological impact of using Google Assistant concerning with student’s autonomy, competence, and relatedness as a learning aid among EFL students within the framework of Self-Determination Theory (SDT). A mixed methods approach was used, involving a quantitative survey and qualitative interviews among Students. The questionnaire was adapted from established model of SDT. The results showed that Google Assistant as a learning aid has significantly influenced students’ autonomy, competence, and relatedness in terms of students’ pronunciation, confidence, motivation, and reducing anxiety. These findings implied that integrating voice-based AI aids can be beneficial for learning speaking such as pronunciation instruction, especially for learners with high anxiety or low confidence. To conclude, Google Assistant can serve as an effective interactive pronunciation coach in learning speaking.
Metacognitive awareness on EFL students’ writing anxiety: An Indonesian higher education context Roslaini, Roslaini; Izzati, Khodijah Nur; Aziz, Mohd Kasturi Nor Bin Abd
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wd.v11i1.15608

Abstract

Various methods or techniques have been used by teachers in teaching writing. However, this skill is still perceived to be very anxious for EFL students in Indonesia. Therefore, this study tries to explore (1) the metacognitive awareness strategies used by students in the learning process; (2) identify the factors that affect students' writing anxiety; and (3) determine the impact of metacognitive awareness strategies on writing anxiety. There are thirty-four students participated in filling out the questionnaire. To analyse the data, a descriptive quantitative approach is applied. The research findings show that debugging strategies are the highest strategy used by students in the learning process, with a percentage of 89.22%, followed by planning strategies, with a percentage of 85.29%, and information management strategies, with a percentage of 79.41%. While cognitive anxiety is the highest factor affecting students’ writing anxiety, with a percentage of 57.98%. Somatic anxiety, with a percentage of 57.35%; and avoidance anxiety, with a percentage of 25%. In addition, to know the impact of metacognitive awareness strategy on students’ second language writing anxiety uses simple linear regression analysis. It is found that there is no significant impact of the metacognitive awareness strategies on students’ second language writing anxiety.
Co-Authors Adila, Sephia Difa Apriliana, Ilarasati Ari Setiawan Aziz, Mohd Kasturi Nor Bin Abd Budi Nugroho , Setia Cahya Komara Dahlan Abdullah Dedy Ahmady Devi Risma Dewi, Ardhita Annisa Epi Supriyani Siregar Hawa, Zaharah Linal Husna, Tasya Febriyanti Ika Purnama Sari Izzati, Khodijah Nur Khairas, Eri Ester Khonirin, Fara Anandita Liza Wahyuni M.Kep, Ns.Suriani, Mawarni, Yulia Mds , Febbyolla Anggarani Muljo, Ariyani Nurcahyati Phonna, Liza Rizki Suwanda Sari, Maulida Siti Fauziyah Suriani Suriani Umar, Muhammad Alwin Abdillah Widi Sriyanto Wusono Indarto Yani, Idar