Garuda - Garba Rujukan Digital

Z GENERATION TOWARDS THE USE OF SMARTPHONE APPLICATION FOR LISTENING ACTIVITIES IN BLENDED-LEARNING Sari, Valentina Dyah Arum
Research And Innovation In Language Learning (RILL) Vol 2, No 3 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

The character of Generation Z which is closely related to the use of technology triggers awareness of educators to facilitate this generation with teaching and learning techniques that are most suitable for them. One of them is by optimalizing the use of gadget or smart phones as learning media for them. Because of this phenomenon, this study was carried out with the aim to find out the use of smartphone application in learning listening acctivities in blended-learning of English general courses followed by first semester students who are included as Z generation. The research also aimed to find out the significance of smartphone application dealing with the improvement of listening skill towards the non-English department students and to figure out the possible obstacles while using the smartphone application. The researcher applied the two selected smartphone applications. In addition to data triangulation, this study also used pre-test and post-test to see the significance. The other instruments were questionnaires and students? listening material summary. The data were analyzed by mixed-method technique, namely qualitative and quantitative. The results show that the students showed a medium positive response to the use of smartphone applications for learning listening skills in blended-learning class and did not encounter obstacles while using the applications. Moreover, the smartphone applications also give high positive affects showed by a significant improvement in results experienced by non-English students in listening skills. keywords: listening skill, smartphone applications, blended-learning

'Monkey Forest' Board Game: A Dynamic Tool for Young Learners to Learn English Sentence Structure Parawansah, Salsa Bella; Sari, Valentina Dyah Arum
Jurnal Basicedu Vol. 8 No. 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i1.7170

According to the curriculum, Elementary school students have to learn English sentence structure as a part of writing skill mastery. The challenge aroused when the students found the English pattern was different from Indonesian sentence structure. The students who are categorized as young learners need the appropriate strategy accommodating their characteristics. This research aimed to reveal the implementation and the benefits of Monkey Forest board game as a dynamic tool for young learners at one of the state elementary schools in Ngluwar, Central Java. This research used mixed-methods research. The instruments for obtaining data were questionnaires and interviews. The participants were 15 fifth graders. The research findings revealed that the implementation reached 72% showing medium qualifications. It revealed that the students gave positive responses to the implementation of Monkey Forest board game to learn English sentence structure. Besides, students' responses to the benefits of the Monkey Forest board game showed medium qualifications as well by obtaining 74.9%. Moreover, Monkey Forest board game as a dynamic tool to learn English sentence structure was evidenced to provide benefits to the students

Picture Cards Game: The Strategy to Facilitate Differentiated Learning in Teaching English Writing Skills for Young Learners Wulandari, Putri; Sari, Valentina Dyah Arum
Jurnal Basicedu Vol. 8 No. 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i5.8616

Developing strong writing skills is essential for young students. This research investigates the implementation of picture card games as a tool to facilitate differentiated learning in writing instruction. This study explored how picture card games can be adapted to meet the diverse needs and abilities of young students. It examines the effectiveness of this approach in improving writing skills, including vocabulary and sentence structure. It also explored the impact of picture card games on students' engagement and motivation in writing activities. This study explored the potential of picture card games as a learning tool in middle school located in Dlingo, Yogyakarta. This study investigated the use of mixed methods to understand students' experiences with the use of picture card games. This study used a mixed methods approach, which combined quantitative and qualitative data collection techniques. In the quantitative aspect, this study used questionnaires to collect data from a group of seventh grade students consisting of 32 students. These questionnaires tended to ask closed questions with pre-determined answer options, which allowed this study to collect numerical data on students' perceptions. The findings showed a moderately successful implementation (76%) of picture card games, suggesting a positive student response and contribute to the understanding of different learning strategies and their potential to improve students' writing skills in a fun and engaging way. Additionally, with a moderate rating of 77.3%, the study confirmed the benefits associated with using picture card games for English vocabulary learning. The findings suggest that there are still possibilities for improvement to maximize the potential of the picture card game.

'Monkey Forest' Board Game: A Dynamic Tool for Young Learners to Learn English Sentence Structure Parawansah, Salsa Bella; Sari, Valentina Dyah Arum
Jurnal Basicedu Vol. 8 No. 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i1.7170

According to the curriculum, Elementary school students have to learn English sentence structure as a part of writing skill mastery. The challenge aroused when the students found the English pattern was different from Indonesian sentence structure. The students who are categorized as young learners need the appropriate strategy accommodating their characteristics. This research aimed to reveal the implementation and the benefits of Monkey Forest board game as a dynamic tool for young learners at one of the state elementary schools in Ngluwar, Central Java. This research used mixed-methods research. The instruments for obtaining data were questionnaires and interviews. The participants were 15 fifth graders. The research findings revealed that the implementation reached 72% showing medium qualifications. It revealed that the students gave positive responses to the implementation of Monkey Forest board game to learn English sentence structure. Besides, students' responses to the benefits of the Monkey Forest board game showed medium qualifications as well by obtaining 74.9%. Moreover, Monkey Forest board game as a dynamic tool to learn English sentence structure was evidenced to provide benefits to the students

Picture Cards Game: The Strategy to Facilitate Differentiated Learning in Teaching English Writing Skills for Young Learners Wulandari, Putri; Sari, Valentina Dyah Arum
Jurnal Basicedu Vol. 8 No. 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i5.8616

Developing strong writing skills is essential for young students. This research investigates the implementation of picture card games as a tool to facilitate differentiated learning in writing instruction. This study explored how picture card games can be adapted to meet the diverse needs and abilities of young students. It examines the effectiveness of this approach in improving writing skills, including vocabulary and sentence structure. It also explored the impact of picture card games on students' engagement and motivation in writing activities. This study explored the potential of picture card games as a learning tool in middle school located in Dlingo, Yogyakarta. This study investigated the use of mixed methods to understand students' experiences with the use of picture card games. This study used a mixed methods approach, which combined quantitative and qualitative data collection techniques. In the quantitative aspect, this study used questionnaires to collect data from a group of seventh grade students consisting of 32 students. These questionnaires tended to ask closed questions with pre-determined answer options, which allowed this study to collect numerical data on students' perceptions. The findings showed a moderately successful implementation (76%) of picture card games, suggesting a positive student response and contribute to the understanding of different learning strategies and their potential to improve students' writing skills in a fun and engaging way. Additionally, with a moderate rating of 77.3%, the study confirmed the benefits associated with using picture card games for English vocabulary learning. The findings suggest that there are still possibilities for improvement to maximize the potential of the picture card game.

Assessing digital literacy levels and challenges among junior high school students in Yogyakarta Listiana, Linda; Sari, Valentina Dyah Arum
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5788

Digital literacy is the ability to access, understand, analyse, evaluate, and create information in digital format through information and communication technology devices. Digital literacy skills among students are essential to enable them to engage effectively in the learning process to facilitate students in achieving learning goals. Students' skills in using digital media are related to their levels of digital literacy. The level of digital literacy has a correlation with students' readiness to utilize technology. This study aimed to determine the digital literacy level of junior high school students in Indonesia and the challenges faced by them. This study used a mixed-method approach. The research data was collected through questionnaires and interviews. Findings indicate that students’ digital literacy levels averaged 54.1%, classifying them as moderate. In addition, the challenges faced by students include limited knowledge about relevant websites, access constraints due to inadequate internet connections, and difficulties in understanding the features of word processing applications. Moreover, a collaborative approach from educators, stakeholders, and researchers is needed to address challenges and improve digital literacy to appropriate levels.

Analysis of Senior High School Students’ Writing Errors through Surface Strategy Taxonomy Tokan, Monika Ethiafani; Sari, Valentina Dyah Arum
Formosa Journal of Multidisciplinary Research Vol. 3 No. 2 (2024): February 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjmr.v3i2.8195

The Indonesian curriculum expects high school students to be able to write formal invitations for school or work events. These invitations should be well-structured, use appropriate language, and follow proper social etiquette, all according to the specific situation. In the early observations and interviews suggested students struggled with writing. Thus, this study aimed to analyze the types of errors found in the writing of senior high school students. This research was conducted by using descriptive qualitative method. The subjects of this study were 14 eleventh grade students in one state of the senior high schools in Sleman, Special Region of Yogyakarta. The results showed that there were two types of errors found in the students' writing based on the Taxonomy of Surface Strategies called: Omission 12 times (75%), Misinformation 4 times (25%).

Young Learners’ Perceptions in Sequential Post Game Implementation for English Language Learning Marfuah, Khairunnisa; Sari, Valentina Dyah Arum
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Penelitian ini bertujuan untuk mengevaluasi implementasi permainan pos berurutan dalam merubah persepsi siswa muda terhadap pembelajaran bahasa Inggris dan untuk menilai manfaat serta tantangan yang terkait dengan pendekatan ini. Studi ini berfokus pada siswa kelas 4 di sekolah dasar di Gunungkidul, yang menghadapi kesulitan dalam menguasai keterampilan bahasa Inggris akibat keterbatasan kosakata dan kurangnya kepercayaan diri. Tujuan utama dari penelitian ini adalah untuk mendukung penggunaan permainan pos berurutan sebagai media pembelajaran berbasis permainan dan menentukan dampaknya terhadap persepsi dan hasil belajar siswa. Penelitian ini menggunakan pendekatan metode campuran dalam desain penelitian, yang menggabungkan metode deskriptif kualitatif dan kuantitatif. Data dikumpulkan melalui kuesioner, instrumen observasi, dan wawancara. Hasil penelitian menunjukkan bahwa permainan pos berurutan terbukti menjadi media yang bermanfaat untuk mengajarkan keterampilan bahasa Inggris. Penelitian ini mencatat tingkat keberhasilan yang lebih rendah dalam hal implementasi (85,1%) dan tingkat manfaat yang lebih tinggi (89,4%) dari penggunaan permainan pos berurutan dalam meningkatkan keterampilan bahasa Inggris siswa. Studi ini menyoroti potensi permainan pos berurutan untuk meningkatkan kemampuan bahasa Inggris siswa muda dan memberikan wawasan tentang penerapannya dalam konteks pendidikan.

An Analysis of Factors Influencing English Education Department Students Vocabulary Size Agustin*, Astri; Sari, Valentina Dyah Arum
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 8, No 4 (2023): Agustus, Social Religious, History of low, Social Econmic and Humanities
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v8i4.26536

This study aimed to assess the vocabulary size of undergraduate students and identify the factors that influenced it. The research involved 15 students from different semesters within the English Education Department at a Private University in Yogyakarta. The study applied mixed-method approach. Questionnaires and Interview were used for gathering the data. The researchers used Vocabulary Size Test that developed by Nation and Beglar (2007). The findings indicated that 13 students had a vocabulary size of 5,0006,000 word families. Regarding the factors affecting the students results, it was revealed that external factors had a more significant influence with a result of 60.5% and a gap of 3% with internal factors, which is 57.5%.

A Study on Professional Learning Community (PLC) Methods for Enhancing Pre-Service English Teachers' Quality in TPACK Sari, Valentina Dyah Arum; Binawan, Heribertus
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1738

Developing Technological Pedagogical Content Knowledge (TPACK) is crucial for pre-service English teachers, yet they often lack practical collaboration. This mixed-method study determines the implementation of Professional Learning Community (PLC) practices in fostering TPACK competency and identifies key challenges and best practices in their implementation. Data was collected using a Likert-Scale Questionnaire to measure perceptions of PLC and semi-structured interviews for in-depth experiences. The PLC model proved in building all TPACK components, evidenced by overwhelmingly positive perception scores: Technological Knowledge (TK) and Pedagogical Knowledge (PK) both averaged 94.28, and Content Knowledge (CK) averaged 90.49. This demonstrates increased confidence in integrating digital tools and successfully combining Technology, Pedagogy, and Content. The most successful practices identified were real-world application, structured group reflection, and professional guidance. However, the study identified the challenges, primarily related to time constraints for discussions and the need for improved post-session support. Furthermore, the PLC is a highly successful model for holistic TPACK development. By addressing the minor issues related to session timing and support, the already effective program can be further optimized for better success in transferring competencies to the classroom.

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