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Puspitaloka, Nina
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CURRENT AND FUTURE TREND OF RESEARCH IN ACADEMIC WRITING: A BIBLIOMETRIC ANALYSIS Ambarwati, Evi Karlina; Dewi, Indah Purnama; Utami, Praditya Putri; Puspitaloka, Nina; Nazar, Alvin Yahya Makarim
Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i1.3326

Abstract

This study was a comprehensive bibliometric analysis of the literature of Academic Writing in various higher education contexts and mapped the current state of the trend as well as identified gap for future research. 991 documents were retrieved on Academic Writing in Higher Education from database citation index Scopus (2013 to 2022) under certain conditions. The documents were then analyzed using OpenRefine version 3.5.2, VOSviewer version 1.6.17 from Leiden University, Microsoft Excel and Tableu Desktop from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on Academic Writing is generally growing.The research topics shows that academic writing instruction across classroom contexts reflect the 21st century life skills and learning through students’ active participation, i.e. peer assessment, peer learning, and self-regulation. Likewise, information, media and technology are instilled through e-learning and computer-aided instruction. Last, the functional view of grammar in academic writing establishes new research focus.
IMPLEMENTING WORD WALL AS A MEDIA TO FACILITATE EFL STUDENTS IN LEARNING VOCABULARY Ismaya, Imas; risudarso, Mansyur S; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The present study aimed to explore the implementation of word walls as a media to facilitate EFL (English as a Foreign Language) students in vocabulary learning. Conducted at a junior high school in Bekasi, this qualitative research utilized a case study design. Data were collected through observations and interviews. The results demonstrated that using word walls to support EFL students in learning vocabulary positively impacts their English language acquisition, particularly in vocabulary, which is often a significant challenge for learners of English. The use of word walls offers several advantages, such as enhancing students' comprehension of English, introducing them to new vocabulary, and promoting active participation in classroom activities. This method of vocabulary instruction was a novel approach for the students. After its implementation, student feedback was overwhelmingly positive. They became more engaged in class, found the material easier to grasp, and experienced vocabulary learning as more enjoyable. The findings suggest that word walls are effective visual aids that improve vocabulary retention and create a more interactive learning atmosphere. Students reinforced their understanding of new words through visual cues, which increased their engagement and participation in classroom discussions.
INVESTIGATING STUDENTS' EXPERIENCES IN IMPLEMENTING LISTEN-READ-DISCUSS (LRD) STRATEGY IN READING COMPREHENSION OF NARRATIVE TEXTS Adean, Cut; Puspitaloka, Nina; Rahmawati, Maya
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study focuses on exploring students' experiences in implementing the Listen-Read-Discuss (LRD) strategy in reading comprehension of narrative texts. The primary objective is to investigate students' experiences in the implementation of LRD strategy in reading comprehension of narrative texts. A qualitative approach is employed in this study, specifically utilizing a case study design, to provide in-depth insights. Research methods included participatory observation, where the researcher actively engaged with students during learning LRD sessions and semi-structured interviews were conducted to gather detailed reflections and feedback from participants. The participants in this study were students from grade XI at a public high school in Karawang City. In this study, the researcher only took 6 samples of students who were selected to be interviewed using a combination of non-probability and purposive sampling techniques, to ensure the representation of various perspectives and experiences. The results highlight that students generally have a positive experience of implementing the LRD strategy. This strategy facilitates learning for students in their understanding of the text and fosters motivation to engage deeply in the reading comprehension learning process. However, the study also recognized certain limitations, particularly related to time constraints which may have impacted the depth of the research findings.
THE JIGSAW METHOD APPLICATION IN READING COMPREHENSION Aprilianne, Ellen; Abas, Totoh Tauhidin; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Reading comprehension is an essential basic skill in learning English. In junior high school, students often need help understanding descriptive text due to limited vocabulary and differences in language structure between English and Indonesian. This research aims to determine the application of the Jigsaw method in teaching reading comprehension of descriptive texts in grade 7 of junior high school. This research uses a qualitative approach with a case study design. The research participants were six 7th-grade students and 1 English teacher at a junior high school in Cikampek. Data collection was carried out through observations and interviews with teachers and students. The research results show that applying the Jigsaw method can help students understand the content of descriptive text. This research also identified several challenges in implementing the Jigsaw method, such as difficulty translating text from Indonesian to English and lack of coordination from group friends. However, the benefits of the Jigsaw method in learning reading comprehension of descriptive text show that students can understand the content of the text very well.
Exploring EFL Students in Peer-Assisted Practice Using Online Dictionary : A Case Study in Speaking Classroom Lestari, Yulia; Pujiawati, Nia; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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Abstract

This qualitative research explores peer-assisted learning strategies in vocational school settings, focusing on students' challenges and perceptions in practicing English pronunciation. The study addresses the need for effective speaking skills among vocational students, considering linguistic differences and the influence of mother tongue. Through a case study approach involving multimedia majors, data was collected via classroom observations and structured interviews, analyzed thematically to reveal insights into students' use of online dictionaries and their perceptions of peer assistance. To examine the impact of peer-assisted strategies on English pronunciation skills and collaborative learning perceptions among vocational students. Utilizing qualitative case study design with multimedia students, data collected through observations and interviews highlighted reliance on online dictionaries and varied peer capabilities. Students actively use online dictionaries to enhance pronunciation and collaborative learning. Challenges include peer capabilities and individual learning preferences affecting strategy effectiveness. Peer-assisted strategies, coupled with technology, significantly improve vocational students' English pronunciation. Effective integration requires tailored support and flexible methodologies. Educators should enhance peer-support skills, design collaborative activities, and leverage technology for optimal language learning outcomes.
EFL Students’ Perception in Learning Reading Comprehension through Literature Circle Kamalia, Nabila; Puspitaloka, Nina; Pahlevi, Muhammad Reza
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 20 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14425219

Abstract

The aimed of this research is to find out students’ perception regarding literature circle in learning reading comprehension. This research used a descriptive case study method with a qualitative approach. Observation and interview are used as data collection. Data analysis proposed by Miles & Huberman was used in this research. 8th grade of junior high school students at one of the schools in Karawang were participants in this research. The findings of this research indicate that students’ perception provide a positive response in learning reading comprehension using LC. Students feel motivated to learn during discussions, it can help them improve their ability to understand text and vocabulary, besides that their learning process becomes more enjoyable. In conclusion, LC can be a learning method that can help students improve their reading comprehension skills.
The Use of Digital Storytelling in Learning Spoken Narrative: A Case of a Private Vocational School in Jakarta Sari, Ayu Nur Indah; Puspitaloka, Nina; Nugraha, Sidik Indra
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 21 (2024): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.14291915

Abstract

This study aimed to shed more light on the implementation of digital storytelling in learning spoken narrative and explore the students’ perception of learning spoken narrative through digital storytelling. The study employed a narrative inquiry approach and gathering the data through reflective journals and interviews. The research site is SMK Citra Mandiri Jakarta, with 6 participants consist of high, medium, and low achievements in English subject. The findings are thematically analyzed and categorized into one subtheme, which related to the research question. This study highlighted the implementation of DST was an effective strategy in narrative spoken that inserted digital medium such as laptop and projector. It helps students with vocabulary knowledge, easier to understood grammar and retelling the stories because the video contains a very interesting story, in the form of animation, with captions inserted, the characters are funny, creative and inspiring. However, this study also discussed that students had positive perceptions and there were no difficulties of using DST in learning speaking. This study concludes that DST is a strategy that can help students learn to spoke. Through this strategy, students could increase their vocabulary, grammar understanding, and spoken narrative in retelling. Thus, they could enjoy lessons in class more, so they felt happy and enthusiastic.
Describing Secondary Students’ Emotional Engagement in Reading Comprehension Through Small Group Discussion : A Case Study Linajaya, Romi Romantika; Puspitaloka, Nina; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol 8. No. 2. April 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.2.p.195-203

Abstract

Small group discussion is a learning process by conducting small group discussions so that students have the skills to solve problems related to learning materials. As a commonly used method, small group discussion is also often used by teachers in learning English, especially in reading comprehension. The number of procedures that teachers must do when starting small group discussion learning sometimes makes teachers forget one of the steps which has an impact on students' emotional engagement during learning. While many studies focus on improving students' reading comprehension by using small group discussion, this study examines How does students' emotional engagement in learning reading comprehension through small group discussion. This study aims to describe how students' engagement in learning reading comprehension through small group discussion method. This research uses a case study design. The data was then analyzed using observation and interview. It was found that small group discussion can positively encourage students' emotional engagement in the context of reading comprehension, and can involve a positive teacher role in learning although there are drawbacks to small group discussion such as learning is too monotonous. Therefore, small group discussion seems to be recommended to be applied in reading comprehension learning.
Incorporating Senior High School Students’ Responses Toward the Implementation of Group Investigation (GI) in Reading Narrative Text Amelia, Nabilla; Mobit, Mobit; Puspitaloka, Nina
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.812-821

Abstract

Students' response to reading long texts has an impact on their understanding of the main idea of the text due to the use of uninteresting teaching and learning techniques. This study aims to investigate how the Group Investigation (GI) is implemented in reading instruction, as well as to investigate students' responses to the GI in reading instruction. Qualitative method was used to conduct this research. Data were obtained from observation, interview, and documentation. This research uses a qualitative design and case study. Researchers conducted observations, semi-structured interviews, and documentation to collect data. The data analysis used in this research was conducted thematic analysis. The results showed that the incorporation of the group investigation have positive impact to students reading competency. In addition, students gave positive responses to the implementation of GI. Based on the interview results, students felt more motivated, involved, and enjoyed in the reading classroom practice. Thus, GI is a good alternative for classroom reading practice and the its incorporation in the classroom helps students' get comprehended reading material and the classroom environment become more active and fun.
Incorporating Senior High School Students’ Responses Toward the Implementation of Group Investigation (GI) in Reading Narrative Text Amelia, Nabilla; Mobit, Mobit; Puspitaloka, Nina
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.812-821

Abstract

Students' response to reading long texts has an impact on their understanding of the main idea of the text due to the use of uninteresting teaching and learning techniques. This study aims to investigate how the Group Investigation (GI) is implemented in reading instruction, as well as to investigate students' responses to the GI in reading instruction. Qualitative method was used to conduct this research. Data were obtained from observation, interview, and documentation. This research uses a qualitative design and case study. Researchers conducted observations, semi- structured interviews, and documentation to collect data. The data analysis used in this research was conducted thematic analysis. The results showed that the incorporation of the group investigation have positive impact to students reading competency. In addition, students gave positive responses to the implementation of GI. Based on the interview results, students felt more motivated, involved, and enjoyed in the reading classroom practice. Thus, GI is a good alternative for classroom reading practice and the its incorporation in the classroom helps students' get comprehended reading material and the classroom environment become more active and fun.
Co-Authors . Ermanto Adean, Cut Agustin, Ricky Agustin, Ricky Denis Ahmad, Yousef Bani Aida Adyarana, Ii Ambarwati, Evi Karlina Amelia, Nabilla Aprilianne, Ellen Ardiyani, Mery Binova, Lisye Dede Jajang Suyaman Dewi, Indah Purnama Een Nurhasanah Farida Azis, Meutia Irfan Maulana, Irfan Ismaya, Imas Kamalia, Nabila Kartini , Dedeh KurniaFani, Nina Lestari, Yulia Linajaya, Romi Romantika Maula, Kholida Atiyatul Maulia, Ismira Maya Rahmawati, Maya Medina, Ravena Ophellia Ditya Mobit, Mobit Muhammad Reza Pahlevi Nazar, Alvin Yahya Makarim Nur Kholifah, Khofifatul Nurjanah, Kartika Dewi Ocktavia, Lulu Piantara, Seia Praditya Putri Utami Pujiawati, Nia risudarso, Mansyur S Sari, Ayu Nur Indah Sidik Indra Nugraha, Sidik Indra Sumiyadi Sumiyadi Totoh Tauhidin Abas Ubaydillah, Annisa Nur Vasya, I Dewa Ayu Made Shaffalya Zahra, Syifa Zahra, Syifa Nida Zainil, Yetti Zakiyatunnisa, Salsabila