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All Journal ELLITE: Journal of English Language, Literature, and Teaching JURNAL PENDIDIKAN TAMBUSAI Indonesian Journal on Learning and Advanced Education (IJOLAE) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pengabdian Masyarakat IPTEKS International Journal of English Education and Linguistics (IJoEEL) Jurnal Penelitian Ilmu Pendidikan Indonesia National Multidisciplinary Sciences Pubmedia Jurnal Pendidikan Bahasa Inggris Studies in Social Sciences and Humanities
Devanti, Yeni Mardiyana
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Using Quizlet on Students' Vocabulary Mastery Ramadani, Iftia Asri; Oktarini, Widya; Devanti, Yeni Mardiyana
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

In the 21st century, using electronic flashcard media is an option educators in Indonesia consider to provide variety in learning using existing technology. The problem of this research is "Is there any significant effect of Quizlet on students' vocabulary mastery in SMA Muhammadiyah 3 Jember in 2023/2024 academic year?" and the objective of this research referring to the research problem is to find out the effect of Quizlet on students' vocabulary mastery on SMA Muhammadiyah 3 Jember in 2023/2024 academic year. Based on the research problem and the objective of the research, the hypothesis is described as follows: There is an effect of using Quizlet on students' vocabulary mastery in SMA Muhammadiyah 3 Jember in the 2023/2024 academic year. This study aims to determine whether or not utilizing Quizlet to learn reading impacts students' vocabulary in grade 11 at SMA Muhammadiyah 3 Jember. The pre-experimental research approach was employed in this study to determine the effect on research subjects before and after treatment. This research shows the significance of students or subjects in the post-test scores compared to students' scores during the pre-test. Based on the research, Quizlet combined with reading skills affects students' vocabulary at SMA Muhammadiyah 3 Jember in the 2023/2024 academic year.
The Effect of Visual Aid on Students’ Listening Comprehension Khoiriyah, Nurul Aliyatul; Devanti, Yeni Mardiyana; Rasuki, Muhlisin
SS&H: Studies in Social Sciences and Humanities Vol 1 No 3 (2024): SS&H: Studies in Social Sciences and Humanities
Publisher : Empat Sembilan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63232/ssh.v1i3.26

Abstract

Listening is essential for language development, underpinning skills like speaking, reading, and writing. Effective media choice in teaching is crucial since research emphasizes that comprehensible input and active engagement are vital for listening comprehension (Richards, 2008; Sadiku, 2015; Vandergrift, 1999). Harmer (2007) asserts that engaging with input is key for language activation, while recent studies (Danxin Liang, 2013; Chen Chan et al., 2014) suggest that audiovisual materials enhance comprehension by providing visual stimuli that aid attention and schema activation. This study explores how animated videos affect listening comprehension among 16 senior English language education students at Universitas Muhammadiyah Jember. Participants were exposed to both video and audio materials on nostalgia and melancholy, respectively, and answered 10 multiple-choice questions for each type. Analysis using a dependent sample t-test revealed no significant difference between the audio-only and video conditions, with a t-value of -0.522, a p-value of 0.609, and minimal effect sizes (Cohen's d of -0.131 and Hedges' g of -0.124). Despite theoretical support from dual-coding and multimedia learning theories, the study found negligible benefits from visual aids. Possible influencing factors include learner proficiency, content complexity, cognitive load, and low motivation.  
Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review Astutik, Indri; Widiati, Utami; Ratri, Devinta Puspita; Jonathans, Peggy Magdalena; Nurkamilah, Nurkamilah; Devanti, Yeni Mardiyana; Harfal, Zaldi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23675

Abstract

This systematic literature review explores the utilization of Automated Writing Evaluation (AWE) as a writing scoring tool over a five-year period from 2016 to 2020, focusing on its role in the transformation and integration of learning tools for pedagogical purposes. Transformation refers to the significant changes and advancements in teaching methods, particularly in adapting to new educational technologies and approaches, while integration involves the seamless incorporation of AWE systems into these evolving instructional practices to enhance the effectiveness of writing instruction. The study aims to analyze the various types of AWE employed in academic research, track trends in AWE technology strategies, and investigate students’ perceptions of AWE in both scoring and instructional contexts. Additionally, it aims to uncover the benefits and limitations associated with AWE implementation in writing instruction. Examining 19 journal articles, this review identifies fourteen types of AWE utilized by researchers and tracks advancements in machine learning within the field. The findings reveal positive student perceptions of AWE, citing its usefulness, efficiency, and linguistic accuracy in scoring and instruction. Benefits of AWE implementation include improved linguistic accuracy, enhanced writing performance, increased student engagement, and the provision of reliable and valid feedback. Moreover, AWE demonstrates effectiveness in scoring and feedback provision, with potential short- and long-term effects on student learning. However, limitations of AWE are also noted, including student distrust of feedback and a preference for human raters over AWE-generated scores. This review provides valuable insights into the multifaceted role of AWE in writing instruction, highlighting its potential benefits and areas for improvement.
Co-Authors Anugrah, Syahvira Zakiyyah Azmi Badriyah, Desy Qomariyatil Daniswara, Aptana Agra Devinta Puspita Ratri Fadilah Putri, Nike Harfal, Zaldi Indri Astutik Jonathans, Peggy Magdalena Khoiriyah, Nurul Aliyatul Kristi Nuraini, Kristi Laeli, Anita Fatimatul Mudia, Suhufam Nurkamilah, Nurkamilah Oktarini, Widya Ramadani, Iftia Asri Rasuki, Muhlisin Shalahuddin, Aklil Tanzil Huda, Tanzil Utami Widiati Widiawati, Febi