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All Journal Linguistic, English Education and Art (LEEA) Journal ENGLISH FRANCA : Academic Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal TOFEDU: The Future of Education Journal LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Haryanto, Endang
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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An Analysis of Self-Directed Learning in Speaking Class During Pandemic Covid-19 Riswanto, Riswanto; Haryanto, Endang; Maisyarah, Maisyarah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 1 May (2022): ENGLISH FRANCA : Academic Journal of English Language and Education provides
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.3828

Abstract

The COVID-19 pandemic is a situation where students are responsible and independent in their learning. During the COVID-19 pandemic, the Minister of Education and Culture decided to switch teaching and learning activities in the classroom to an online system. This study aims to determine the level of self-directed learning independence in speaking class and the influencing factors. This study was designed as descriptive quantitative research using Likert scale questionnaires and interviews. The subjects of this study were students of SMAN 06 Bengkulu Tengah. Data analysis was carried out using the formula proposed by Sudjana to determine the percentage of students' scores. The results show that more than 64%, or half of the students, have fairly high levels of self-directed learning in the speaking class. Based on the findings and discussions, as a result of the COVID-19 epidemic, the use of online learning in educational practice has gone well because students already have a fairly high level of independence. 
Profesional Competence of English Teachers' Alumni of IAIN Bengkulu in the Era of Industrial Revolution 4.0 Haryanto, Endang; Zasrianita, Fera
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i1.11135

Abstract

The purpose of this study is to examine the professional competence of IAIN English program alumni in using information technology in the 4.0 era in English learning at secondary school. The research method used in this study is descriptive qualitative and the subjects in this study were English teachers who are alumni of IAIN Bengkulu who teach at the junior high school level in Seluma, Manna and Kaur Regencies. Data analysis in this research is done by classifying and comparing data from observation, interview, and documentation, and data analysis includes data reduction, data presentation, and conclusion drawing. Based on the result of the study, the data showed that the level of digital literacy skills in using MLS is considered being advanced category only 30% of alumni. Furthermore, the ability of teachers to make MLS learning is only 20% as well as the ability to use learning methods and techniques. Furthermore, among alumni who teach are 30% who experienced in training 20% and the only 10 % of the teachers who developed their own teaching materials on MLS were only 10%. To sum up, most of the teachers who were the alumni were not capable enough in personalizing technology to the classroom. Hence a recommendation it would be necessary for university to prepare their alumni with qualified experiences during their study. Keywords: English, Competence, Professional Teacher
Profesional Competence of English Teachers' Alumni of IAIN Bengkulu in the Era of Industrial Revolution 4.0 Haryanto, Endang; Zasrianita, Fera
Linguistic, English Education and Art (LEEA) Journal Vol 8 No 1 (2024): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i1.11135

Abstract

The purpose of this study is to examine the professional competence of IAIN English program alumni in using information technology in the 4.0 era in English learning at secondary school. The research method used in this study is descriptive qualitative and the subjects in this study were English teachers who are alumni of IAIN Bengkulu who teach at the junior high school level in Seluma, Manna and Kaur Regencies. Data analysis in this research is done by classifying and comparing data from observation, interview, and documentation, and data analysis includes data reduction, data presentation, and conclusion drawing. Based on the result of the study, the data showed that the level of digital literacy skills in using MLS is considered being advanced category only 30% of alumni. Furthermore, the ability of teachers to make MLS learning is only 20% as well as the ability to use learning methods and techniques. Furthermore, among alumni who teach are 30% who experienced in training 20% and the only 10 % of the teachers who developed their own teaching materials on MLS were only 10%. To sum up, most of the teachers who were the alumni were not capable enough in personalizing technology to the classroom. Hence a recommendation it would be necessary for university to prepare their alumni with qualified experiences during their study. Keywords: English, Competence, Professional Teacher
TEACHERS’ CORRECTIVE FEEDBACK ON STUDENTS’ PRONUNCIATION AT THE DAFFODILS ENGLISH COURSE KAMPUNG INGGRIS PARE INDONESIA Haryanto, Endang
Linguists : Journal of Linguistics and Language Teaching Vol 2, No 2 (2015): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v2i2.115

Abstract

Pronunciation is a micro skill of any languages. However, pronunciation is overlooked in the teaching and learning English, and it is not explicitly taught but it is taught in spoken activity in speaking by giving correction on pronunciation errors made they students or corrective feedback. It is one of key in teaching English for EFL learners.This study is aim at describing teachers’ corrective feedback strategies used by the teachers, the timing of corrective feedbacks and their influences on students’ psychological performance during speaking activity at the Daffodils English course . The research design of this research is a case study and the samples of this study were five experience teachers of The Daffodils English Course who are aware of giving corrective feedback on students’ pronunciation. The result of data analysis indicated that there were four types of corrective feedback strategies used by the samples (by the teachers) which involved recast strategies was 58%, metalinguistic was 28.03%, clarification request was 11.21% and elicitation and elicitation was 1.86%. In addition, from total of data, it indicated that the samples gave corrective feedback in two different times that involved immediate and delayed correction. It indicated that 28.03% total of data was immediate correction, and 71.96% data indicated the use of delayed correction.
The Effectiveness of Gamification With Kahoot on English Language Vocabulary Mastery Murtasiah, Murtasiah; Riswanto, Riswanto; Haryanto, Endang
The Future of Education Journal Vol 4 No 7 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i7.996

Abstract

Vocabulary is one of the fundamental aspects of English learning and plays a crucial role in supporting students’ ability to communicate effectively. However, many students still face challenges in mastering vocabulary, especially when learning relies only on conventional methods. Gamification, such as the use of Kahoot, provides an alternative strategy that combines learning with interactive and engaging activities. This study aimed to investigate the effectiveness of gamification with Kahoot on the vocabulary mastery of sixth-grade students at SDN 06 Sungai Rumbai. A quantitative approach was applied using a one-group pretest-posttest design with 29 participants. The treatment was conducted through interactive classroom sessions where students practiced vocabulary using Kahoot games. The research instrument consisted of 50 multiple-choice items, of which 24 were validated and used in the pretest and posttest. Results showed an increase in average scores from the pretest to the posttest, with a significance value of less than 0.05, indicating a significant effect. It can be concluded that the use of Kahoot as a gamified learning platform effectively improves students’ vocabulary mastery and can serve as an innovative medium in English language teaching, particularly for young learners.
Co-Authors Maisyarah Maisyarah Murtasiah, Murtasiah riswanto riswanto Zasrianita, Fera