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Pre-Service Teacher Perception Related to the Benefits of Micro-Teaching Course To Their Teaching Apprenticeship Program Noha; Ida Yulianawati; Indra Yoga Prawiro
National Conference on Language, Education, and Technology Proceeding Vol. 3 No. 1 (2023): December 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v3i1.5009

This study aims to explore pre-service teachers’ perceptions related to the benefits of micro-teaching class they have attended to their teaching apprenticeship. By using qualitative research, the data were obtained from questionnaire and interview. Participants this study are 8 pre-service teachers from 8th semester of Wiralodra University. The findings showed that pre-service teacher perception on micro teaching to their teaching apprenticeship program is micro teaching very benefited to pre-service teacher on their apprenticeship. The benefits are micro teaching supports in practicing, boost the confident, helps to make a systematic lesson plan, enables to gain instant feedback, and provides master a number of skill. This research suggests the investigation of the impact of microteaching to the pedagogical implementation of the pre-service teacher in the apprenticeship program.

THE EFFECTIVENESS OF STORY COMPLETION TOWARD STUDENTS’ SPEAKING ABILITY Ida Yulianawati
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 3 No. 2 (2019): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v3i2.551

Speaking is an activity used by the people to communicate with others. According to Zhang (2009), speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English”. Many people are difficult to speak English. This research aims to find out the effectiveness of story completion effective toward students’ speaking skill. To solve the problem above, the writer would like to apply the story completion technique in teaching speaking from Kayi (2006). Quasi-experimental was applied as the method of the research. The research was conducted in SMA N Krangkeng with 66 participants; 34 students from X MIPA 1 as the control group and 32 students from X MIPA 2 as the experimental group. To collect the data, a speaking test was given to the participants. Based on the statistical analysis the technique of story completion was successfully improved the students’ speaking ability.

Investigating Pre-Service Teachers’ Emotions Attributions in Teaching Practicum: Lessons Learned from Indonesian Teacher Education Nur Waqiah, Siti; Nurhadi, Kardi; Yulianawati, Ida
International Journal of Language Teaching and Education Vol. 5 No. 1 (2021): Volume 5, Issue 1, July 2021
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v5i1.34704

Driven by Mendez-Lopez (2020) on the emotion factors which impact to pre-service teachers enacting the teaching practicum, this research report how pre-service teachers’ expressed their emotions attributions in teaching practice. Grounded in narrative inquiry, this research provides investigation on pre-service teachers’ emotions attributions in teaching practice while they were doing the teaching and learning activity with students in the classroom. Three female pre-service teachers from an Indonesian teacher education are recruited in this research voluntarily. The data were collected through semi-structured interview. The data was analyzed by using qualitative content analysis (Patton, 2002). The findings indicated that pre-service teachers need to do positive emotions attributions toward students’ behavior. And, it allows pre-service teachers to manage their emotions during English Teaching practice wisely. Then, pre-service teachers can realize about the importance of improving their teaching skills professionally through teaching practice. Thus, pre-service teachers also can add the belief about how to carry out successful teaching and learning activities during English teaching practice as the lesson for them in the future. This study implied that pre-service teachers must be able to attribute their emotions in teaching wisely to increase students' motivation to learn English situated in Indonesian teacher education.

Undergraduate Students’ Morphological Awareness and Difficulties in EFL Class Yulianawati, Ida; Yoga Prawiro, Indra; Anggrarini, Natalia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 7, No 1 May (2023): 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.v7i1.5785

Students' vocabulary knowledge is related to their morphological awareness, which plays an essential role in word comprehension and vocabulary development. This case study is aimed at describing undergraduate students’ morphological awareness and difficulties in morpheme identification and word relationship. This study employed the MAT test in two analytical tests. The Morpheme Identification Test is used to measure how well first-year college students can analyze and break down complicated words into their smaller meanings. Meanwhile, the Word Relation Test is administered to measure undergraduate students’ awareness of relations among base or root words and their inflected or derived forms. An interview was used to support the results of the tests. The result showed that the students performed better in breaking down inflected forms than those in derived forms. As in the Word Relation Test, it was discovered that the students had done better in identifying morphologically related word pairs. There were three types of difficulties in the morpheme identification test. The first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the complex words into inflected or derived forms.

An Analysis of Students' Difficulties in Writing Recount Text (A Case Study at a Senior High School in Indramayu) Ida Yulianawati
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.48

This study investigates students’ causes of students’ difficulties, kinds of students’ difficulties, and the most dominant problem in writing recount text written by ten students at a Senior High School in Indramayu, West Java. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from collection of samples of students’ recount texts. The findings revealed that most students have been able to implement the schematic structures and linguistic features of argumen texts, which indicates the ability of students to write the texts and to achieve its purpose. However, some students found difficulties in terms of the use of tenses, the use of vocabulary, and the use of specific participants. Based on the analysis of students’ writing, it was found some causes that made students did some mistakes in writing recount texts. Based on these findings, it is recommended that explicit teaching be needed to develop students’ writing skills.

An Analysis of Students' Difficulties in Writing Recount Text (A Case Study at a Senior High School in Indramayu) Ida Yulianawati
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.48

This study investigates students’ causes of students’ difficulties, kinds of students’ difficulties, and the most dominant problem in writing recount text written by ten students at a Senior High School in Indramayu, West Java. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from collection of samples of students’ recount texts. The findings revealed that most students have been able to implement the schematic structures and linguistic features of argumen texts, which indicates the ability of students to write the texts and to achieve its purpose. However, some students found difficulties in terms of the use of tenses, the use of vocabulary, and the use of specific participants. Based on the analysis of students’ writing, it was found some causes that made students did some mistakes in writing recount texts. Based on these findings, it is recommended that explicit teaching be needed to develop students’ writing skills.

The Adoption of TPACK in Teaching English By EFL Pre-Service Teachers during the Apprenticeship Program in The Merdeka Curriculum Framework Anggrarini, Natalia; Yulianawati, Ida
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.2900

This study investigates how pre-service teachers use Technological Pedagogical Content Knowledge (TPACK) to teach English during their apprenticeship within the framework of the Merdeka Curriculum. Promoting successful teaching practices in contemporary classrooms requires TPACK, or the integration of technology, pedagogy, and content knowledge. The Merdeka Curriculum provides a framework for applying TPACK principles in practical contexts, with a strong emphasis on adaptability and digital competency. A qualitative descriptive methodology was used to investigate the perspectives and experiences of twenty Pre-Service Teachers from Wiralodra University. The data was collected using a TPACK questionnaire, and the seven TPACK components were measured using a Likert scale. The results indicate that Pre-Service Teachers are highly skilled in integrating technology with content and pedagogy, particularly in planning and aligning digital tools with lesson objectives. However, they encounter challenges in areas such as technical troubleshooting, managing learning complexity, and fostering student-centred exploration using technology. While their ability to design lessons with technological resources is commendable, their readiness to address real-time issues in digital classrooms remains limited. The flexibility of the Merdeka Curriculum enhances their readiness, but deficiencies in technical knowledge and problem-solving skills highlight the need for more targeted instruction and mentoring in these areas. The study underscores the importance of comprehensive preparatory programs to improve TPACK adoption and advocates for ongoing professional development that meets the demands of 21st-century learning. This study successfully advances the implementation of TPACK and emphasizes key areas for enhancement in pre-service teacher education programs aimed at supporting technologically advanced instruction.

Exploring Pronunciation Problems Faced by Undergraduate Students Yulianawati, Ida
Journal of English Development Vol. 5 No. 2 (2025): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

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

Pronunciation is a critical component of language proficiency, yet many undergraduate students face persistent challenges in achieving intelligible pronunciation. This study explores the pronunciation difficulties encountered by undergraduate students, identifying key problematic phonemes, suprasegmental features, and underlying factors contributing to these challenges. A qualitative approach was employed, utilizing interviews, observations, and pronunciation tests to collect data from undergraduate students in an English language program. Findings reveal that difficulties primarily stem from first-language interference, limited phonetic awareness, and insufficient exposure to native-like pronunciation models. Moreover, suprasegmental features such as intonation and stress patterns significantly impact intelligibility. The study underscores the need for pedagogical interventions, including explicit pronunciation instruction and technology-enhanced learning strategies, to address these issues effectively. The findings contribute to the growing body of research on pronunciation challenges and offer insights for educators seeking to enhance students’ spoken English proficiency.

Kahoot! as a learning tool in senior high school students’ reading comprehension of procedure text Anggrarini, Natalia; Yulianawati, Ida; Ardianti, Indah
Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v10i2.7192

Kahoot! is used in Education as a learning tool to boost students’ motivation, evaluate learning, and increase vocabulary. Meanwhile, the urge to master the four skills of language is compulsory. Some research focused on how Kahoot! boosts students’ motivation and vocabulary, but has less to investigate specific skills such as reading. The purpose of this study is to find out the effectiveness of Kahoot! as a learning tool in reading comprehension. Grounded in Quantitative Research in the scheme of Pre-Experimental Research with one-group pre-test and post-test. This study involved 29 senior high school students of grade X. To collect the data, a Pre-test and a Post-test were designed in 20 multiple-choice questions of a reading comprehension test. The calculation was conducted using IBM SPSS Statistics 25. The results cover the pre-test results in the low category, where the average score was 66.55, which was under the minimum criteria of student completion. Kahoot! as a learning tool was then conducted, and statistical results proved that Kahoot! as a learning tool in reading comprehension is effective. It is shown that the average score of the reading comprehension was gained above the minimum criteria of student completion. It was 88.72. This result indicates that Kahoot!, as a learning tool in reading comprehension, significantly improves their reading achievement, as the students’ knowledge of the reading topic is improved by the teacher’s guidance in presenting abstract concepts found in reading. Keywords: Kahoot!; learning tool; reading comprehension; game-based learning; preexperimental design;

Needs Analysis for developing augmented reality-based critical reading materials for EFL students Yulianawati, Ida; Lestari, Zubaedah Wiji; Anggrarini, Natalia; Syafryadin, Syafryadin
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43391

English has been a compulsory subject in higher education across Indonesia. However, concerns about students proficiency remain widespread. Despite the importance of integrating technology into English instruction, especially for enhancing critical reading and thinking skills, many teachers still rely on intuition rather than a systematic needs analysis when developing teaching materials. Consequently, the content often fails to address learners actual needs or improve language mastery effectively. This study aims to explore the specific needs and challenges EFL students face in developing critical reading skills and their perceptions of augmented reality (AR)-based materials used in such classes. A mixed-methods approach was employed, involving surveys and interviews with 79 purposively selected students from two private universities in West Java, Indonesia. Findings revealed that students commonly use online platforms as sources for critical reading activities. They acknowledged the importance of critical reading and expressed that AR significantly enhanced their engagement and fostered independent learning. Pedagogical advantages of AR-based materials included promoting multisensory learning, improving students critical literacy and confidence, increasing enjoyment, and supporting a student-centered approach to technology. Additionally, AR allowed for the integration of virtual and real-world element in meaningful learning environments, which helped reduce cognitive load. The students also recognized ARs role in expanding access to education by making learning experiences more inclusive, engaging, and responsive to diverse learning preferences. Overall, AR-based materials were perceived as a valuable tool to support the development of critical reading skills in English language education.

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