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All Journal Journal of English for Academic and Specific Purposes (JEASP) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH ELTR Journal JETLi Journal of English Teaching and Linguistics Studies Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia
Herawati, Atti
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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USING YOUTUBE VIDEOS TO TEACH WRITING Nurhelfa, Sulistiawati; Herawati, Atti; Wahyuni, Asih
ELTR Journal Vol. 8 No. 2 (2024)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v8i2.191

Abstract

This article aims to describe how an English teacher taught writing procedure text using YouTube videos to the 11th-grade students of Vocational High School. The study applied a descriptive qualitative approach. This research was conducted at one Vocational school in Pacet. The participants of this research were an English teacher and 36 students from grade 11 of Tourism Travel Business (ULP) major. This study was guided by one research question “How does the teacher teach writing procedure text using YouTube video to grade 11 students of Vocational High School?” The instruments used in this study were observation, documentation, and interview. The findings of this study show that: 1) the English teacher engaged the students to watch a video from YouTube together in the opening activity, 2) the English teacher and the students discussed the contents of the YouTube videos that have been watched in the core activity, and 3) the English teacher played YouTube videos to prepare the students’ mental condition before they were doing presentation about their writing project of procedure text in core activity. The results indicated that the YouTube video on teaching writing aligns with the stages of the teaching activities proposed by Rusmawan.
Improving Students’ Role in Group Work Through Problem-Based Learning in English Language Learning for Grade X at SMA Negeri 3 Bogor Rahmawati, Yurike Resty; Mawaddah, Syarifah; Antari, Ima Yosi; Herawati, Atti
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 2 No. 4 (2025): August
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v2i4.1796

Abstract

The current classroom action research aims to enhance the active participation of the students in group tasks through the application of Problem-Based Learning (PBL) approaches in the context of English language learning for Grade X students of SMA Negeri 3 Bogor. This study addresses the problem of the lack of student participation and contribution in group tasks, which has negatively affected the effectiveness of collective learning results. The research was conducted in two cycles, with planning, action, observation, and reflection in each cycle. The data were obtained from observation, students’ test scores to assess their grammar mastery, and from reflective journals to gain insight into their learning experiences and engagement with the instructional methods. The results showed that PBL approach, particularly after integrating game-based learning elements in the second cycle, was effective in increasing students’ engagement during group work by encouraging better communication, cooperation, and responsibility among members. Students became more confident in sharing ideas, showed greater enthusiasm, and demonstrated improved understanding of gerunds and to-infinitives, which was also reflected in the increase of their average test scores from 41,08 to 66,27. This indicates that when PBL is applied in a structured and interactive way, it can significantly enhance student participation and improve grammar learning outcomes.
Marking Meaning: EFL students’ Annotation as a Tool for Academic Literacy Andovita, Leora Grahadila; Vonti, Lungguh Halira; Aslamiyah, Susi; Herawati, Atti
English Education:Journal of English Teaching and Research Vol 10 No 2 (2025): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v10i2.26567

Abstract

In the context of Indonesia higher education, English academic reading poses notable challenges for EFL students, particularly due to complex language and limited instructional support. To address this issue, annotation emerges as a critical strategy to facilitate comprehension and engagement with scholarly texts. This study aims to explore the annotation practices employed by eight-semester EFL students when reading academic materials. Using a descriptive qualitative method, data were collected through documentation of annotated texts and semi-structured interviews involving six students from an English Language Education Study Program at Pakuan University. The analysis followed Marshall's framework, categorizing annotations into three types: anchor only, content only, and compound. Findings revealed that students predominantly used anchor only annotations-highlighting and underlining- to mark essential information. Some employed compound annotations by integrating text markers with reflective notes, while content only annotations were less frequent but demonstrated deeper processing through independent summaries. These practices indicate that annotation supports not only reading comprehension but also academic writing and critical engagement. The study recommends integrating explicit instruction on annotation techniques into EFL reading curricula to empower students as active readers and knowledge constructors. 
Need Analysis for Developing English for Specific Purposes Materials for the Caregiver Program at Vocational School Hidayati, Poppy Sofia; Herawati, Atti; Mariam, Cucu
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 2 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i2.25840

Abstract

The goal of language learning programs is to utilize language for effective communication. Due to the needs, interests, and motivations of language learners, they may show individual differences in language learning. Vocational students need English for Specific Purposes related to their fields. While based on the 2013 Indonesian English Curriculum, both senior high school and vocational learners receive the same English learning materials. Meanwhile, the English learning materials for vocational learners are supposed to be more specific in bordering certain areas. This study aimed at developing English learning materials for the caregiver program at Vocational School (SMK) Darmawan Bogor. The data was gained qualitatively by analyzing students’ needs by applying questionnaires and interviews. Learning material is then developed based on the results of the needs analysis. Furthermore, the teachers of the caregiver program reviewed the materials and they were interviewed to find out their responses. The result showed that the materials has met the learners’ needs, demands, and interests. Therefore, it can be concluded that the developed English material has met its target needs.
Co-Authors Andovita, Leora Grahadila Antari, Ima Yosi Asih Wahyuni Aslamiyah, Susi Hidayati, Poppy Sofia Irawan, Tata Regita Sherfaty Istiqlaliah Nurul Hidayati Iyan Irdiyansyah Mahdiyyah, Khadijah Mariam, Cucu Nurhelfa, Sulistiawati Priyantin, Tina Rahmawati, Yurike Resty Salsabila, Amalia Shafira, Karina Suhartini, Ade Syarifah Mawaddah Vonti, Lungguh Halira