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All Journal Jurnal CULTURE (Culture, Language, and Literature Review) Asian Journal of Applied Education Foreign Language Instruction Probe INTERACTION: Jurnal Pendidikan Bahasa
despita, despita
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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The Role of Parents in Motvating Students to Learn English Bambang Purwanto, Muhammad; Despita, Despita; Agustin, Ariya
Foreign Language Instruction Probe Vol. 2 No. 1 (2023): Beyond Method in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i1.215

Abstract

The purpose of this research is to find out how parents can motivate their children to learn English. This is referred to as "case study research." This research was conducted in the Ganesha Course tutoring class with five students and five parents as subjects. The data collection method used a learning motivation scale and interviews. The data analysis technique used descriptive and qualitative data analysis. Subject One demonstrated high learning motivation, and the role of parents was important in motivating children to learn English. Subject two has low motivation to learn; the role of parents is high in motivating students to learn English. Subject three has medium learning motivation and a strong parental role in motivating children to learn English. Subject four has a high motivation to learn, and the role of parents is important in motivating the learning of English. Subject five has low learning motivation; the role of their parents is to motivate her. As a result, it was determined that the role of parents in motivating learning subjects 1, 2, 3, 4 and our five low-level subjects was significant
Utilization of Information and Communication Technologies (ICT) in English Learning to Improve Language Literacy Purwanto, M Bambang; Yuliana, Yuliana; Agustin, Ariya; Despita, Despita
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.1182

Abstract

This study examines the use of Information and Communication Technologies (ICT) in English language learning as a means to enhance students' language literacy in Indonesia, particularly in response to the low literacy levels reported by PISA. The primary challenge addressed is the lack of understanding and ability among students to evaluate texts, largely due to limited access to interactive and practical learning resources. The purpose of this research is to explore the impact of ICT on improving various aspects of language literacy, including reading comprehension, information connection, and text evaluation skills. Utilizing a mixed-methods approach, data were collected through questionnaires, interviews, and documentation. The findings reveal that ICT usage significantly improves students’ language literacy, especially in text comprehension and analysis. Based on previous studies and current technological applications, ICT has proven to be effective in enhancing both English language learning and literacy development. With greater accessibility, increased interactivity, and the support of innovative tools, ICT offers a more modern and effective alternative to traditional teaching methods. In conclusion, despite challenges related to access and distribution, ICT plays a positive and influential role in supporting the development of students’ language literacy.
Implementing Writing Skills through The Genre Approach Hidayad, Ferri; Agustin, Ariya; Despita, Despita; Purwanto, Muhammad Bambang
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Despite being largely regarded as a foreign language; English plays an undeniably significant part in Palembang's economy and educational system. Contrarily, research reveals that English proficiency among Palembang pupils’ declines. This article details a study that looked at how much EFL English majors at PGRI Palembang University improved their ability to write argumentative essays after being subjected to genre-based writing exercises with their writing instructors. The findings showed that students consistently struggled to criticize or refute opposing viewpoints and come up with more powerful rebuttals, even after being exposed to the preparation of genre-based argumentative essays. However, they were able to demonstrate development in their ability to recognize the rhetorical structures (genres) and lexicon-grammatical characteristics of the full argumentative essay. The strategy received favourable feedback from the participants. The paired sample t-test also revealed that students' post-intervention argumentative texts significantly outperformed their pre-intervention drafts. It is commonly accepted that students may regulate the linguistic aspects of the type of text with a specific communicative aim and comfortably enhance their writing skills by studying through a genre-based approach to writing. The consequences for teaching writing in an EFL setting are demonstrated in this essay. Additionally, it urges the adoption of a genre approach in EFL writing classes.
Task-Based Language Teaching in Hospitality Training Purwanto, M Bambang; Despita, Despita; Auliana, Nyayu Ully
Asian Journal of Applied Education (AJAE) Vol. 3 No. 4 (2024): October 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v3i4.11777

Abstract

This study aims to measure the effectiveness of implementing Task-Based Language Teaching (TBLT) in improving the English language skills of Palembang Hospitality Job Training Institute (LPK) students who will intern at hotels. This research mainly focuses on the speaking and listening skills needed in direct interaction with foreign guests in the hotel environment. This study uses a descriptive qualitative method, with data collected through pre-tests and post-tests on 10 students. The results showed that the average pre-test score of students was 62.8, while the average post-test score increased to 86.1, with an average increase of 23.3 points. This increase shows that implementing TBLT effectively improves students' English proficiency, especially in the context of practical communication relevant to the hospitality industry. Students also reported increased confidence in using English after training due to a task-based learning approach that allowed them to practice in real-life situations. Although the results were positive, the study had some limitations, such as a limited sample size and a short duration of training. This study has implications that TBLT can be implemented more widely in other LPKs that focus on the hospitality sector, and it is recommended that follow-up research with a larger sample and longer training time be conducted to obtain more comprehensive results.
Tech meets practice: Shadowing with mobile tools to enhance L2 vocabulary mastery Purwanto, M Bambang; Yuliana, Yuliana; Nurdianingsih, Fitri; Despita, Despita
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 12 No. 2 (2025): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v12i2.756

Abstract

Vocabulary acquisition plays a crucial role in mastering English as a foreign language (EFL), yet numerous learners face challenges in expanding their lexical repertoire and applying it accurately. This research investigates how shadowing techniques delivered through mobile technology can enhance vocabulary mastery among EFL students. Using a mixed-methods design with an experimental framework, the study involved 40 intermediate-level learners from a local English course in Kampung Inggris Pare, selected via purposive sampling. Over the course of four weeks, participants engaged in shadowing activities using mobile applications, including Google Voice Assistant and Duolingo. Data collection combined quantitative measures—pre-test and post-test scores—with qualitative insights drawn from questionnaires and semi-structured interviews. Statistical analysis using a paired-samples t-test produced a t-value of -26.502 (df = 30) and a two-tailed p-value of 0.000, which is well below the 0.05 threshold, confirming a statistically significant improvement in vocabulary performance following the intervention. This suggests that the mobile-assisted shadowing approach effectively supports authentic and meaningful vocabulary learning. Qualitative feedback further indicated that participants benefited from the method’s accessibility, adaptability, and opportunities for repeated practice, although some noted challenges related to audio playback speed and inconsistent internet connectivity. Overall, the findings highlight mobile-based shadowing as a promising and innovative strategy for strengthening vocabulary skills among EFL learners.
Co-Authors agustin, ariya Auliana, Nyayu Ully Bambang Purwanto, Muhammad Ferri Hidayad, Ferri Fitri Nurdianingsih Purwanto, M Bambang Purwanto, Muhammad Bambang Yuliana Yuliana