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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions JOEY : Journal of English Ibrahimy
Agata, Dias
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Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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Syllabus Design for Computer Extracurricular Based on Internet of Things Agata, Dias; Besari, Adnan Rachmad Anom; Wibowo, Iwan Kurnianto; Putri, Berliana Cahyaniati Purnomo
Beyond Words Vol 6, No 2 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i2.1804

Abstract

Abstract This study presents the process of designing a syllabus for computer extracurricular based on Internet of Things to be implemented in junior high schools in Indonesia. The process of designing the syllabus is based on the regulations of Indonesia Ministry of Education and Culture and adapted to Revised Bloom Taxonomy. There are six competency standards which is formulated in accordance to the junior high school curriculum and develop into six basic competencies for syllabus design. Six basic competencies are adapted to Internet of Things-based learning materials, then elaborated in indicators of competency achievement from Revised Bloom Taxonomy. The results show that all indicators mentioned in the syllabus are in accordance with the competency standards of junior high school students. In terms of the Knowledge dimension, the factual, conceptual, procedural and metacognitive points of knowledge have been fulfilled with the emergence of cognitive domain verb in each indicator of achievement of competence in the syllabus that has been designed. Various learning activities in the syllabus are comprehensively made so that students can perform practical work in accordance with the learning materials. Learning facilities in each section cover practicum teaching modules, power points, videos, practicum tool modules, and LCD projectors. The assessments for students include written tests, practicum and making products. Each assessment is adjusted to the basic competency and learning materials that have been formulated.
Teaching English Vocabulary to Young Learners via Augmented Reality Learning Media Agata, Dias; Yuniarti, Heny; Adison, Ahmelia Ayu Pratiwi
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.2772

Abstract

This research aims to investigate the effect of teaching English vocabulary to young learners via Augmented Reality learning media. The subject of this research was 12 students of grade 1 elementary school. Due to strict health protocols during COVID-19 outbreak, the testing phase was done in students' respective homes accompanied by their parents using cell phones. Vocabulary illustrated in 30 three-dimensional objects and their written form were generated through cell phone’s scanning. A quiz consisted of 54 multiple choice questions was provided after the interactive learning experience. Both the vocabulary and quiz were refer to Thematic English Exploration for Grade 1 book. The results showed that learning vocabulary using AR application was able to increase the mean evaluation score by 0.77%. This application is effective in helping students improve their English language skills as approved by 76% of parents. The AR application was also approved by 59% of parents that it was easy to use. The AR application is proven to be convenience for students to learn English vocabulary interactively and feasible to be used as learning media.
Teachers' Perceptions and Challenges: Evaluating TOEFL Training in an Islamic Boarding School: English Nurisma, Radina Anggun; Agata, Dias; Kusumawati, Eny; Sumarsono, Irwan; Agusalim, Imam Dui; Rizki, Aris Bahari
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.1-19

Abstract

In response to the growing importance of English language proficiency in professional contexts, teacher training for widely used standardized proficiency test such as Test of English as a Foreign Language (TOEFL) has become increasingly essential. Despite the growing number of training, there remains limited understanding of how teachers perceive these programs and what challenges they face in applying the training outcomes to their daily practices. This study aimed to examine teachers’ perceptions of a TOEFL preparation training program and the challenges they encountered in applying its outcomes. An explanatory mixed-methods design was employed, involving 40 teachers from elementary, junior high, and high school levels at an Islamic boarding school in Indonesia. Quantitative data on teachers’ perceptions of the training program and qualitative data on the challenges they experienced were collected through a questionnaire combining closed- and open-ended items. The quantitative data were analyzed descriptively to illustrate the levels of teachers’ knowledge and perceptions, while the qualitative data were analyzed using a thematic approach. The findings revealed that teachers generally held positive perceptions toward the TOEFL preparation training program. However, several challenges emerged in applying the training outcomes, including institutional and environmental challenges, teacher-related challenges, and issues of professional development and sustainability.
Co-Authors Adison, Ahmelia Ayu Pratiwi Agusalim, Imam Dui Besari, Adnan Rachmad Anom Eny Kusumawati Nurisma, Radina Anggun Putri, Berliana Cahyaniati Purnomo Rizki, Aris Bahari Sumarsono, Irwan Wibowo, Iwan Kurnianto Yuniarti, Heny