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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya BAHASA DAN SASTRA EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Kanal : Jurnal Ilmu Komunikasi EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Tell : Teaching of English Language and Literature Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Indonesian TESOL Journal Ethical Lingua: Journal of Language Teaching and Literature Indonesian Journal of Cultural and Community Development Borneo Educational Journal (Borju) Proceedings of The ICECRS Academia Open
Yuli Astutik
Universitas Muhammadiyah Sidoarjo
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Academia Open

 1 
There Is Any Effect Of Board Games For Teaching Reading Second Grade At Junior High School: Ada Pengaruh Board Games Terhadap Pembelajaran Membaca Kelas Dua SMP Hanindya Navita Rahma; Yuli Astutik
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2276

Abstract

Game is one of the supporting media in classroom learning. In general, learning media refers to everything that is used to convey messages from the sender of the message to the recipient of the message that can increase or develop the horizons of thinking, feeling, and learning interest of students or students. The purpose of this study was to determine the effect of board game learning media in the classroom when applied as a support for continuous learning. This research was conducted in class VIII SMP PGRI 8 Sidoarjo. The findings of this study use quantitative methods, there are two instruments used by researchers, namely the results of the LKS taken twice. For this reason, the use of board games learning media can help teachers and students to facilitate access to learning media assistance in the form of board game media.
Guessing Games: Enhancing English Speaking Skills in Secondary School: Meningkatkan Kemampuan Berbicara Bahasa Inggris melalui Permainan Tebak Kata: Studi Kuantitatif di Sekolah Menengah Wega Dhea Agnesia; Yuli Astutik
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4707

Abstract

This study investigates the effectiveness of incorporating guessing games as an English learning strategy, specifically focusing on improving students' speaking skills. Many students face challenges in speaking English due to perceiving it as a difficult language to learn, resulting in a lack of mastery. To address this issue, a quantitative approach was employed, involving a sample of 33 students from an eighth-grade class at SMPN 2 Gempol. Data collection included a pre-test and post-test, with the analysis conducted using the T-paired Test. The results revealed that the t-test value (16.369) exceeded the critical t-table value (2.036). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted, indicating a significant positive impact of guessing games on English speaking skills. The findings suggest that teachers can effectively utilize guessing games as an engaging instructional tool to enhance students' proficiency in spoken English. Highlights: Utilizing guessing games as an instructional strategy for English learning. Assessing the effectiveness of guessing games on students' speaking skills. Significant positive impact of guessing games on English speaking proficiency. Keywords: Guessing games, English learning, Speaking skills, Quantitative method, Secondary school
Student Reception of English Learning through Animated Videos in Sidoarjo Elementary Schools: Respon Siswa terhadap Pembelajaran Bahasa Inggris Menggunakan Video Animasi di Sekolah Dasar di Sidoarjo Areta Daffara Prameswari; Yuli Astutik
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.5499

Abstract

This study aims to determine how students respond in learning English using animated videos in grade I SD PLUS FATIMAH AZ – ZAHRO' Sidoarjo. This research is a qualitative research in which the data is taken from the analysis of direct observation and interviews with English class teachers. Collecting data in this study using documentation and interviews. The data analysis technique uses data reduction, data presentation, and drawing conclusions. The results of this study indicate that student responses are divided into three components, namely cognitive, affective, and conative. This study also shows that students in one class are divided into three parts in the ability to understand English learning, namely the competent level, medium level, and low level. Lack of interest in learning English and internal and external factors such as family background and students' skills or abilities are one of the causes of students' lack of response to learning English. Highlights: The study focuses on understanding student responses in learning English using animated videos in a specific grade and school in Sidoarjo. The research employs qualitative methods, gathering data through direct observation, interviews with English teachers, and documentation. The study identifies three components of student responses: cognitive, affective, and conative, and highlights the varying levels of English understanding among students. The lack of interest and external/internal factors also affect students' response to English learning. Keywords: English learning, Animated videos, Student responses, Grade I, SD PLUS FATIMAH AZ – ZAHRO' Sidoarjo
Teachers' Views on Technology in Teaching English at Senior High School Level in Sidoarjo Yuli Astutik; Nurul Faiza; Zahra Novianti; Naura Nabzifa; Binar Fajar Ismail; Khoirul Umam; Hartini Diaz Febrian; Pratiwi Samsugiyarni
Academia Open Vol. 9 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.10385

Abstract

The integration of technology in English language teaching has significantly reshaped educational practices at senior high school levels. This study investigates teachers' perspectives on the impact of technology on English learning at SMA Muhammadiyah in Sidoarjo, identifying its benefits and challenges. While technology enhances teaching effectiveness by fostering interactive, engaging, and resource-rich environments, it also poses challenges such as inadequate teacher training and difficulties in managing student focus. This research employs a qualitative methodology, involving semi-structured interviews with three English teachers representing different grade levels. The findings reveal that tools like smartboards and platforms such as Nearpod improve student engagement, lesson flexibility, and administrative efficiency. Teachers also highlighted the role of technology in creative lesson delivery and reducing convensional workloads, enabling a more dynamic and enjoyable learning experience. However, disparities in technology access across classrooms and students' overreliance on gadgets were identified as significant barriers. The study underscores the importance of continuous teacher training and equitable technological infrastructure to maximize its benefits. It also emphasizes the necessity for strategic adaptation in leveraging technology to align with students' needs while addressing classroom management challenges. These insights provide a foundation for advancing the integration of technology into English language teaching, promoting more inclusive and impactful educational practices. Highlights: Interactive Tools: Smartboards and platforms like Nearpod enhance student engagement and lesson flexibility. Teacher Challenges: Inadequate training and managing student focus are key barriers to effective technology use. Equitable Access: Ensuring consistent technological resources across classrooms is vital for inclusivity. Keywords: technology integration; English teaching; teacher perspectives; qualitative research; classroom innovation.
Kahoot Improves Elementary Students Vocabulary Mastery in Experimental Study Indah Putri Lestari; Yuli Astutik
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11919

Abstract

General Background: The integration of gamified digital tools in education has been widely recognized as a means to increase student engagement and motivation. Specific Background: Interactive platforms such as Kahoot provide time-based quizzes, instant feedback, and competitive elements that may support language learning in elementary classrooms. Knowledge Gap: Despite extensive research on motivation and general outcomes, limited empirical evidence addresses concrete linguistic gains, particularly vocabulary mastery among young learners. Aims: This study investigates whether Kahoot-based instruction leads to greater vocabulary acquisition than conventional teaching methods among fourth-grade elementary students. Results: Using a true experimental pre-test–post-test design with 36 students, both groups improved, but the Kahoot group achieved substantially higher gains, with a statistically significant difference in post-test scores (p = 0.012) and a large effect size. Novelty: The study contributes direct experimental evidence focusing on vocabulary mastery rather than engagement alone in elementary English education. Implications: The findings indicate that integrating game-based digital platforms into language instruction can support active participation and measurable vocabulary development, suggesting practical value for teachers seeking interactive approaches aligned with contemporary curricula. Highlights: Learners using interactive quizzes achieved markedly larger score gains than those taught with textbooks and worksheets. Both instructional approaches produced progress, but the digital game group demonstrated a substantially wider improvement margin. Statistical testing confirmed a significant difference between groups, indicating strong educational relevance of the treatment. Keywords: Kahoot; Gamified Learning; Vocabulary Mastery; Elementary English Education; Experimental Study
Duolingo Application and Vocabulary Scores of Seventh Graders: Pencapaian Aplikasi Duolingo dan Skor Kosakata Siswa Kelas 7 Hyan Siswanto; Yuli Astutik
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12475

Abstract

General Background Vocabulary mastery is a fundamental component of English language learning, particularly at the junior high school level where lexical knowledge supports broader communicative competence. Specific Background In Indonesian secondary classrooms, vocabulary instruction often relies on rote memorization and textbook-centered methods that may limit engagement and retention. Digital platforms such as Duolingo offer gamified and interactive learning environments aligned with Mobile-Assisted Language Learning practices. Knowledge Gap Despite its global popularity, systematic classroom-based evidence regarding Duolingo integration in Indonesian junior high schools remains limited. Aims This study aims to examine whether the use of the Duolingo application is associated with differences in vocabulary mastery among seventh-grade students at SMP Muhammadiyah 8 Tanggulangin. Results Using a pre-experimental one-group pre-test and post-test design with 23 students, the findings indicate an increase in mean scores from 55.87 to 82.61, with paired-sample t-test results showing statistical significance (p = 0.000). Novelty The study provides empirical evidence from a local Indonesian junior high school context regarding structured Duolingo classroom integration. Implications The findings suggest that gamified mobile applications can serve as complementary tools in formal English instruction, particularly for vocabulary practice, while highlighting the need for controlled designs and longer intervention periods in future research. Keywords: Duolingo Application, Vocabulary Mastery, Junior High School, Mobile-Assisted Language Learning, Gamified Learn Key Findings Highlights: Mean vocabulary scores increased by 26.74 points after classroom integration. Statistical testing confirmed significant pre-test and post-test differences. Structured mobile-based practice supported active classroom participation.
Co-Authors Agustina, Sheila Ahmad Munir Ali Mustofa Areta Daffara Prameswari Aulia Rahmah Binar Fajar Ismail Choirun Nisak Aulina Erlita Audina Ma'rifa Fabiola Dharmawanti Kurnia Fika Megawati Fitria Eka Wulandari Hanindya Navita Rahma Hartini Diaz Febrian Hidayatul Avia Hyan Siswanto Indah Putri Lestari Jamilatur Rohmah Khofifah Indah Dia Pangestu Khoirul Umam Masliha Alfiatul Aqliyah Mufidah Nur Aliyyah Yusuf Murni Nikmatillah Nanda Aprila Sinta Naura Nabzifa Niko Fediyanto Nurul Faiza Nurul Octavia Pratiwi Samsugiyarni Rahayu, Endang Mastuti Vidya Mandarani Wega Dhea Agnesia Zahra Novianti