Article Per Year (5 Year)
p-Index From 2020 - 2025
1.607
P-Index
This Author published in this journals
All Journal LingTera Journal of English and Education English Language Teaching Educational Journal Jounal of Education and Teaching (JET) JOLLT Journal of Languages and Language Teaching Kode : Jurnal Bahasa Teaching English as a Foreign Language Journal Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia ADJES (Ahmad Dahlan Journal of English Studies)
Soviyah, Soviyah
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 10 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 10 Documents
Search

 1 
Meningkatkan Kemampuan Membandingkan Pecahan dengan Pendekatan Realistik Berbantu “Puzzle 3D Object” di Kelas IIIB SD Muhammadiyah Noyokerten Yogyakarta Tahun Pelajaran 2023/2024 Solehah, Annisa; Soviyah, Soviyah
Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia Vol. 1 No. 3 (2024): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ptk.v1i3.371

Abstract

Penelitian yang dilakukan pada bulan Februari hingga Maret 2024 ini merupakan penelitian tindakan kelas (PTK) yang bertujuan untuk meningkatkan kemampuan membandingkan pecahan dengan pendekatan realistik berbantu “Puzzle 3D Object”. Penelitian ini menggunakan model Kemmis dan MC Taggart, dengan subjek penelitian 19 orang peserta didik di kelas IIIB SD Muhammadiyah Noyokerten tahun ajaran 2023/2024. Pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan tes tertulis. Teknik analisis data secara deskriptif kualitatif dan kuantitatif. Persentase peserta didik yang lulus KKM saat prasiklus adalah 26,3%, masih tergolong kurang sekali, karena dengan persentase ketuntasan ≤ 40. Oleh sebab itu, guru melakukan penelitian dengan melaksanakan proses pembelajaran menggunakan pendekatan realistik berbantu media yang berbeda selama 2 siklus. Pada siklus I, penggunaan pendekatan matematika realistik berbantu video dan gambar mampu meningkatkan kemampuan membandingkan pecahan, persentase peserta didik yang nilainya diatas KKM meningkat menjadi 21,08%. Namun hasil tersebut belum sesuai dengan indikator keberhasilan, sehingga peneliti melakukan penelitian siklus II dengan pendekatan yang sama, namun dengan berfokus pada variasi media pembelajaran yang berbeda, yaitu “Puzzle 3D Object”. Pada siklus II, terlihat adanya peningkatan yang signifikan, persentase hasil belajar peserta didik mencapai KKM mengalami peningkatan sebesar 36,82%. Dari hasil penelitian tersebut, menunjukkan bahwa pendekatan pembelajaran matematika realistik berbantu “Puzzle 3D Object” tiruan makanan yang dipotong-potong sebagai media untuk mewujudkan besar nilai pecahan, mampu meningkatkan hasil belajar kognitif membandingkan pecahan peserta didik, dan mampu meningkatkan hasil belajar pada materi membandingkan pecahan kelas IIIB SD Muhammadiyah Noyokerten.
Ponsel sebagai Wahana Belajar Daring dalam Pembelajaran Bahasa Indonesia: Konteks Kurikulum Merdeka Diana, Purwati Zisca; Sudaryanto, Sudaryanto; Soviyah, Soviyah; Franesti, Dita; Arifin, Wanda
Kode : Jurnal Bahasa Vol 12, No 4 (2023): Kode: Edisi Desember 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/kjb.v12i4.54592

Abstract

Telepon seluler (ponsel) merupakan salah satu wahana belajar daring dalam pembelajaran Bahasa Indonesia, terutama dalam konteks Implementasi Kurikulum Merdeka. Terkait itu, penelitian ini bertujuan untuk mendeskripsikan pemanfaatan ponsel sebagai wahana belajar daring dalam pembelajaran Bahasa Indonesia di SMP dan SMA. Penelitian ini menggunakan metode deskriptif kualitatif. Data penelitian ini berupa sumber-sumber belajar daring yang tertera dalam Buku Panduan Guru Bahasa Indonesia untuk SMP Kelas VII (2021) dan Buku Panduan Guru Cerdas Cergas Berbahasa dan Bersastra Indonesia untuk SMA/SMK Kelas XI (2021). Pengumpulan data penelitian dilakukan dengan metode observasi atas sumber-sumber belajar daring tadi. Pengecekan keabsahan data dilakukan dengan triangulasi peneliti. Hasil penelitian menunjukkan bahwa ponsel menjadi wahana belajar daring dalam pembelajaran Bahasa Indonesia. Di SMP kelas VII, sumber-sumber belajar daring, di antaranya, laman Letsreadasia, laman Literacyloud, dan aplikasi Wattpad. Di SMA kelas XI, sumber-sumber belajar daring, di antaranya, laman Perpusnas, kanal Youtube Badan Bahasa, dan kanal Youtube Teater Koma
Developing Instruments to Measure Project-Based Learning in the Course of Teaching English to Young Learners Program Development Fatimah, Nur; Soviyah, Soviyah
Ahmad Dahlan Journal of English Studies Vol. 10 No. 2 (2023): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i2.367

Abstract

Courses in TEYL (Teaching English to Young Learners) at the tertiary education level have been conducted in different universities including at the English Department of Universitas Ahmad Dahlan. One of the courses is TEYL Program Development (TEYL PD). It is to develop materials and/or program in TEYL. Since there’s not yet specific and detailed information regarding its assessment in the class of TEYL PD implementing project-based learning, this research aims to design instruments to measure the learning achievement in TEYL PD course. This research utilizes Research and Development (R&D) with ADDIE model. The development process encompasses five steps i.e. analyze, design, develop, implement, and evaluate. There are two rubrics resulted for the course to assess the students in doing the project on TEYL PD. The first is the rubric to assess group’s performance and the second is the one to measure individual performance related to the group project. The instrument for the group performance contains 7 aspects (stages of the project, data collection, target accomplishment, reporting, knowledge, attitudes, and skills). Individual performance was based on peer ranking on the aspects on the students’ contribution, collaboration, discipline and communication.  At this preliminary study, implementing the instruments was conducted by the test of readability and content validity by an expert in English language teaching. Further, the evaluation was realized based on their feedback. Further research is in demand to investigate the use of the instruments in the classroom setting on TEYL PD course.
Students’ perceptions of using Google Meet in English online learning at Muhammadiyah Nitikan Elementary School Soviyah, Soviyah; Puspita, Linda; Altawil, Abdulmohsin Nasser
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.435

Abstract

Google Meet is a new medium used for students and teachers in learning during COVID-19 pandemic. At Muhammadiyah Nitikan Elementary School, English learning has been carried out online by utilizing online mediums in the learning process. By using Google Meet as an alternative learning medium, students at Muhammadiyah Nitikan Elementary School have various opinions on its use. The objective of this research was to find out students’ perceptions of using Google Meet in English online learning. The research method in this research was quantitative method. The participants of this research were sixth grade students of Muhammadiyah Nitikan Elementary School consisting of 88 students, 46 female students and 42 male students. The sampling used in this research was random sampling. Questionnaire is used to collect the data which is then analyzed using quantitative methods. The results of this study showed that out of a total of 88 participants, 1 student (1.14%) has a very positive perception, 35 students (39.77%) have a positive perception, 27 students (30.68%) have a neutral perception, 17 students (19.32%) have a negative perception, and 8 students (9.09%) have a very negative perception.
Improving social functional text writing in Thai nursing students through contextual teaching and learning: Insights from classroom action research Priyandara, Shana Noor Izza; Soviyah, Soviyah; Agustina, Noor Qomaria; Lassamano, Hamidah
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1261

Abstract

This study explores the implementation of the Contextual Teaching and Learning (CTL) approach to enhance social functional text writing skills among nursing students at Fhisrinthon Nursing School, Yala, Thailand. Social functional texts, such as patient reports and healthcare instructions, are essential for effective communication in nursing. The research investigates: (1) How is the CTL approach implemented to improve nursing students' writing of social functional texts? (2) What improvements in writing abilities and engagement are observed under the CTL approach? Using a classroom action research design, the study follows two iterative cycles of planning, action, observation, and reflection. Participants include 15 nursing students, with data collected through writing tasks, classroom observations, interviews, and reflective journals. Writing scores are analyzed quantitatively, while qualitative data are examined thematically. Findings indicate that the CTL approach, integrating real-life nursing contexts, significantly improves students’ writing. Key strategies include aligning learning objectives with nursing-specific materials, vocabulary building, dialogue creation, and role-play activities in simulated hospital settings. Writing scores improved from 67.2 (pretest) to 75 (Cycle 1) and 78.6 (Cycle 2). Students also reported increased motivation, engagement, and satisfaction with the learning process. This research highlights the effectiveness of the CTL approach in nursing education, demonstrating its role in enhancing both writing skills and communication competencies essential for nursing practice. It offers practical insights for educators integrating contextually relevant teaching methods into English language instruction for healthcare professionals.
Voices for Young Learners: Designing Podcast-Based English Materials through the ADDIE Model Soviyah, Soviyah; Hidayanto P.S.P, Nur; R. Dee, Michelle; F. Canape, Lorralie; R.P., Bayu
Journal of Education and Teaching (JET) Vol 6 No 3 (2025): September 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i3.725

Abstract

This study addresses the limited and underexplored use of podcasts in Teaching English to Young Learners (TEYL) in Indonesia—a gap in the integration of digital audio media into early language learning. It develops and evaluates podcast-based English materials for fifth graders using the ADDIE model within a research and development framework. The process involved five stages: needs analysis, design, development, implementation, and evaluation. Participants included 40 students, English teachers, parents/guardians, and three experts (TEYL, media, and practitioner). Data were collected through questionnaires, interviews, classroom observations, expert validation, and student feedback, analyzed using descriptive quantitative and qualitative methods. Results show that the podcast materials were systematically designed to meet students’ necessities, lacks, and wants, and aligned with curriculum standards. Expert evaluations confirmed high quality (86.25% for content and 92.5% for media), while student responses (89.3%) reflected strong engagement, usability, and vocabulary support. This study contributes theoretically by addressing the empirical gap in TEYL podcast research in Indonesia, demonstrating the practical value of podcasts as flexible tools for young learners, and offering pedagogical and policy insights for integrating digital media into primary English instructions.
Boosting Students' Vocabulary through Index Card Soviyah, Soviyah; Akhsan, Nur Rifai
Journal of English and Education (JEE) Vol. 2 No. 2 (2008): VOLUME 2 NO 2 DECEMBER 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i2.6462

Abstract

There are thousands of words in English. Learning these words is a big problem for students of English. However, there are ways to solve this problem. One way is to become familiar with the process of word formation. This process enables students to understand how a word is formed. This analysis is in important and useful to learn because they are very commonly used in English. Developing some skills in taking words apart will help students better understand what they read, what the meaning ofa word, and finally increase students' vocabulary.One way to learn word formation is through index card games. These games will help students learn how a word is constructed in various ways, and even stimulate them to initiate making new word or sentences using their own interest.The writers have conducted action research to use the index card to improve the student's vocabulary. To get more successful achievement, the writes limit to teach suffixes only, namely Verb suffixes. Noun suffixes. Adjective suffixes and Adverb suffixes. For one semester, the writers teach suffixes using index cards in different models, such as Match it, Challenge it. Winsor Loses.The result shows that students may improve their vocabulary mastery (70%), uphold students' motivation (60%), build confidences to speak (40%),generate classroom energy (30%), recognize word formation process (70%), participate in class discussion (25%), and & get better class attendance. From the result above, the-writers believe index card is very useful to improve students' vocabulary, particularly in word formation.  
Engaging future educators: Perceptions of project-based learning among pre-service EYL teachers Soviyah, Soviyah
English Language Teaching Educational Journal Vol. 6 No. 3 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i3.9702

Abstract

In a globalized era with very rapid changes in life nowadays, project-based learning is considered as one of the most suitable learning models. Project-based learning provides learning that develops students' skills in communication, collaboration, critical thinking, and creativity. Therefore, EYL teacher education programs should provide opportunities for pre-service EYL teachers to improve their knowledge and skills in project-based learning. The purpose of this study was to determine pre-service EYL teachers' perceptions of project-based learning and its implementation. Conducted in 2022/2023, a total of 55 pre-service EYL teachers from TEYL PD   course who were purposively selected participated in this study. Data were collected using a 25-item perception of project-based learning scale. Descriptive quantitative analysis was used to analyze the data. The results showed that out of 55 student respondents, 18 respondents (33%) had a very positive perception, 33 respondent (60%) had a positive perception, 4 respondents (7%) had a neutral perception, and no respondents had a negative perception.
Pre-service English Teachers’ Perceptions of Artificial Intelligence (AI) in Project Based Learning in Teaching English for Young Learners Soviyah, Soviyah; Margana, Margana; Canape, Lorralie F.; Febriyanti, Febriyanti
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16688

Abstract

This study investigates how pre-service teachers specializing in Teaching English to Young Learners (TEYL) perceive and utilize Artificial Intelligence (AI) tools within Project-Based Learning (PBL), a context that remains underexplored in teacher education research. While AI adoption in education is growing, little is known about its role in supporting pre-service teachers’ creativity, pedagogical decision-making, and reflective practice in TEYL settings. To address this gap, a sequential explanatory mixed-methods design was employed, combining a survey of 50 Indonesian pre-service TEYL teachers with follow-up interviews with six purposively selected participants. This design was chosen to capture broad patterns of perception and then enrich them with contextualized insights. Data were collected using a questionnaire grounded in the Technology Acceptance Model (TAM) and semi-structured interviews, with quantitative analysis conducted through descriptive statistics and qualitative data analyzed thematically. Findings indicate high acceptance of AI, with participants valuing its ease of use and positive contribution to project work, particularly in brainstorming ideas and supporting design. At the same time, concerns emerged regarding overreliance, reduced critical thinking, and occasional unreliability of AI-generated content. These results highlight both the opportunities and risks of AI integration in TEYL teacher education. The study concludes that teacher education programs should embed AI literacy, promote reflective pedagogy, and design scaffolded PBL activities that balance technological support with the development of creativity, ethical awareness, and learner autonomy.
Reading engagement, achievement and learning experiences through kahoot Rachman, Dzul; Soviyah, Soviyah; Fajaruddin, Syarief; Pratama, Rio Arif
LingTera Vol. 7 No. 2 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i2.38457

Abstract

Side-synchronizing between English reading teaching and learning and latest technology is highly encouraged to happen nowadays in order to get better learning achievement. The main purpose of this study was to find out the effect of Kahoot! on reading comprehension. This study involved 244 students of one of the established private universities in East Kalimantan. Data analysis was conducted using descriptive statistics in the form of frequency, mean, standard deviation and t – test. The results showed that the students' reading comprehension taught using Kahoot! was higher than that of those without Kahoot!. Furthermore, their cognitive, psychomotor and affective learning attitudes showed positive and significant effects as well. Based on the findings, it implies that online media like Kahoot! is strongly recommended to be used in reading teaching and learning process. It is expected that the finding would enrich and enlighten the relevant literature of the area.
Co-Authors Agustina, Noor Qomaria Altawil, Abdulmohsin Nasser Arifin, Wanda Canape, Lorralie F. Dzul Rachman, Dzul F. Canape, Lorralie febriyanti febriyanti Franesti, Dita Hidayanto P.S.P, Nur Lassamano, Hamidah LINDA PUSPITASARI - A11111054, LINDA PUSPITASARI Margana Margana Nur Fatimah Nur Rifai Akhsan, Nur Rifai Priyandara, Shana Noor Izza Purwati Zisca Diana, Purwati Zisca R. Dee, Michelle R.P., Bayu Rio Arif Pratama Solehah, Annisa SUDARYANTO SUDARYANTO Syarief Fajaruddin