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All Journal Vision: Journal for Language and Foreign Language Learning Edukasia: Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Humanities and Social Sciences
Masyhudianti, Ummy Khoirunisya'
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta Masyhudianti, Ummy Khoirunisya'; Masithoh, Hanita; nisa, Khoirun
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12398

Abstract

In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
Developing Method based on Differentiated Instruction for Teaching Writing to Junior High School Students in Kediri Masyhudianti, Ummy Khoirunisya'
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1787

Abstract

This study aims to develop a method based on Differentiated Instruction (DI) in teaching writing using adjusted GBA (Genre Based Approach) to Junior High School students in Kediri. This research employed a Research and Development design, utilizing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants included one teacher and 35 students from a Junior High School in Kediri, selected through purposive sampling. Data were collected through interviews, questionnaires, observation, and document analysis, and analyzed qualitatively and quantitatively. The data validity was done by using triangulation technique. The results demonstrated that the adjusted Genre-Based Approach with Differentiated Instruction, incorporating songs, games, and differentiated content and products across BKOF, MOT, JCOT, and ICOT, is effective for both students and teachers, enhancing students' writing skills. Expert validation scores support the method, with pre-assessment and DI at 87.5% (exceeds expectations), method at 91.7% (exceeds expectations), and evaluation at 79.2% (meets expectations). The adjusted GBA method proved to be effective for teaching writing to improve students' writing scores, as demonstrated by the average post-test score of 85. Future research should explore the method’s applicability in senior high school, as well as longitudinal studies to assess its long-term impact on writing skills development.
Integrating Genre-Based Approach and Differentiated Instruction to Improve Seventh Graders’ Descriptive Writing Skills in a Junior High School in Kediri Masyhudianti, Ummy Khoirunisya'
JOM Vol 6 No 4 (2025): Indonesian Journal of Humanities and Social Sciences , December
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v6i4.8760

Abstract

This study aimed to delve whether integrating the Genre-Based Approach (GBA) with Differentiated Instruction (DI) can improve writing skills among seventh-grade students in a Junior High School in Kediri, Indonesia. The research applied a Classroom Action Research (CAR) design, which included two cycles of planning, acting, observing, and reflecting. The findings indicate that the implementation of GBA combined with DI enhanced students’ writing proficiency, particularly in the production of descriptive texts. The post-test results of Cycle 2 indicated that 81.25% of students’ mean score reached 77.8, surpassing the minimum passing grade (KKM) of 75 and demonstrating a substantial improvement compared to the mean score obtained in Cycle 1 (62). Additionally, qualitative data showed that students' engagement, enthusiasm, and attitudes toward English writing improved, as they became more involved in class discussions, writing exercises, and collaborative activities. The study further highlights that the integration of DI with GBA addresses the diverse learning needs of students, fostering a more interactive and student-centered learning environment. The research contributes to the growing body of literature on the application of GBA and DI in EFL contexts and suggests that these approaches can be used to improve writing skills in junior high school students. Future research could examine the long-term effects of this approach, its applicability to different writing genres, and the potential integration of digital platforms to enhance learning.
Co-Authors Khoirun Nisa Masithoh, Hanita