Article Per Year (5 Year)
p-Index From 2021 - 2026
1.006
P-Index
This Author published in this journals
All Journal TARLING Journal of Language Education Wiralodra English Journal (WEJ) ELITE Journal: Journal of English Linguistics, Literature, and Education Proceedings Series on Social Sciences & Humanities Tarling : Journal of Language Education Journal Gender Equality Disability Social Inclusion and Children JOEEL (Journal of English Education and Literature) Jurnal Vokasia
Wahidiyati, Irra
Unknown Affiliation
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
The Students Perception of The Full Online Learning Quality During The Corona Pandemic Wahidiyati, Irra
Tarling : Journal of Language Education Vol 4 No 1 (2020): Desember 2020
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v4i1.4166

Abstract

Due to the Pandemic of Covid-19, teachers or lecturers must hold a full online teaching-learning process, so they should integrate technology into the teaching learning activities. To engage students in full online learning, Google Classroom, Edmodo, Kahoot, and Quizziz are some online learning platforms that are widely used by English teachers in teaching and learning. There are some video conference applications for doing video calls in the teaching-learning process, they are Zoom and Google Meet. This study focuses on students’ perceptions of the full online learning quality during the corona pandemic. The research involved 50 participants consist of students of the English Education program in the second semester of IAIN Purwokerto. The data were collected through questionnaires, interviews, and observation and were analyzed using the qualitative methods approach. The results of the study indicated that the majority of participants considered did not enjoy the full online learning in English teaching and learning is not effective and efficient in terms of time and phone credit. One of the reasons is the slow-speed internet is one of the difficulties in operating those applications. So, they feel they could not get maximum knowledge and information from their lecturers in full online teaching-learning activities.
An Analysis of English Summative Assessment Item of Merdeka Curriculum Based on Bloom's Taxonomy at SMP N 4 Cilacap Salsabila, Aulia; Wahidiyati, Irra
Tarling : Journal of Language Education Vol. 8 No. 1 (2024): Juni 2024
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v8i1.10609

Abstract

This study aims to determine the compatibility of the summative assessment item of the Merdeka Curriculum used at SMP N 4 Cilacap. This research uses a quantitative descriptive method based on Bloom's Taxonomy operational verb tables. There are 47 questions for the midterm assessment and 50 questions for the semester assessment. So, there are 97 English summative assessment items given by the teacher and used to measure students' level of understanding. The summative assessment items studied consisted of the 2022/2023 academic year midterm and semester assessments. The results of this research are that questions in the LOTS category have a higher percentage than the HOTS category. In midterm assessment items, questions in the LOTS category reached 78%. Meanwhile, in semester assessment items, the number of items that have the LOTS category is 66%. So, based on this research, items categorized as LOTS dominate the Summative Assessment items at SMP N 4 Cilacap. So, this research shows that the summative assessment items at SMP N 4 Cilacap are incompatible with the Merdeka Curriculum. Based on these results, it is hoped that the preparation of assessment items in the following year will be further improved so that students can think more critically by the level of thinking in the Merdeka Curriculum.
STUDENTS' NEED IN LANGUAGE TESTING AND EVALUATION SUBJECT AT THE ENGLISH DEPARTMENT OF UIN PROF. K. H. SAIFUDDIN ZUHRI PURWOKERTO Wahidiyati, Irra; Kholid, Khoeriah
Wiralodra English Journal (WEJ) Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.352

Abstract

This descriptive quantitative study analyzed the students in the Language Testing and Evaluation (LTE) subject. The sources of information were taken from 100 students and two lecturers. Questionnaires and interviews are used to gain the data. From the result of the research, the students need detailed material about language testing and evaluation as their skills for being teachers in the future. First, they need explicit material about assessments and tests. Second, they need the material for creating listening, speaking, writing, and reading test items because there are some types of listening, speaking, writing, and reading that students should master. Next, the TBI (Tadris Bahasa Inggris) students must master creating listening, speaking, writing, and reading test items. The TBI student also needs information on creating assessment rubrics for listening, speaking, writing, and reading test items. In the interview with the lecturer, the TBI students need to understand all assessment components. The LTE lesson plan should state that a detailed assessment rubric has been added for each skill, even though making an assessment rubric per type of existing skill is necessary.
The Effectiveness of Teachers Corrective Feedback in Enhancing Students Ability to Recount Text Writing Wahidiyati, Irra
JOEEL (Journal of English Education and Literature) Vol 1, No 1 (2020)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v1i1.24

Abstract

Most junior high school students get some difficulties in recount text writing. The purpose of this research is to explain the kind of corrective feedback that is more effective for high achievers, for low achievers, and for mixed groups of high and low achievers in enhancing their ability in recount text writing and explain the interaction between corrective feedback, students prior achievement, and ability in recount text writing. The samples are eighth-graders ofSMP Agus Salim. The experiment group receives direct corrective feedback while the control group receives indirect corrective feedback. And from both groups, the researcher divides again into two groups of high and low achievers. Finally, direct feedback is more effective for mixed groups of high and low achievers. The sum of means score of the experimental group is 63.75. While the total means score of the control group is 63.50. The mean score of the high achievers that received direct corrective feedback is 62.00, while the low achievers were 65.5. And from the control group, the high achiever group mean is 66.00 while the low achiever group means is 61.00. So direct corrective feedback is better used for low achievers.
Quizizz Application for Formative Assessment: Students' Perception Kholid, Khoeriah; Wahidiyati, Irra
Proceedings Series on Social Sciences & Humanities Vol. 24 (2025): Proceedings of International Student Conference on Education (ISCE) 2025
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v24i.1567

Abstract

This research aims to analyze students’ perceptions of the Quizizz application in formative assessment at the 10th grade of MAN 2 Banyumas. This research employed a quantitative descriptive method, utilizing a questionnaire as the primary data collection technique. The questionnaire consisted of 30 items and was distributed to 370 respondents. The data is then presented in the form of a table after calculating the percentage of each statement. Then, the average rate of each part was calculated. The results of this research showed that students’ perception of the Quizizz application for formative assessment reached 77.5%, which, if classified, falls into the good category. Thus, it can be concluded that perception agrees with the statement. The results explained that Quizizz is an engaging tool that motivates students, promotes honesty and fairness, enhances understanding of material, and encourages teachers’ creativity through its various features, including question types, live modes, and online reports. The percentages of all these parts fall into the good classification, which means perception is generally accurate, although minor errors or limitations in understanding may occur.
Effective strategies and practical implementation in teaching english to deaf students: Insights from a qualitative case study of communication approaches and learning media Ningsih, Ayu Puspita; Purnama, Yulian; Wahidiyati, Irra
Journal of Gender Equality Disability Social Inclusion and Children Vol. 3 No. 1: (July) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jgedsic.v3i1.2025.1897

Abstract

Background: Deafness is a condition when a person cannot hear, either partially or completely. Deaf students have different ways of communicating with other people, including the way they learn things. Teachers need to use special methods in teaching deaf students so that the objectives of the teaching and learning process can be achieved. This research aims to identify the strategies used by teachers in teaching English to deaf students and find out how these strategies are implemented. Methods: This research uses a qualitative descriptive method and is based on a case study at SMPLB Karya Bakti Don Bosco Wonosobo (Special School for the Deaf). To find answers to these problems, this study interviewed an English teacher about the strategies implemented during the learning process in the classroom. To obtain more in-depth data, researchers also conducted classroom observations. Findings: This research shows that teachers use sign language strategies, read lips and use various media. As for the implementation of this strategy, the teacher focuses more on enriching students' vocabulary, the teacher speaks slowly and clearly when using sign language. teachers teach simple conversations; teachers use varied media. Conclusion: Teaching English to deaf students requires tailored strategies such as sign language, lip-reading, and media use, which must be implemented with patience and persistence to support effective learning. Novelty/Originality of this article: The findings in this study emphasize the fact that teaching deaf students requires excessive effort and great persistence, and the strategies presented in this study can be useful for other English teachers teaching deaf students.
Comics as Media for Teaching Writing at the 7th Grade of SMP Negeri 5 Mrebet, Purbalingga Mualifah, Anggun Fifi; Wahidiyati, Irra
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.16089

Abstract

This study explores the implementation of comics as a medium for teaching writing at the 7th grade of SMP Negeri 5 Mrebet, Purbalingga. The research employs a qualitative approach involving observation, interviews, and documentation. The subjects include one English teacher and three students who participated in comic-based writing lessons. The teacher implemented three stages of learning: exploration, elaboration, and confirmation. Comics were used to enhance students’ engagement and creativity in writing, particularly in creating dialogues and introductory expressions. The study found that while comics are effective in supporting writing instruction, several challenges arose, such as students’ difficulty in constructing coherent narratives, balancing text with visuals, and teachers’ limited visual literacy. Despite these challenges, comics served as a beneficial medium to promote student motivation and provide teachers with deeper insight into students’ learning obstacles.
The Effectiveness of Chain writing Learning Method on Student's Writing Skills Yudi Utami, Yulistya Putri; Wahidiyati, Irra
ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Chain writing is one of the learning methods that can help students in the classroom with collaborative techniques. Chain writing is implemented through learning activities and games. This research is used to find out how effective the use of chain writing learning method at 9th grade of MTs Ma’arif NU 1 Cilongok. This research is using quasi-experiment method. The sample chosen in this study was random sampling because it used quasi-experimental methods. The population of this study was 194 students. The data collection techniques used pre-test and post-test for experiment class and control class. The data analysis technique used normality test, homogenity test and hypothesis test. Based on the research data, there are differences in the results in the experimental class using the chain writing learning method with the control class that does not use this method. The different effect in students writing skill between using chain writing learning method and without using chain writing learning method is evidenced by the hypothesis test which shows assymp. Sig. (2-tailed) is 0.000 (0.000 < 0.05) This means that H0 was rejected and Ha was accepted. Based on this statement, it can be concluded that the chain writing learning method is quite effective to improve students' writing skills.
Co-Authors Ayu Puspita Ningsih Kholid, Khoeriah Mualifah, Anggun Fifi Purnama, Yulian Salsabila, Aulia Yudi Utami, Yulistya Putri