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All Journal EDUVELOP (Journal of English Education and Development) Journal of English Language Teaching and Literature Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris ELLITE: Journal of English Language, Literature, and Teaching
Fadilla Oktaviana
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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The INFLUENCE OF YOUTUBE BASED VIDEO TOWARD STUDENTS’ WRITING SKILL IN RECOUNT TEXT Ihat Nuur Herma Auriana; Ida Nuraida; Fadilla Oktaviana
Journal of English Language Teaching and Literature (JELTL) Vol 4 No 2 (2021): Journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v4i2.1451

Abstract

The objective of this research was to find out if there is a significant influence of YouTube based video toward students’ achievement in writing recount text. This research is used quasi experimental design. The population of this research was the first students of SMK Daruttaibin Ciwadas Pabuaran. The cluster random sampling was used to take the sample. The sample was two classes, X Pemasaran 1 as the experimental class and X Pemasaran 2 as the control class. The experimental class consisted of 22 students and the control class consisted of 20 students. The instrument of collecting data was pre-test and post-test. From the data analysis, the student’s score of the experimental class in the post test was higher than the students in the pre-test. The mean score of posttest in the experimental class 74.7 was higher than mean score of the control class 67.5. It was found that the result statistic calculation, it was obtained that the value of Tvalue was 1.94 and degree of freedom (df) is 40. In the table of significance 0.05 the value of the significance was 1.68, comparing those values, the result was 1.94>1.68 which means Tvalue score. It means that there is significant influence toward students’ writing skill between the students who were taught using YouTube based video and those who were not. In conclusion, the Ho is rejected and Ha is accepted.
- Picture Word Inductive Model (PWIM) : Assisting Students in Improving Their Writing Ability of Procedure Text Sulhah, Siti Sulhah; Yayu Heryatun; Fadilla Oktaviana
ELLITE: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2024): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v9i2.2989

Abstract

The aims of this study are to know how to implement PWIM and also to find out whether the writing ability of procedure texts can be improved through PWIM. This study employed the classroom action research design, which was carried out in three cycles. This study included 25 ninth-grade students of MTs. Daarul Ulum Panyaungan in the academic year 2023-2024. Data for this study were collected through tests, diary notes, observation sheets, and questionnaires. The findings of the investigation suggest that, when employing PWIM, the teacher used eight phases that comprise: selecting an image; recognizing an image; labeling an image; reading and reviewing the picture word chart; adding words to the picture word chart; leading students to create a title; asking students to generate a sentence; and reviewing the sentence. The next finding showed that students’ scores improve from pre-research to the test. The students’ mean in test 1 was 57.8%, in test 2 was 63.4%, and in test 3 was 72.4%. Furthermore, based on diary notes, observation sheets, and questionnaire sheets, it was discovered that the teaching-learning process worked successfully. The study concludes that using PWIM as a learning medium increases students' capacity to produce procedure texts.
Deep Learning in Indonesian Education: Conceptual Foundations, Policy Frameworks, and Implementation T. Wisnu Warnia WR; Dini Fitriani; Fadilla Oktaviana
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i1.2499

Abstract

This study examines deep learning as an educational approach within the Indonesian education system by exploring its conceptual foundations, policy frameworks, and practical implementation. The background of the study arises from ongoing challenges in Indonesian classrooms, where teacher-centered instruction and surface learning practices remain dominant, limiting students’ critical thinking, engagement, and real-world application of knowledge. The study aims to analyze how deep learning, characterized by mindful, meaningful, and joyful learning, is conceptualized in educational theory, reflected in national education policies, and implemented in classroom practices. Using a qualitative literature review method, data were collected from peer-reviewed national and international journal articles, academic books, and research reports related to deep learning in education. The data were analyzed through thematic synthesis to identify patterns concerning implementation strategies, learning outcomes, and implementation challenges. The findings indicate that deep learning contributes positively to students’ cognitive development, motivation, engagement, and 21st-century skills, particularly critical thinking, collaboration, and creativity. However, its implementation in Indonesia faces several obstacles, including limited teacher competence, inadequate assessment systems, insufficient contextual learning materials, and unequal technological infrastructure. The study concludes that successful deep learning implementation requires integrated policy support, continuous teacher professional development, contextualized curriculum design, and equitable access to learning resources. These findings provide practical implications for educators, curriculum developers, and policymakers in strengthening sustainable and humanistic education in Indonesia.
Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training Sukmalasari, Ristha; Fadilla Oktaviana; Yayu Heryatun
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6104

Abstract

The demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training.
Co-Authors Dini Fitriani Heryatun, Yayu Ida Nuraida Ihat Nuur Herma Auriana Sukmalasari, Ristha Sulhah, Siti Sulhah T. Wisnu Warnia WR