Garuda - Garba Rujukan Digital

SENTENCE FRAGMENTS IN SEA TEACHER BLOG WRITING IN ST. PAUL UNIVERSITY SURIGAO, PHILIPPINES Prastikawati, Entika Fani; Arum Setianingsih, Beny; Wiyaka
Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v4i2.94

This study aimed to identify fragments found on online diaries of 6th batch SEA Teacher blog writing in St. Paul University Surigao, Philippine, and to describe the problems faced by 6th batch SEA Teacher participants in writing online diaries. The research design of this study was descriptive qualitative. For collecting data, the researchers used non-interactive techniques by analyzing ten formal online diaries and distributing the questionnaire. The researchers employed three steps for analyzing the data, namely data reduction, data display, and drawing some conclusions. The researchers analyzed ten formal online diaries, the researcher found fragments on seven formal online diaries. The most significant fragment realized was missing verbs (56.52%) followed by missing subject (30.43%), added detail fragment (8.70%), and â€“ing fragment (4.34%). Whereas, the highest problem faced by 6th batch SEA Teacher participants in writing online diaries was lack of grammar knowledge, time limitation, limited reference, and different language used.

BACKCHANNEL AS FORMATIVE ASSESSMENT IN ENGLISH CLASSROOM; THE STUDENTS’ PERSPECTIVE Vara Dika Maharani; Entika Fani Prastikawa; Wiyaka
Journal of English Education and Linguistics Vol. 3 No. 1 (2022): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v3i1.781

Dealing with assessment, formative is one way of assessing students' performance during classroom activities. The latest curriculum in Indonesia, curriculum 2013, demands teachers to assess students not just at the end of learning. The objectives of the study are to find out students’ responses on the implementation of backchannel as formative assessment implemented in English classroom, to identify areas of students learning activity are influenced by backchannel implemented in English classroom, and to describe the difficulties faced by the students in the implementation of backchannel in their English classroom. The approach of this study was qualitative design. The subjects are the eighth-grade students of SMP N 6 Semarang. The results showed that the backchannel method was applied in eighth D class is success. The backchannel method as a formative assessment gets positive responses from students. The students are mostly affected in the area of backchannel in which they can improve their skills in English with a high understanding of the process. Some students can improve their speaking skills because they receive a lot of new vocabulary and this method makes them more active. The challenges that they faced are about time, understanding and internet signal.

Makna Tindak Tutur Ilokusi Pada Khotbah Hari Raya Keagamaan Islam: Sebuah Kajian Pragmatik Susanto, Dias Andris; Adi, A. B. Prabowo Kusuma; Setyorini, Ajeng; Wiyaka; Bimo, Djoko Sri
Innovative: Journal Of Social Science Research Vol. 4 No. 6 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i6.16855

Urgensi penelitian ini berfokus pada Kotbah di hari raya keagamaan Islam dengan kajian paragmatik untuk memberikan pengetahuan dan pemahaman kepada jamaah dan pembaca serta mahasiswa di dalam memaknai sebuah isi kotbah dengan pendekatan perlokusi. Tujuan dari penelitian ini adalah untuk menjelaskan dan mendeskripsikan berbagai jenis tindak tutur dan fungsinya yang terkait dalam isi kotbah tersebut. Penelitian ini dilakukan dengan menggunakan penelitian deskriptif kualitatif. Data dikumpulkan dengan menggunakan observasi checklist kemudian diklasifikasikan ke dalam beberapa jenis tindak tutur berdasarkan teori Yule yaitu; representatif dengan meliputi lima fungsi: Menyatakan, menginformasikan, mendeskripsikan, mengklarifikasi & menyimpulkan. Diikuti oleh ekspresif dengan tiga fungsi: memuji, berharap & meminta maaf dan direktif dengan empat fungsi: menasihati, meminta, memberitahu, berdoa dan yang terakhir komisif dengan satu fungsi: menjamin. Sampel penelitian ini adalah beberapa konten kotbah hari raya keagamaan Islam seperti: hari raya idul fitri dan hari raya idul adha yang berlangsung di tahun 2024.

ASSESSING THE STUDENTS’ READING COMPREHENSION USING CONFERENCE TECHNIQUE Firmansyah , Muhammad Eka; Wiyaka; Prastikawati, Entika Fani
English Language Teaching Methodology Vol. 4 No. 3 (2024): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v4i3.1676

Reading comprehension involves the interaction of the reader, text, and context. Reading comprehension is important because enhances understanding of text and know the detail of the text. This research aimed to improve the student’s comprehension in reading the text and as a medium for assessing English students' reading. The research was undertaken in Junior High School (SMP) N 6 Semarang. The research chose one class and the sample consisted of 34 students in 8C. The researchers used ex-post facto and this research used a quantitative method to measure how well they comprehend the text and assessed two tests to students. The first test was assessed multiple choice test and the second test was assessed conference technique. The data was collected by providing 25 questions using multiple choice test and giving a descriptive text using conference technique. The data analysis technique used ordinary scoring for multiple choice test and a rubric for conference technique. The researchers analyzed the collected data by using paired sample t-test. The result of two tests analysis showed that the value of Sig. (2-tailed) is 0.000 < 0.005, so it means that there is a significant difference reading comprehension when students assessed with different instruments, which is multiple choice test and conference technique and mean of multiple-choice test is 79.05 and mean of conference technique is 86.85, it can be concluded that mean of conference technique is higher than multiple choice, so there is difference between two tests. The last, the result of multiple-choice test and conference technique proved that these two tests have an improvement or significance in students’ reading comprehension.

UTILIZING DUOLINGO APPLICATION TO ENHANCE YOUNG LEARNERS’ VOCABULARY MASTERY Yulia Inayatul Ulfa; Wiyaka; Entika Fani Prastikawati
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19477

This study aims to investigate the effectiveness of the Duolingo application in improving vocabulary mastery and to identify student perceptions of its use in junior high school. Using a one-group pre-test and post-test design, a pre-experimental approach was used with 34 eighth-grade students from SMP N 6 Semarang. Data were collected through a written vocabulary test and a closed-ended questionnaire, and analyzed using SPSS 26 software. The main findings demonstrated a notable rise in vocabulary scores, with the mean score rising from 62.79 to 86.24, supported by a t-test result (t = 7.618, p < 0.05). Most students responded positively, citing Duolingo's user-friendly interface, engaging content, and motivating features. This study can be applied in English language teaching, especially at the junior high school level, and also contributes to mobile-assisted language learning research. The novelty of this study lies in its focus on integrating gamified mobile applications into vocabulary instruction in English classrooms, providing new insight into learner engagement and digital tool effectiveness.

UTILIZING DUOLINGO APPLICATION TO ENHANCE YOUNG LEARNERS’ VOCABULARY MASTERY Yulia Inayatul Ulfa; Wiyaka; Entika Fani Prastikawati
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19477

This study aims to investigate the effectiveness of the Duolingo application in improving vocabulary mastery and to identify student perceptions of its use in junior high school. Using a one-group pre-test and post-test design, a pre-experimental approach was used with 34 eighth-grade students from SMP N 6 Semarang. Data were collected through a written vocabulary test and a closed-ended questionnaire, and analyzed using SPSS 26 software. The main findings demonstrated a notable rise in vocabulary scores, with the mean score rising from 62.79 to 86.24, supported by a t-test result (t = 7.618, p < 0.05). Most students responded positively, citing Duolingo's user-friendly interface, engaging content, and motivating features. This study can be applied in English language teaching, especially at the junior high school level, and also contributes to mobile-assisted language learning research. The novelty of this study lies in its focus on integrating gamified mobile applications into vocabulary instruction in English classrooms, providing new insight into learner engagement and digital tool effectiveness.

Bridging the Gap: Pre-Service Teachers’ Realities of Technology Integration in the Digital Classroom Silitonga, Lusia Maryani; Sri Suciati; Wiyaka; Entika Fani Prastikawati; Nur Cholifah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/8e0app73

In the digital era, integrating technology into education is essential for preparing future-ready educators. This qualitative case study explores how pre-service teachers experience and implement digital tools in instructional settings. It focuses on their successes, challenges, and the pedagogical strategies they employ. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and experiential learning theory, the study involved 15 pre-service teachers from a university in Semarang. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings reveal that pre-service teachers primarily used technology to manage classrooms and engage students—for example, using interactive platforms like Kahoot! to maintain attention and assess understanding in real time. These tools influenced student reactions and led teachers to adapt their instructional strategies dynamically. While digital tools were seen as effective for promoting engagement and understanding, participants faced challenges related to digital literacy, infrastructure limitations, and a lack of mentorship. Technology-based assessment and proactive engagement strategies were less frequently applied, highlighting a gap between theoretical training and classroom practice. The results suggest that teacher education programs should provide more hands-on, guided experiences, reflective practices, and institutional support to develop digital teaching competence. This study contributes to ongoing efforts to align teacher training with the realities of technology-enhanced learning environments

THE USE OF GOOGLE FORM AS A FORMATIVE ASSESSMENT TOOL IN LEARNING PROCEDURE TEXT Yuniar, Ainun Nisa; Wiyaka; Lestari, Siti
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 23 No. 1: Wacana, Vol. 23, No. 1, Januari 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v23i1.27892

Google Form is an application that can be used for free to assist teachers in assessing student learning outcomes in this modern era. This study aims to 1) To find out the use of Google Form as a formative assessment tool, 2) To find out students' perceptions of using Google Form as a formative assessment tool in Procedure Text learning and to find out the obstacles they face in using Google Form. The theory used to analyze the formulation of the problem was the behavioristic theory of Burrhus Frederic Skinner and Edward Lee Thorndike. Data collection methods used are interview, observation, and documentation. The data that has been collected was analyzed using a qualitative descriptive analysis method through data reduction, data presentation and making conclusions. The results showed that the use of Google Forms as a formative assessment tool in learning Procedure Text for tenth grade students of SMA Negeri 5 Semarang includes 3 stages : the preparation stage, the implementation stage, and the final stage. Students' perception of the application of Google Form as a formative assessment tool in learning Procedure Text were easy to use, flexible, and effective. However, the obstacles encountered in using Google Form were unstable internet connection and limited internet quota.

Title

Found 8 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 8 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 8 Documents
Search