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The Impact of Reading Habit of Jakarta Post Towards Students’ Linguistic Features Waskito, Syifa Aulia Putri; Sudar, Sudar; Chasanah, Zulia
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5537

The purpose of this research aims to determine the student’s reading habits of Jakarta Post, their linguistic features of comprehension focusing on words and morphemes, and the impact of these habits on their linguistic features of comprehension focusing on words and morphemes. A mixed method was used in this research. The statistical population of this study was 45 students from the third semester of English language education. The sample of this research class B was 20 students.The result of the research revealed that the mean scores of pre-tests was 71.95, while the mean scores of post-tests was 83. The result of the two-sided significance value is 0.000. Compared to the significance level of 5% (0.05), the statistic shows that the two-fold significance level is lower than the significance level of 5% (0.00 < 0.05). In addition, the results of the interview also showed that students had a good answer about reading habit of Jakarta Post. This study’s result indicated that reading habit of Jakarta Post has a significant effect. It positively impacts students’ linguistic features comprehension, focusing on word & morpheme.

TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study. The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes. The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.

The Analysis of Personal Writing in Freedom Writers Movie and Its Application in Teaching Writing Hasanah, Uswatun; Chasanah, Zulia; Ngafif, Abdul
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.30999

Personal writing, as depicted in the film “Freedom Writers,” offers valuable insights for writing instruction, particularly for students from diverse and challenging backgrounds. This study aims to investigate how personal writing activities—such as diaries and reflective journals—can be applied to foster self-expression, emotional growth, and identity development in the classroom. Using a qualitative descriptive approach, data were collected through content analysis of the movie and supported by relevant literature. The findings reveal that integrating personal writing into teaching not only enhances students’ motivation and writing abilities but also creates a more supportive and engaging learning environment. These results suggest that personal writing strategies can empower students, boost their confidence, and promote authentic written communication.

Exploring Students' Perceptions of Narrative Role-Play Videos in Speaking Assessment Shafira, Setya Esti; Rokhayati, Titi; Chasanah, Zulia
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.864

Speaking assessment using video role-playing games provides an engaging and realistic alternative for assessing speaking ability. Despite its potential, research exploring students' perceptions of this assessment method is limited. This study aims to describe students' perceptions of narrative role-play videos as a speaking assessment. This study used a qualitative descriptive approach, with thematic analysis to analyze the data. Meanwhile, data were collected from 30 eleventh grade students at MAN Purworejo through an open-ended questionnaire. The findings showed that the majority of students had a positive perception of the method, highlighting benefits such as increased vocabulary, fluency, and confidence, although some experienced technical difficulties. Overall, the use of narrative role-play videos became a more interactive and relevant speaking assessment method, while improving students' communicative competence.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

USING WORDWALL TO IMPROVE STUDENTS’ WRITING PROCEDURE TEXT Siti Fauziyah, Siti Fauziyah; Chasanah, Zulia; Johan, Andrian Nuriza
ENGLISH Vol 19 No 2 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

This study aims to examine the effectiveness of Wordwall as a digital learning tool to improve students' writing skills in procedure texts. Using a quasi-experimental design, the study involved 72 tenth-grade students at SMA Negeri 8 Purworejo, divided into an experimental group (using Wordwall) and a control group (traditional methods). Data collection involved pre-tests, treatment, post-tests, and statistical analysis using SPSS 25. The findings revealed that students in the experimental group showed significant improvement, with their mean post-test score increasing to 80.00, compared to 68.42 in the control group. The paired sample t-test results indicated a significant difference in the writing performance of students exposed to Wordwall-based learning (p = 0.000 < 0.05). Students in the experimental group established higher engagement and motivation. These results suggest that Wordwall effectively enhances students' writing abilities, particularly in structuring and organizing procedure texts. Integrating game-based digital platforms like Wordwall in language learning can positively impact students' writing performance and motivation.

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