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All Journal English Learning Innovation (englie) EFL Education Journal DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Communication, and Tourism Jurnal Inovasi Pembelajaran Matematika (JIPM)
Hudori, Rizki Febri Andika
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Highlighting Students’ Voices of Learning English Through Project-Based Learning During Covid-19 Pandemic: A Case Study Rahmania, Vina Kautsar; Suharjito, Bambang; Hudori, Rizki Febri Andika
English Learning Innovation Vol. 4 No. 2 (2023): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v4i2.27136

Abstract

All the students need to adapt to the new version of the learning and teaching process. The use of project-based learning in the COVID-19 pandemic can help students who struggle to make an interaction with other students. This approach can help vocational high school students more easily understand the topic by using projects that relate to their workplace. This project aimed to explore the students’ voices using Project-based learning in English learning in the pandemic era. This case study used semi-structured interviews to interview five students from one of the vocational high schools in Jember that had already used the project-based learning method during a pandemic. This research results show that project-based learning was one method teachers might employ to help students learn English. The student’s English abilities and creativity could be enhanced while developing the project.
Teacher’s Perception of Driving Factors to EFL Students’ Reading Difficulties and Coping Strategies Nisa', Fitrotun; Putra, Bambang Arya Wija; Hudori, Rizki Febri Andika
EFL Education Journal Vol 11 No 2 (2024): Vol. 11. No. 2 JULY 2024
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v11i2.51589

Abstract

This study explores the driving factors behind EFL students' reading difficulties and the coping strategies employed by teachers. Previous studies about similar research mostly conducted overseas. This indicated a lack of attention to students’ English reading skills in Indonesia. Several consequences can occur if English teachers in Indonesia are unaware of the importance of students English reading skills learning. These include inadequate preparation, limited vocabulary growth, poor comprehension skills, reduced motivation, and missed opportunities (Nanda, 2020). This research conducted at an Islamic senior high school in Jember, East Java, Indonesia, the research utilizes a qualitative case study design to delve into teachers' perceptions. Data were collected through semi-structured interviews with a female EFL teacher. The findings identify key obstacles, including limited vocabulary, restricted exposure to the target language, and insufficient practice opportunities. To address these issues, teachers use strategies such as teaching the alphabetic principle, phonemic awareness exercises, vocabulary-building activities, and providing additional reading materials. The study highlights the importance of targeted interventions focusing on vocabulary and practice to enhance reading proficiency. However, limitations include the small sample size and reliance on self-reported data. Future research should involve larger, more diverse samples to validate these findings. This research offers valuable insights into EFL challenges and suggests practical solutions for improving reading instruction, thereby supporting students' academic and personal success.
The Effect of Using Podcast on Listening Achievement of the Eighth Grade Students of Junior High School Dewayani, Viandra Yashinta; Tasnim, Zakiyah; Hudori, Rizki Febri Andika
EFL Education Journal Vol 10 No 2 (2023): Vol. 10. No. 2 JULY 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i2.42790

Abstract

This study was conducted to identify the effect of using Podcast on listening achievement of the eighth grade students of Junior High School. Based on the preliminary study, it was known that the eighth grade students in one of the junior high school in Situbondo had never used Podcast as a medium of learning listening skill and the teacher often used audio from the internet to teach listening skill. This study applied quantitative method using quasi-experimental with post-test only design. The two classes at that school were chosen as participants for this research, one class belonged to experimental group and the other belong to control group. The students in experimental group were taught listening skill by using Podcast as a medium of learning, while the students belonged to control group were taught by listening to the teacher read the text. The data were analyzed by using Independent Sample t-test formula in SPSS. The results indicated that there was a significant effect of using Podcast on listening achievement of the eight grade students. It was proven that the significant value (2-tailed) was 0.001 and it was lower than 0.05.
Exploring Junior High School Students' Perception on The Implementation of Picture Series as Media for Learning Writing: A Qualitative Descriptive Study Ayu, Chlorida Metana; Fitriyah, Siti Masrifatul; Hudori, Rizki Febri Andika
EFL Education Journal Vol 11 No 1 (2024): Vol. 11. No. 1 MARCH 2024
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v11i1.46259

Abstract

Abstract In this 2.0 education era, many English teachers use various visual aids to help students writing performance. One of the visual instructional media that is used picture series. Picture series is defined as a group of several pictures that describe the atmosphere that is told and show continuity between one picture and another. This research was descriptive qualitative research. This research was conducted at a junior high school in Jember with the 23 students as participants. The researcher used the close-ended, and open-ended questionnaires instrument. Based on the data obtained, the results of this research found that the first research question about students’ perceptions on teaching writing descriptive text using picture series, the researcher found that when the teacher used picture series, students were more enthusiastic to follow the lesson. The previous results indicated that there was an overwhelmingly positive reception to the teacher's teaching method using picture series. The students reported that this enjoyable method made them more eager to learn and more creative in their approach to their studies. Then, the second research question about students’ expectation in this study showed that the students have expressed their satisfaction with the efficiency and effectiveness of their writing teacher in delivering clear and concise material, providing relevant and helpful examples, assigning tasks that are pertinent to what they have learnt, and providing feedback on their work. It is positive to see that the students value their teacher's approach, which has led to their increased motivation and creativity in their learning. Keywords: Learning method, Perception, Picture series, Writing
Engaging Learners in Intercultural Learning through Digital Literature Circles in Tertiary EFL Classroom Imamyartha, David; Bilqis, Mutiara; Puspa, Areta; Hudori, Rizki Febri Andika; Wahjuningsih, Eka
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.8831

Abstract

With the advent of technology, cultural diversities have encouraged language teachers in tertiary education to push the current pedagogical boundaries to seek the best fits for cultural learning, despite the little emphasis on interculturality in day-to-day language learning. Entrenched to Byram’s intercultural learning, this case study explored Indonesian tertiary EFL learners’ perspectives of their intercultural learning through digital literature circles (henceforth DLC) within the context of tertiary education. Forty-five freshmen were involved in reflective culturally-laden DLC, during three months of an Extensive Reading course. Research data were garnered from focus group discussion (FGD) and students’ reading logs in their DLC role sheets. Drawing on qualitative content analysis, this study has acknowledged that DLC evokes consciousness-raising, comparative interpretation, and criticality associated with intercultural communicative competence (ICC). Students voice the critical cultural awareness stemming from such transactional reading, manifest in richer propositions and ideas, deeper understanding of foreign and home cultures, and critical evaluation and reflection on cultures. The study corroborates the technological and socio-constructivist affordances of DLC to empower intercultural learning.
Penerapan Metode Kerja Kelompok Untuk Meningkatkan Hasil Belajar Siswa Pada Pelajaran Matematika Sasomo, Budi; Adha, Sintia Ulil; Hudori, Rizki Febri Andika
Jurnal Inovasi Pembelajaran Matematika (JIPM) Vol. 4 No. 1 (2022): Edisi Oktober 2022
Publisher : Prodi Matematika STKIP PGRI Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36379/jipm.v4i1.365

Abstract

Tujuan penelitian ini adalah untuk meningkatkan hasil belajar siswa pada pelajaran matematika materi pengukuran waktu dengan menerapkan metode kerja kelompok di kelas II SD NU 08 MA’ARIF dengan jumlah siswa 15 anak pada semester 2 tahun ajaran 2022/2023. Penelitian menggunakan pendekatan kualitatif, instrumen yang digunakan untuk pengumpulan data berupa tes dan observasi, dengan betuk penelitian tindakan kelas. Pada siklus I penerapan metode kerja kelompok pada pelajaran matematika materi pengukuran waktu belum memenuhi kriteria dengan keberhasilan belajar 66,6% masih belum memenuhi target. Pada siklus II penerapan metode kerja kelompok pada pembelajaran matematika menunjukkan peningkatan dengan jumlah ketuntasan mencapai 93,3%.
“I am annoyed”: of the Digital Feedback Feature on the ELSA Speak Application Aulyzana, Warda Fatima; Hudori, Rizki Febri Andika
Journal of Language, Communication, and Tourism Vol. 3 No. 2 (2025): June
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jlct.v3i2.6140

Abstract

Pronunciation plays a crucial role in effective communication, yet it can be difficult for non-native English speakers due to the complexities of articulating English words. The wide range and complexity of English vowel sounds frequently pose significant challenges for learners. Nevertheless, technological improvements provide useful resources for enhancing English pronunciation, with applications like ELSA Speak serving as effective tools for students to fine-tune their pronunciation skills. This study sought to explore the experiences of undergraduate students with the digital feedback offered by ELSA Speak in relation to pronunciation learning, utilizing a qualitative descriptive methodology. The research was organized around a qualitative descriptive framework and incorporated thematic analysis, featuring a sample of three undergraduate students from the University of Jember. Findings from the data revealed that students encountered diverse experiences with the digital feedback functionality of ELSA Speak, which included instruction on accurate word pronunciation and the provision of instant feedback regarding their pronunciation efforts. Additionally, this digital feedback mechanism offered students three primary types of exercises: pronunciation, intonation, and conversation practice, thereby facilitating enhanced learning and improvement in their pronunciation skills. However, students had issues with the free version of ELSA Speak, claiming the inability to use certain activities due to the obligation to pay for access to the premium edition. 
Co-Authors Adha, Sintia Ulil Areta Puspa Aulyzana, Warda Fatima Ayu, Chlorida Metana Bambang Arya Wija Putra Bambang Suharjito Budi Sasomo, Budi Dewayani, Viandra Yashinta Eka Wahjuningsih Imamyartha, David Mutiara Bilqis Nisa', Fitrotun Rahmania, Vina Kautsar Siti Masrifatul Fitriyah Zakiyah Tasnim