Article Per Year (5 Year)
p-Index From 2020 - 2025
0.92
P-Index
This Author published in this journals
All Journal JTP - Jurnal Teknologi Pendidikan Jurnal Wahana Pendidikan SALEE: Study of Applied Linguistics and English Education Studies in English Language and Education Jurnal Pendidikan Progresif
Anggoro, Kiki Juli
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
AI-Based English Learning Applications to Skyrocket Students’ English Morphological Awareness Suadi, Suadi; Sahyoni; Siregar, Ayu Meita Puteri; Anggoro, Kiki Juli
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1370

Abstract

This article investigated how AI-based English learning applications contribute to English morphological awareness. This study involved 62 participants of university students. A quantitative approach was employed. Data collection was conducted by distributing questionnaires via Google Forms. Participants completed three types of questionnaires; (1) students’ habits in using AI-based English learning platforms, (2) Students’ morphological awareness, and (3) compositional test where participants were asked to make sentences based on provided words. The results show that the majority of participants used AI-based English applications for learning English. Additionally, the majority of them said they understood morphology when utilizing the English language. Likewise, the significance value for students’ habit in using AI-based English learning applications and students’ English morphological awareness is 0.000 and the Pearson correlation is 0.464. This means there is a moderate and positive correlation between students' morphological awareness and their usage of AI-based English learning platforms. Ultimately, the majority of students demonstrated a positive degree of morphological skill in English in their compositional test responses using the provided English vocabulary.
Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand Anggoro, Kiki Juli; Nurmala, Nurmala
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34928

Abstract

Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participants convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.
Caplaire Learning Model: An Effective Strategy to Improve Science Literacy Skills Ananda, Lala Jelita; Suwandayani, Beti Istanti; Anggoro, Kiki Juli; Simanihuruk, Lidia; Ratno, Suyit
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 1 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i1.54169

Abstract

The issue of science literacy has gained significant importance in recent years, particularly as the world faces complex, technology-driven challenges that demand scientifically literate citizens. Science literacy, which encompasses the knowledge and skills needed to understand and engage with scientific concepts, is a critical element of modern education. However, despite its importance, many educational systems, particularly in developing countries, struggle to effectively enhance students' science literacy. This study aims to evaluate the effectiveness of the Caplaire Learning Model in improving science literacy among students in the elementary school teacher education program at Universitas Negeri Medan (UNIMED). The study uses a mixed-methods approach, incorporating both quantitative (pre-test and post-test) and qualitative (interviews and surveys) data collection techniques to assess the impact of the model. Findings indicate a significant improvement in students' scientific literacy following the implementation of the Caplaire model, with higher post-test scores and positive feedback from students and lecturers. The Caplaire model, which integrates inquiry-based learning and reflection, effectively engaged students and fostered a deeper understanding of scientific concepts. These results suggest that the Caplaire model can be a valuable tool for improving science literacy in teacher education programs, with potential implications for broader adoption in educational curricula.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Herda, Rozanah Katrina; Anggoro, Kiki Juli; Monteza, Ana Mae M.; Putro, Nur Hidayanto Pancoro Setyo; Islami, Maida Cinta; Wardoyo, Eko; Sugesti, Nunik
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
The Impacts of the International Student Mobility Program on the Employability Skills: Indonesian Student Perceptions Simbolon, Nurmala Elmin; Hadipranata, Qurrata Ayunina Ciptantri; Nastiti, Tur; Almahendra, Rangga; Amalia, Oki Almas; Wibowo, Nadia Utami; Anggoro, Kiki Juli; binti Zaaba, Zuraidah
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2190-2205

Abstract

The Impacts of International Student Mobility Program on the Employability Skills: Indonesian Students’ Perceptions. The Indonesia International Student Mobility Awards (IISMA) is an Indonesian government scholarship program that enables Indonesian students to spend one semester studying in overseas English-medium instruction (EMI) classes. The article discusses students’ perceptions of the impact of the IISMA on employability skills:  interpersonal communication, critical thinking, and teamwork skills. This quantitative study employed a questionnaire to measure three skill variables, utilizing a pre- and post-test design involving 1941 students. The online questionnaire distribution was done from November 27 to December 13, 2023.  The data of this study were analyzed using Jamovi 2.3.24 software.Key findings demonstrate the significance of the Paired T-Test results (p-value < 0.001), and the difference in the increase in those skills experienced by the IISMA students had a significant effect size increase, specifically d = 0.5 for interpersonal communication skills, d = 0.667 for critical thinking, and d = 0.667 for teamwork skills. The Independent Samples T-Tests for students’ demographic information show that the value of employability skills among academic students outperforms that of vocational participants. ANCOVA analysis results show a significant correlation between students’ perceptions and their home institutions and host institutions. The research highlights the benefits of IISMA for the Indonesia Emas generation. Recommendations on critical considerations in designing programs and selecting host institutions are provided to ensure program sustainability. Keywords: english medium instruction (EMI), experiential learning, indonesia emas.
Co-Authors Amalia, Oki Almas binti Zaaba, Zuraidah Hadipranata, Qurrata Ayunina Ciptantri Islami, Maida Cinta LALA JELITA ANANDA Monteza, Ana Mae M. Nastiti, Tur Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nurmala Nurmala Rangga Almahendra Ratno, Suyit Rozanah Katrina Herda, Rozanah Katrina Sahyoni Simanihuruk, Lidia Simbolon, Nurmala Elmin Siregar, Ayu Meita Puteri Suadi Suadi Suwandayani, Beti Istanti Wardoyo, Eko Wibowo, Nadia Utami