Articles
<![CDATA[Student's engagemen in English language learning by using Quizizz at senior high school ]]>
<![CDATA[dwita putri, fanny]]>;
<![CDATA[Rika Afriyanti]]>;
<![CDATA[Melvina]]>
<![CDATA[ JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 9 (2025): Journal of Digital Learning and Distance Education (JDLDE) ]]>
Publisher : <![CDATA[RADINKA JAYA UTAMA PUBLISHER ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56778/jdlde.v3i9.444
<![CDATA[This study investigated students’ engagement in English learning using Quizizz at SMAN 15 Padang. Using a qualitative approach, this study explored aspects of behavioral, cognitive, emotional, academic, and social engagement. Data were collected through classroom observations, field notes, and video recordings. The findings revealed that Quizizz significantly increased students’ engagement by providing an interactive and enjoyable learning experience. Behavioral engagement was reflected in active participation and persistence during Quizizz sessions. Cognitive engagement was evident in students’ ability to critically analyze and discuss learning materials. Emotional engagement was demonstrated through students’ enthusiasm and satisfaction. While academic engagement demonstrated consistent progress in class, social engagement highlighted collaboration and interaction among peers and teachers. These results suggest that Quizizz can enhance English learning by encouraging greater student engagement. engagement.]]>
<![CDATA[Jenis Reward Dalam Pengajaran Bahasa Inggris Di SMA ]]>
<![CDATA[Almubarak]]>;
<![CDATA[Siska]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ EduCurio: Education Curiosity Vol 1 No 2 (2023): Maret-Juni 2023 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.71456/ecu.v1i2.237
<![CDATA[Tujuan dari penelitian ini adalah untuk mengidentifikasi jenis penghargaan yang digunakan guru dalam pembelajaran bahasa Inggris di SMA Kartika 1-5 Padang. Partisipan dalam penelitian ini adalah guru bahasa Inggris di SMA Kartika 1-5 Padang yang menggunakan reward sebagai strategi pengajaran bahasa Inggris. Dalam penelitian ini, peneliti mengumpulkan data menggunakan daftar periksa observasi, catatan lapangan, dan video. Peneliti merekam atau memvideokan kegiatan pembelajaran yang dilakukan. Setelah itu peneliti akan meminta peserta untuk mengisi lembar observasi yang telah disiapkan oleh peneliti. Berdasarkan data di atas, peneliti menyimpulkan bahwa hanya dua tipe reward yang digunakan oleh guru bahasa Inggris di SMA Kartika 1-5 Padang yaitu social reward dan reward token, namun cara penerapan dan waktu penerapan yang dilakukan oleh masing-masing guru berbeda.]]>
<![CDATA[Self Directed Learning Pada Modul Ajar Didesain Oleh Guru Penggerak ]]>
<![CDATA[Mahardika, Anatasya]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Siska]]>
<![CDATA[ EduCurio: Education Curiosity Vol 1 No 2 (2023): Maret-Juni 2023 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.71456/ecu.v1i2.248
<![CDATA[Dalam rangka meningkatkan mutu pendidikan, Menteri Pendidikan (Mendiknas) telah meluncurkan "Kurikulum Merdeka Belajar". Program Merdeka Belajar ini merupakan salah satu upaya Kementerian Pendidikan dan Kebudayaan dalam rangka menciptakan inovasi-inovasi pembelajaran dalam rangka mewujudkan komitmen untuk meningkatkan mutu pendidikan. Untuk mendukung Kurikulum Merdeka Belajar, bahan ajar yang dirancang oleh guru harus mencakup kegiatan Self Directed Learning. Dalam setiap pelaksanaan Kurikulum Merdeka, menuntut siswa untuk mandiri dalam belajar (Self Directed Learning), dimana siswa diberi tanggung jawab untuk mengatur dan mengendalikan proses pembelajaran dan pencapaian dalam pembelajaran. Siswa juga dituntut untuk memiliki pola pikir mandiri dalam belajar, dalam arti siswa memegang kendali penuh dan bertanggung jawab atas pembelajarannya. Penelitian ini bertujuan untuk mengetahui kegiatan Self Directed Learning di modul ajar kelas X yang disusun oleh Guru Penggerak di SMA N 15 Padang. Data dikumpulkan secara kualitatif dengan dokumen ceklis, hasil data menunjukan bahwa modul ajar yang didesain oleh Guru Penggerak belum sepenuhnya menerapkan aktivitas Self Directed Learning. Guru masih menjadi fasilitator dalam pembelajaran, dan tetap menjadi penentu keputusan.]]>
<![CDATA[Tingkat Kognitif Pada Soal Membaca Di Lembar Kerja Siswa Tingkat Sekolah Menengah Pertama ]]>
<![CDATA[Zahara, Ferlian]]>;
<![CDATA[Sevrika, Hevriani]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ EduCurio: Education Curiosity Vol 1 No 2 (2023): Maret-Juni 2023 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk menganalisis tingkat kognitif soal membaca pada lembar kerja siswa “English for Creative Students”. Peneliti menganalisis tingkat keterbacaan soal pada LKS berdasarkan Taksonomi Bloom edisi revisi. Pada revisi Taksonomi Bloom terdapat 6 level soal yaitu: Mengingat, Memahami, Menerapkan, Menganalisis, Mengevaluasi dan Menciptakan. Peneliti menggunakan lembar kerja “English for Creative Students” sebagai sumber data. Peneliti menggunakan tabel document checklist dalam mengumpulkan data dan menganalisis data untuk menemukan temuan penelitian. Peneliti menganalisis soal-soal yang berfokus pada soal-soal bacaan pada bab teks monolog. Setelah dilakukan pembelajaran, terdapat 4 bab yang berisi soal dan terdapat 100 soal bacaan. Hasil penelitian menunjukkan bahwa level soal yang terdapat pada lembar kerja “English for Creative Students” yaitu 3 level. Hasil penelitian menunjukkan bahwa total dari setiap level adalah 89 soal pada level mengingat, 10 soal pada level pemahaman dan 1 soal pada level evaluasi. Di antara semua tingkatan, mengingat adalah soal yang paling dominan dengan total 89 soal.]]>
<![CDATA[Group Discussion Strategy in Developing Students’ Critical Thinking Skills in Teaching English as the Implementation of the Merdeka Curriculum ]]>
<![CDATA[Bintarania, Ajra]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Ikhsan, M. Khairi]]>
<![CDATA[ EduCurio: Education Curiosity Vol 3 No 1 (2024): Agustus-November 2024 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Tanggui Baimbaian ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.71456/ecu.v3i1.1006
<![CDATA[This research aims to examine the strategies used by teachers to enhance students' critical thinking skills in the context of English language teaching aligned with the Merdeka Curriculum. The study employs qualitative methods, utilizing observation and field notes to collect data on how these strategies are implemented in the classroom. The focus of this research is on identifying specific techniques used by teachers during group discussions to improve student's critical thinking abilities in English language teaching under the Merdeka Curriculum. The findings of this research indicate that group discussions are effectively organized, and students show a significant improvement in critical thinking. The study concludes that integrating group discussion strategies into English language teaching is an effective way to foster students' critical thinking, in line with the Merdeka Curriculum's goal of nurturing independent and reflective learners. This study also provides recommendations for educators on how to optimize group discussions and time management to ensure active student engagement and the development of critical thinking skills.]]>
<![CDATA[Creative writing: Rhyme scheme used by students in writing poetry ]]>
<![CDATA[Tika, Mustika Pelangi]]>;
<![CDATA[Yelfiza, Yelfiza]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 11 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v11i1.6388
<![CDATA[This study investigates the use of rhyme schemes in students’ poetry writing, focusing on a case study of Phase F, Grade XI students at SMAN 1 Padang. Using a qualitative analysis of student poetry assignments, the research identifies several types of rhyme schemes employed by students, including couplets, alternate rhymes, enclosed rhymes, terza rima, limericks, and free verse. The findings reveal that many students favored couplet and alternate rhyme patterns due to their clear structure and ease of use, while others used free verse to express ideas more intuitively and flexibly. The study highlights that students’ understanding of rhyme schemes goes beyond formal constraints, serving as a foundation for creativity in poetry writing. It emphasizes the importance of teaching rhyme schemes not merely as rigid structures but as expressive tools in literature and language education. Keywords: Creative Writing; Poetry; Rhyme Scheme]]>
<![CDATA[DESIGNING ENGLISH E-MODULE THROUGH SMART APPS CREATOR FOR JUNIOR HIGH SCHOOL ]]>
<![CDATA[Riza, Armilia]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Sevrika, Hevriani]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 12, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34001/edulingua.v12i1.8219
<![CDATA[The purpose of this research is to produce an Android-based e-module using Smart Apps Creator that is valid on greeting and leave taking material at SMP N in Padang City, West Sumatra. As a result, e-modules can be used as one of the English learning resources, especially greeting and leave taking materials. This type of research is research and development (R&D) with the development model proposed by Plomp (2013). The stages used in this development model are only stage 1 to stage 2, namely the initial investigation stage, prototyping phase which doubles the validity test. The research instrument used was a validity questionnaire. Based on the validator's assessment, the validity of the android-based e-module using Smart Apps Creator was 92.5% with a very valid category. Based on the research results, it can be concluded that the android-based e-module using Smart Apps Creator on greeting and leave taking material at SMP N in Padang City, West Sumatra is declared valid and can be used by teachers and students. ]]>
<![CDATA[Student’s view toward utilizing Quizizz application to increase English learning motivation ]]>
<![CDATA[Dhisa, Hadisty Rahma]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v10i2.6318
<![CDATA[This study aims to analyze students' views on the use of the Quizizz application to improve students' English learning motivation at SMA 15 Padang. With the development of technology, innovative learning methods are important to improve students' learning motivation. This study uses a descriptive qualitative approach method, where data is collected through questionnaires distributed to 31 students and 5 students to be interviewed. Then the data from the Questionnaire is analyzed through Descriptive Statistics, and the results of the interviews are analyzed using Thematic Analysis. The results showed that 78% of students felt positive about using Quizizz; students felt that it not only made the learning process more enjoyable, but also increased interaction between students and teachers. So that students become motivated in learning English, so that the English skills possessed by students increase. Keywords: Quizizz; student’s view; motivation;]]>
<![CDATA[Students’ motivation on Kampus Mengajar program at English department ]]>
<![CDATA[Putri, Ayu]]>;
<![CDATA[Melvina, Melvina]]>;
<![CDATA[Afriyanti, Rika]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 10 No. 2 (2024): December, 2024 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v10i2.6321
<![CDATA[This research aims to determine the motivation of English education students to become teachers after participating in the Kampus Mengajar program. This research is a narrative inquiry research. In this research, researchers conducted interviews with 3 active students at Universitas PGRI Sumatera Barat majoring in English education who had attended Kampus Mengajar. To determine the sampling, the researchers used purposive sampling. The outcome of this research shows that of the 3 students who have participated in the Kampus Mengajar, there is 1 student who has no desire to become a teacher, and does not have a passion as a teacher, but after participating in the Kampus Mengajar program, this student is actually motivated to become a teacher. While the other 2 students already have a passion as teachers and indeed aspire to be teachers, after participating in Kampus Mengajar, they are even more motivated to become teachers. It can be interpreted that motivation is not only present from the internal self, but motivation can also arise due to external encouragement. Keywords: Students’ motivation: Kampus Mengajar program;]]>
<![CDATA[PELATIHAN MENDONGENG BAGI SISWA/I MTS NEGERI DAN SWASTA KOTA PADANG ]]>
<![CDATA[Riza, Armilia]]>;
<![CDATA[Afriyanti, Rika]]>;
<![CDATA[Sevrika, Hevriani]]>
<![CDATA[ JUPADAI : Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2024): Volume 3 Nomor 2 2024 ]]>
Publisher : <![CDATA[Asosiasi Dosen Akutansi Indonesia, KEPRI ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.64795/jupadai.v3i2.146
<![CDATA[The objective of this community service initiative is to conduct storytelling training to enhance the English-speaking skills of students from both public and private Islamic Junior High Schools (MTS) in Padang City, in collaboration with the English Subject Teacher Forum (MGMP Bahasa Inggris) for public and private MTS in Padang City. This initiative is based on the common challenges faced by many English teachers in encouraging students to speak English confidently, especially when speaking in front of an audience. Therefore, the community service team from the English Education Program at Universitas PGRI Sumatera Barat aims to provide English storytelling training for MTS students in Padang City, in collaboration with MGMP Bahasa Inggris for public and private MTS, with the training centered at MTS Negeri 6 Padang City. This community service activity not only focuses on teaching students how to tell stories in English but also provides strategies and techniques for effective English storytelling]]>
