Garuda - Garba Rujukan Digital

THE ANALYSIS OF TPACK IMPLEMENTATION IN THE RUANG GURU ENGLISH COURSE Krisna Ismawati; Helta Anggia
BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 4, No 1 (2021): April
Publisher : Universitas Bandar Lampung

The objective of this research was to describe the implementation of TPACK framework in the Ruangguru as English online course. Descriptive qualitative was used to conduct this research. We used observation to gather our data by observing the features and the learning process in the Ruangguru including what contents are inside, what technology or media used, what methods used to deliver the material and how they related one to each other. Based on the entire result, we found that the implementation of TPACK framework in the Ruangguru looks quite appropriate based on the existing principles. Both the observation result and the questionnaire responses showed the existence of the TPACK principles in the Ruangguru even though there are some categories that still did not seem appropriate, such as the single use of lecturing method in each lesson, and the absence of practice skills. However, it was only a small part that did not match one among many TPACK principles implemented in the Ruangguru. Overall, TPACK was implemented in the Ruangguru, but there is still a big room for improvement in the future due to the frequent updates on the system and increasing additional new features.

Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test Sri Rejeki; Angela Bayu Pertama Sari; Sutanto Sutanto; Dwi Iswahyuni; Devita Widyaningtyas Yogyanti; Helta Anggia
Journal of English Language and Pedagogy Vol 6 No 1 (2023): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.14738

Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.

Investigating Students' English Proficiency Based on TOEFL Scores Using the Rasch Model Ilham Sandy Pratama; Helta Anggia
International Journal of Education, Vocational and Social Science Vol. 3 No. 03 (2024): August, International Journal of Education, Vocational and Social Science( IJV
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v3i03.1133

Learning English is very important in the era of globalisation, especially for non-native speakers who want to master English language skills. In the field of education, English as a Foreign Language (EFL) is becoming increasingly important as it is considered an essential skill. Along with the increasing need for English in educational institutions, such as the Test of English as a Foreign Language (TOEFL) is used to measure students' abilities and identify areas that need improvement. This study aims to investigate students' English proficiency using Rasch Model analysis on the TOEFL ITP test. This study used a quantitative approach with data analysed using Winstep 3.73 software. The results showed that students were successful in answering long logical inference questions and short dialogue restatements on listening comprehension, as well as clause questions on written structures & expressions. On reading comprehension, students successfully answered reference questions, vocabulary in context, unstated details, and implied details. This study also found that all subtests on the TOEFL ITP have good reliability and suitability. In conclusion, Rasch Model analysis is effective in identifying the types of TOEFL questions that affect student success, as well as ensuring that the subtests used are reliable and appropriate for the measurement of English language skills.

Learners’ Autonomy in Out-Of-Class English Writing Learning Activity of the Third Semester Students of English Education Study Program of Universitas Bandar Lampung Anggia, Helta; Nahdaleni, Ida
English Education: Jurnal Tadris Bahasa Inggris Vol 10 No 2 (2017): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v10i2.1747

This research were conducted to identify and describe the condition of learners’ autonomy in out-of-class English writing learning activities of the third semester students of English Education Study Program of Universitas Bandar Lampung. Mixed method was used to conduct this research. I used both quantitative and qualitative approach, in form of questionnaire with five points Likert-scale and unstructured interview in collecting the data. The results of this research implied that the students were in medium level of autonomy measured by calculating the overall mean average of the questionnaire (mean=3.20). From the interview, I got that the students were lack of awareness of their writing learning outside the class.

CULTURAL CONTENT ANALYSIS OF ENGLISH LEARNING MATERIALS AT FOUR SENIOR HIGH SCHOOLS IN BANDAR LAMPUNG Anggia, Helta; Verawati, Noning; Vandika, Arnes Yuli
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 2 (2018): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v11i2.3485

High interest of Bandar Lampung citizen in mastering English communication has made many English learning centers appearing with various methods and learning approaches. One of the approaches used by those centers in teaching English is that students learn English using the cultures of countries where the English language comes from. However, in the Indonesian context, English learning materials are spread within various cultures types, information, senses, and elements. This fact urges this study to analyze the cultural contents of four textbooks of four different high schools in Bandar Lampung, Indonesia in order to map how cultures play role in Indonesian ELT context especially ELT in Bandar Lampung. The data gathering techniques used are Interview, Questionnaire, and Senior High School English textbooks analysis. The results conclude that target cultures, contextual writing tasks, aesthetic sense and products (Silvia, 2014&Adaskou et.al., 1990) dominate the English textbooks so that this finding represents the culture involvement in English language teaching of senior high schools in Bandar Lampung context.Keywords: English Language, local culture, a learning method

Affective and Cognitive Correlates of Reading Comprehension: A Structural Analysis Alfiani, Elsa; Anggia, Helta; Harpain, Harpain; Yanu Dharmawan, Yanuarius; Magdalena Sidabalok, Dameria; Lakatos, Kristóf
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1900

This study investigated the impact of reading motivation, dictation, vocabulary, and socioeconomic status on students’ reading comprehension. A quantitative research methodology was employed, with data collected over four sessions involving tenth-grade students from SMA Yadika Bandar Lampung. The data were gathered through multiple - choice tests, questionnaires, and dictation assessments. The results demonstrated a strong positive correlation between decoding skills and vocabulary in relation to reading comprehension. Statistically significant p-values of 0.000 were found for the relationships between decoding and English reading comprehension (DEC->ERC), decoding and vocabulary (DEC-> VOC), vocabulary and reading comprehension (VOC - >ERC), as well as the combined effects of dictation and vocabulary on English reading comprehension (DEC - >VOC - >ERC). The findings highlight that both dictation skills and vocabulary development play a crucial role in enhancing reading comprehension. In contrast, the study found no significant relationship reading motivation or socioeconomic status and reading comprehension. The correlations betw een extrinsic motivation and English reading comprehension (EM->ERC), intrinsic motivation and English reading comprehension (IM->ERC), and family income and English reading comprehension (INC->ERC) were not statistically significant. These results suggest that while dictation and vocabulary skills are essential for reading comprehension, factors such as reading motivation and socioeconomic status did not exert a significant influence in the study. The findings underscore the importance of focusing on vocabulary and dictation skills to improve students’ reading comprehension, suggesting that targeted educational interventions in these areas could lead to enhanced academic performance for all students. HIGHLIGHTS: Impact of Decoding Skills and Vocabulary on Reading Comprehension: The study shows a strong link between students' decoding skills and vocabulary knowledge, which both greatly improve reading comprehension. Decoding directly helps build vocabulary, which then supports reading comprehension. Vocabulary alone accounts for 75.2% of the differences in reading comprehension, emphasizing its key role. Limited Influence of Socioeconomic and Motivational Factors: Unlike some past studies, this research found that socioeconomic status, intrinsic motivation, and extrinsic motivation have little to no impact on reading comprehension. This suggests that cognitive skills, like decoding and vocabulary, are more important for students' reading abilities than socioeconomic or motivational factors. Educational Implications for Curriculum Development: The findings highlight the need to focus on cognitive skills, especially vocabulary and decoding, in reading instruction. Prioritizing these core skills can help educational programs improve students' reading comprehension and close literacy gaps across diverse groups.

Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test Rejeki, Sri; Sari, Angela Bayu Pertama; Sutanto, Sutanto; Iswahyuni, Dwi; Yogyanti, Devita Widyaningtyas; Anggia, Helta
Journal of English Language and Pedagogy Vol 6 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.14738

Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.

Unraveling the Role of Motivation in English Reading Comprehension Sadikin, Hamim; Anggia, Helta; Zsuzsa , Kaló; Lakatos, Kristóf
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 2 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ms24ee73

This research investigates the motivational factors influencing English reading comprehension among 101 grade 12 students, utilizing Dörnyei's L2 Motivational Self-System (L2MSS) to analyze the roles of Ideal L2 Self (ILS), Ought-to L2 Self (OLS), and Learning Experience (LE). The study employed a quantitative correlational design. Data were gathered via a motivation survey and the Quick Placement Test (QPT), then analyzed using Structural Equation Modeling (SEM) and the Rasch Model to verify construct validity and test the hypothesized relationships. Findings indicate that ILS has a beneficial effect on LE, yet shows a negative correlation with reading comprehension, implying that idealized self-perceptions might obstruct performance. OLS exert a beneficial effect on both LE and Reading comprehension, underscoring the importance of balancing intrinsic and extrinsic motivation. LE shows a strong correlation with ILS and OLS, yet it does not directly influence reading comprehension, suggesting that other elements might be involved. Results emphasize the complex nature of motivation in reading comprehension and the significance of nurturing educational settings that align students’ objectives with attainable results.

Metacognitive Awareness in EFL Reading Comprehension for Senior High School Students: Predictive Insights Helta Anggia; Kaló Zsuzsa; Kristóf Lakatos; Rafista Deviyanti
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp1325-1340

Metacognitive awareness is widely recognized as an important factor influencing English as a Foreign Language (EFL) reading comprehension. However, evidence regarding the contributions of its components remains inconclusive, particularly in the Indonesian context. This study examined the relationship between metacognitive awareness and EFL reading comprehension among Indonesian high school students and investigated gender differences in metacognitive awareness. A total of 72 students (42 males and 30 females) participated in the study. Data were collected using the Metacognitive Awareness Inventory (MAI) and a reading comprehension test. The Rasch model implemented in the Quest program was used to analyze item difficulty, and One-Way MANOVA was used to examine gender differences. To investigate the structural relationships between metacognitive awareness dimensions and reading comprehension, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed. PLS-SEM was selected because it is suitable for exploratory models and can accommodate relatively small samples when model complexity is limited; however, the sample size remains a limitation of the study. The Rasch analysis revealed that items requiring inference of unstated information were the most difficult, whereas vocabulary inference based on contextual clues was the easiest. MANOVA results indicated that female students demonstrated higher levels of metacognitive awareness than male students. The PLS-SEM analysis showed that metacognitive regulation was not significantly associated with reading comprehension. In contrast, metacognitive knowledge exhibited a stronger positive relationship with reading comprehension, suggesting that students’ awareness of their cognitive processes contributes more substantially to reading performance than their regulatory strategies. Although metacognitive regulation did not significantly predict reading performance, metacognitive knowledge emerged as a more meaningful contributor. These results suggest that EFL instruction should place greater emphasis on fostering students’ metacognitive knowledge to enhance reading comprehension. Future research should employ larger and more diverse samples to improve the generalizability of the findings. Keywords: EFL learners, gender differences, metacognitive awareness, metacognitive knowledge, reading comprehension.

The Effect of Speed-Reading Technique on Eleventh Graders’ Reading Skills Rosa Widyaningtyas; Helta Anggia
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v19i1.32120

This study investigated the effectiveness of speed-reading instruction employing authentic technology-themed text adopted from BreakingNewsEnglish.com in enhancing eleventh-graders’ vocational high reading skills, focusing on reading fluency and reading comprehension. This study implemented a quantitative quasi-experimental design conducting a non-equivalent control group pre-test and post-test format. There were 48 Pringsewu vocational eleventh-grade students participated in this research, assigned into an experimental group and a control group. The descriptive statistics and independent samples t-test were used to analyze the data collected. Findings in reading comprehension revealed a significant difference in reading comprehension, with the experimental group achieving greater scores compared to the control group. However, the control group demonstrated statistically higher reading speed scores rather than the experimental group. These results indicate that speed-reading instruction supported deeper comprehension but did not result in higher reading speed. The study concludes that speed-reading instruction is most effective when combined with comprehension-focused scaffolding and authentic digital materials. The findings highlight the interdependent connection between reading fluency and reading comprehension and emphasize the importance of balancing reading speed with meaningful understanding in vocational high school contexts.

Title

Found 21 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 21 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 21 Documents
Search