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All Journal DIKSI Al Ishlah Jurnal Pendidikan ENGLISH JOURNAL Jurnal Wahana Pendidikan English Journal JOLLT Journal of Languages and Language Teaching RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Titania, Fani Nabila
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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DEVELOPING “EXIT” GAME TO OVERCOME SENIOR HIGH SCHOOL STUDENTS’ SPEAKING ANXIETY Titania, Fani Nabila
RETAIN Vol 9 No 03 (2021)
Publisher : RETAIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.478 KB)

Abstract

Speaking anxiety was one serious problem for senior high school students. It should handle as soon as possible because it could affect students' learning process. This study aimed to describe the development process, the validation, and the practicality of the "EXIT" game as a medium to overcome senior high school students' speaking anxiety. This study followed the ADDIE approach by Branch (2009) to develop the media. This study involved fifteen senior high school students and one teacher in playing this game. Besides that, the validation score for the media was 96 that could be considered "Valid and Applicable." According to the interview result, students felt enjoy and relax while speaking in front of their friends. They did not show their speaking anxiety. They also gave positive feedback toward the "EXIT" game. Furthermore, the teacher also gave an appraisal for the game. Based on the trial result, the primary goals had met. In short, the "EXIT" game was applicable for overcoming students' speaking anxiety. Keywords: Speaking Anxiety, EXIT game, Educational Game, ADDIE
The Representation of Global Competence in a Senior High School English Textbook in Indonesia Sharizan, Sharizan; Yulia, Yuyun; Handayani, Riris; Titania, Fani Nabila; Thamrin, Andi Hidayat
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5299

Abstract

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
Using gamified quizzes to enhance students' English reading comprehension skills Salim, Malik; Sukarno, Sukarno; Chaudhuri, Jasim; Titania, Fani Nabila; Handayani, Riris; Haq, Ziaul; Maujud, Iswan
Diksi Vol. 33 No. 1: DIKSI (MARCH 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i1.74744

Abstract

This study sought to determine whether the use of quiz applications significantly impacts reading comprehension skills among students at Junior High School 1 Yogyakarta. The research employed a quasi-experimental design, utilizing pre- and post-tests administered to both control and experimental groups. The instrument of this research was a reading test that was given to 25 students in each class of pre-test and post-test. The data analyzed; the researcher used SPSS version 25. The data showed that in descriptive statistics the mean score from pretest control was 44.07 and 47.87 of pre-experiment while the test was getting more improvement in post-test. In post-control was 66.60 while post-test experiment was 80.63. In normality test showed that the significant score was >0.05 which means this test was normally distributed and homogeneity of variance showed the scores are of significance was >0.05 which meant the test was homogeneity. Finally, to analyze the impact of the quizzes in reading comprehension, the researcher used a paired sample test which showed that those pairs, namely pre-control to post control, were 0.00 which meant <0.05. Therefore, it can be concluded that there was a significantly improvement in students' reading comprehension skill in English used quizzes.
CONSTRUCTIVISM APPROACH TO DEVELOP STUDENTS’ CRITICAL THINKING FOR WRITING ANALYTICAL EXPOSITION TEXT Sharizan, Sharizan; Titania, Fani Nabila; Handayani, Riris; Hidayah, Ayu Rahmah
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This research examines the use of the constructivism approach to develop students’ critical thinking for writing analytical exposition texts. This notion appears as the response to the student’s problem in constructing analytical exposition text critically. The primary resources of this literature review research are written and spoken literature. This study explains the foundation of constructivism approach to develop students’ critical thinking for writing analytical exposition texts. According to the discussion of this literature research, the constructivism approach can be used to create essential thinking since it lets the students construct knowledge by themselves from natural and contextual experiences in the field. That is why the constructivist approach has the potential to develop students’ critical thinking while writing analytical exposition texts. However, teachers and students should understand this approach, especially in implementing it, to maximize the use of constructivism for developing critical thinking in writing analytical exposition texts.
Investigating AI Usage in English Language Learning: Frequency, Preferences, and Perceived Effectiveness on Speaking and Writing Skills Andika, Jeffri Dian; Andreevna, Karelina Natalya; Herda, Rozanah Katrina; Savitskaya, Elina S; Titania, Fani Nabila; Ivashova, Elizaveta
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.v12i2.18734

Abstract

Inspired by the different usage patterns, preferences, and perceived effectiveness of AI tools to support English productive skills, the study provides their comparative analysis among students in Indonesia and Russia. The study used a mixed-methods approach with a convergent parallel design to conduct the research.  While the researcher employed online questionnaires containing ordinal scales using Likert-type items to collect quantitative data, interviews with open-ended questions were used to get qualitative data. There are 175 students from each country as the research sample. The study results confirm that Russian students access AI weekly or monthly, and Indonesian students use AI tools daily. Students in both countries admit that chatbots and language learning apps are their preferred AI tools. In terms of perceptions, while Indonesian students consider AI a beneficial tool to support their writing, Russian students classify AI tools as a valuable companion in speaking. They also stated their neutrality due to excessive accuracy and dependency. To develop AI tools, students highlighted the essence of more tailored, interactive, and attainable features. In conclusion, although AI tools support English productive skills, there is a need to incorporate pedagogical guidance and ethical considerations in their implementation. 
Examining Students’ Perception and Motivation on the Content-based Instruction (CBI) Implementation in Vocational Education Sharizan, Sharizan; Titania, Fani Nabila; Rihatmi, Rihatmi; Handayani, Riris; Sukarno, Sukarno; Musaldin, La Ode; Sadiyah, Noviachri Imroatul
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12424

Abstract

Content-based Instruction (CBI) uses authentic materials and language as a medium for teaching English. It aligns with the ESP concept in vocational education and might affect students’ perception and motivation. This study assessed vocational high school students’ perception and motivation toward CBI implementation in teaching English. The case study involved 35 students of the 10.2 Culinary Arts Major class, SMK Negeri 2 Godean, Sleman Yogyakarta. The study was started from March to June 2024. The samples were determined through the purpose sampling technique, which involved all the participants as samples. Then, the instruments being used were validated questionnaires (a Pearson correlation value of 0.445 to 0.877 and a Cronbach alpha value of 0.997) supported by open-ended questions and classroom observation. The results showed that vocational high school students have a moderate level of perception (3.31) and motivation (3.44) on CBI implementation based on the Likert Scales’ interpretation. However, the students have a high perception of the authentic materials being used and instrumental motivation about the importance of English in their lives. This leads them to have a willingness to learn English. It is supported by their positive responses to open-ended questions and nuances in classroom observation. Meanwhile, it is vital to maintain internal motivation and be assertive in implementing CBI by applying clear learning objectives and contracts to make a conducive classroom. Finally, due to participants’ limitations, conducting future studies with broader participants, including teachers and students from other majors, is crucial. 
Co-Authors Andika, Jeffri Dian Andreevna, Karelina Natalya Chaudhuri, Jasim Handayani, Riris Haq, Ziaul Hidayah, Ayu Rahmah Ivashova, Elizaveta M. Sukarno Maujud, Iswan Musaldin, La Ode Rihatmi, Rihatmi Rozanah Katrina Herda, Rozanah Katrina Sadiyah, Noviachri Imroatul Salim, Malik Savitskaya, Elina S Sharizan, Sharizan Thamrin, Andi Hidayat Yuyun Yulia