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All Journal Diglossia Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal PRASASTI: Journal of Linguistics JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Jurnal Abdimas Mahakam Journal of English Teaching, Literature, and Applied Linguistics Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini J-REaLL Borneo Educational Journal (Borju) International Journal of Research in Education (IJRE) Journal Of Human And Education (JAHE) LINGUAMEDIA Journal Lingua Franca Jurnal Ilmiah Pendidikan Holistik (JIPH) Jurnal Yudistira Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Indonesian Journal of Education and Pedagogy
Arso Setyaji
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Phrasal Verb Vocabulary Teaching in the Album Niki’s Moonchild Using Quizizz Utami, Vica Amifa; Setyaji, Arso; Affini, Laily Nur
Lingua Franca Vol. 1 No. 1 (2022): Geographical Coverage: Indonesia
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v1i1.1858

Abstract

The first goal of this study is to determine whether using Quizizz to teach vocabulary influences the teacher's preparation for lessons. 2. Describe the several categories of lesson plans utilized in implantation instruction. 3. choose the answer with the fewest phrasal verbs and the one that is the most accurate. In this study, the researcher employed descriptive qualitative research methods. This study focuses on students in class XI SMA N 2 Rembang, which the researcher may have employed in this preliminary study. Phrasal verbs can be used in the song lyrics from the albums Quizizz and Niki's Moonchild to gauge students' proficiency on phrasal verb tests. According to the experts, the CD features ten tracks and some additional phrasal verbs. The study's findings are as follows: arrangements made by researchers to use songs from Niki Moonchild's album as a teaching tool for phrasal verb vocabulary in the eleventh grade at SMA N 2 Rembang. Teachers will be using Quizizz to ask students questions. The teacher prepares active speakers to listen to songs, students listen to music for the purpose of listening to music, and preparation takes the form of employing song media as a teaching instrument. Since the lecture material will be shown on the LCD in the classroom, a laptop used for learning media must have working speakers. Additionally, the teacher creates handouts for the class that incorporate song lyrics with the phrasal verbs they will study. To make it simpler for students and teachers, this study also uses Quizizz's learning resources; the researcher needed two days in the classroom to implement the lesson plan for the students in the eleventh grade. Phrasal verbs were introduced on the first day of class and were then taught using songs from Niki Moonchild's limited album. Phrasal verb instruction continued the following day by having students listen to songs and search the words for phrasal verbs; students complete a quiz on Quizizz about the phrasal verbs found in the song lyrics, from which it can be determined which phrasal verbs they are already familiar with and which ones they are unfamiliar with. The result, which is well-known, is a warm-up exercise for vocabulary they are unfamiliar with, namely, look at.
MANUAL AND DIGITAL MAKE A MATCH: AN EXPERIMENTAL STUDY ON VOCABULARY AND MOTIVATION Ni'amah, Lailin; Nur'aini, Siti; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25146

Abstract

Vocabulary mastery is a crucial element of language acquisition, and students' success is significantly influenced by their motivation and the teaching methods used. Traditional approaches often struggle to keep students engaged, which has led to a growing interest in game-based learning strategies. One effective method is "Make a Match," an interactive technique that combines play with educational goals. However, there has been limited research comparing the effectiveness of its manual and digital versions in enhancing vocabulary mastery and learning motivation. This study utilized an experimental design involving two groups of seventh-grade junior high school students. One group received vocabulary instruction through the manual version of Make a Match, while the other group used the digital version. Both groups completed pretests and posttests to assess vocabulary proficiency and filled out a motivation questionnaire. The data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both versions of Make a Match significantly improved students' vocabulary acquisition and motivation. The manual version demonstrated slightly higher gains in vocabulary mastery, emphasizing the value of direct peer interaction and face-to-face communication. Meanwhile, the digital version was appreciated for its accessibility and innovative features, despite encountering some minor technical challenges. These results highlight the importance of integrating both traditional and digital approaches in language teaching and provide practical insights for educators seeking to enhance vocabulary learning outcomes.
FROM COHESION TO COHERENCE: HOW DO THEY ATTAIN TEXT TEXTURE? Hawa, Faiza; Sukmaningrum, Rahmawati; Senowarsito, Senowarsito; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25052

Abstract

Having good writing competence is essential for both students and professionals for writing reports, completing academic assignments, and expressing ideas. However, to be able to write well, writers often face various challenges related to text structure, logical flow, and interference from the native language structure especially when writing in a foreign language. The logical flow in writing can be effectively realized through cohesion and coherence in the text. The objective of this research is to know the realization of both grammatical and lexical cohesion, and coherence strategies employed by students in their writing to perform text texture. This research adopts a qualitative descriptive design using a content analysis (document review) approach. The data were obtained from documents in the form of narrative paragraphs written by English department students. The data were analyzed using the cohesion theory of Halliday and Hasan (1976). The results of the analysis show that the students applied grammatical cohesion in the form of references (55.93%), substitution (0%), conjunctions (33.05%), and ellipsis (11.01%), as well as lexical cohesion in the form of reiteration (56.04%) and collocation (43.96%) in their writing. As for coherence, the students employed strategies such as the repetition of key words (35.07%), the use of pronouns (2.65%), the use of transitions (30.89%), and logical order (8.59%). These results reflect the quality of students’ writing and demonstrate how their flow of ideas are organized coherently and cohesively, resulting in messages to be well-delivered, clear, and unambiguous.
MEANING MAKING BY A THIRD-GRADE DYSLEXIC STUDENT THROUGH DIGITAL STORYTELLING IN ENGLISH LEARNING Istiqomah, Wasiatul Fajar; Setyaji, Arso; Wiyaka, Wiyaka
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25492

Abstract

Dyslexia affects approximately 10–20% of the global population, yet it remains widely misunderstood and frequently misidentified by educators. Characterized by difficulties in phonological processing, dyslexia poses significant challenges within traditional, text-heavy English instruction. However, many dyslexic learners exhibit strengths in visual, spatial, and creative domains. This single-case qualitative study investigates how a third-grade student with dyslexia constructed meaning through Digital Storytelling (DST) in the context of English learning. Through two personal and autobiographical digital narratives, the participant employed multimodal tools; including images, narration, and visual sequencing, to convey meaning rooted in lived experience. The findings reveal that DST functioned as a cognitive scaffold, reducing extraneous cognitive load and facilitating expressive, schema-based communication. Her strong preference for realism and visual representation over fictional or abstract content illustrates the principles of Cognitive Load Theory (CLT), Dual Coding Theory, and Multimodal Discourse. This study underscores the pedagogical value of DST as a learner-centered, inclusive approach that leverages dyslexic students’ cognitive strengths to support comprehension, retention, and language development in early English education.
Co-Authors Alfi Setyo Wati Alifvia Putri Azharra Ambarini, Ririn Asropah Chatarina Novita Setyorini Dewi, Fitriana Dias Andris Susanto Dias Andris Susanto Diniyanti, Khaerul Lisna Dyah Nugrahani Dyah Nugrahani Ellya Rakhmawati Faiza Hawa Faiza Hawa Ghani, Irfan Indri Kustantinah Istiqomah, Wasiatul Fajar Jafar Shodiq Jafar Sodiq Kresnu Ahda Yudyantama Laily Nur Affini Listyaning S Ni'amah, Lailin Nur'Aini, Siti Putri Zuliana Zal Zabella Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rina Martiana Fitri Ririn Ambarini Sabrawi, Sabrawi Setyani Tri Wahyu Briliyanti Sheilla Oktaviani Siti Nur Zulaihah Sri Wahyuni Suwarno Widodo Utami, Vica Amifa Wardana, M Yusuf Setia Wardana, M Yusuf Setia Widia Listianingsih Wiyaka Wiyaka Yasinta Anwar Yosepin, Maria