Articles
<![CDATA[An Investigation of EFL Preservice Teachers’ Attitudes and Motivations in Developing a Digital Learning Video ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Silih Warni]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 2 (2022): June ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v8i2.4933
<![CDATA[This research is aimed at investigating EFL preservice teacher’s attitudes and motivations in developing a digital learning video and the difficulties found in developing a digital learning video. The research was conducted at University of Muhammadiyah Prof. Dr. Hamka. There are 67 EFL preservice teachers who became the participants taken by purposive sampling technique. A mixed method was used. The questionnaire was distributed to all participants to respond to their attitudes and motivations, and nine participants were invited to have an individual interview. A descriptive statistic was used to analyze the questionnaire data and a description and image analysis was utilized to analyze the open-ended questions and the interview data. The results show that (1) the EFL preservice teachers’ attitudes in developing a digital learning video are in the higher level as the mean of their responses from four items ranging between 3.16 to 3.21, (2) the EFL preservice teachers’ motivations in developing a digital learning video are also in the higher level in which the mean of their responses ranged from 3.12 to 3.36, and (3) the difficulties faced in developing a digital learning video include: skills of using applications, providing materials, software capability, confidence, and time availability. Therefore, the implications cover the learning video quality produced by EFL preservice teachers to attract students’ attention to learn English better, the variety of video editing applications used in overcoming students’ learning boredom, and encouraging EFL preservice teachers to continue learning and practicing to create and edit the videos better.]]>
<![CDATA[Efektivitas Video Animasi melalui YouTube terhadap Minat Belajar Bahasa Indonesia pada Siswa Sekolah Dasar ]]>
<![CDATA[Dwi Aulia Lestari]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 4 (2022): August Pages 5501-7663 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i4.3180
<![CDATA[Pendidikan Bahasa Indonesia ialah pendidikan yang wajib ditekuni oleh setiap siswa sejak sekolah dasar, namun masih banyak siswa memandang Bahasa Indonesia sebagai mata pelajaran yang kurang diminati dan cenderung membosankan. Penelitian ini bertujuan untuk menemukan efektivitas video animasi melalui YouTube terhadap minatobelajaroBahasaoIndonesia pada siswa sekolah dasar. Pada penelitian ini menggunakan quasi eksperimen dimana keterkaitan sampel penelitian tidak dikerjakan secara acak, namun menggunakan kelas yang sudah tersedia lalu dipilih menjadi kelas eksperimen dan kelas kontrol dengan instrumen angket. Sampel yang diambil pada penelitian ini yaitu siswa kelas II sekolah dasar yang berlokasi di Jakarta Barat. Data penelitian yang digunakan dianalisis dengan uji beda rerata (uji-t). Hasil pada eksperimen ini menunjukkan bahwa penggunaan video animasi melalui YouTube efektif dalam meningkatkan minat belajar siswa sekolah dasar pada muatan Bahasa Indonesia. Dengan kata lain, siswa yang menggunakan video animasi dalam pembelajaran pada pelajaran Bahasa Indonesia lebih tinggi dibanding pembelajaran kovensional. Maka dari itu, direkomendasikan kepada guru untuk dapat memanfaatkan aplikasi YouTube dengan menonton video-video animasi yang menampilkan materi yang relevan dengan pembelajaran pendidikan Bahasa Indonesia.]]>
<![CDATA[The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Mohammad Balya Ali Sya'ban]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.2096
<![CDATA[This study aims to find out whether online learning contributes to student learning satisfaction, whether online learning has a positive influence on students' learning motivation, whether online learning has a significant influence on the quality of the learning process, and whether online learning has a positive impact on student learning outcomes. The research method used is a survey method, which collects respondent data as a research sample and is processed with statistical data and presentation in the form of graphs and percentage figures. The instruments used in this study are questionnaires to find out or measure the level of satisfaction, motivation, and quality of the learning process and documents in the form of student learning outcome scores (midterm test scores). The instrument used is created in the form of a Google form (GF) to reach student data online. The population of this study is all students of the Faculty of Teacher Training and Education UHAMKA in semesters 2, 4, and 6. While the research sample was 1007 out of the total number of active students as many as 4042. The results showed that (1) the level of satisfaction of FKIP UHAMKA students to online learning was 52.53%, (2) student motivation for online learning by 54.51%, (3) the quality of the online learning process by 56.10, and (4) student learning outcomes through online learning increased by 96.21%. Therefore, it was concluded that online learning has a positive impact on learning motivation, the quality of the learning process and student learning outcomes.]]>
<![CDATA[The Attitudes of Primary Teacher Education Program Students Towards Utilizing Flipgrid in English Speaking Skill ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Su Li Chong]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 7, No 2 (2022): Volume 7 Number 2 September 2022 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v7i2.3305
<![CDATA[This research was aimed at investigating the students’ attitudes of primary teacher education program (PTEP) towards utilizing Flipgrid in enhancing English speaking skill. The participants of this research were 60 students of PTEP in one of Muhammadiyah Universities located in Jakarta who attended an English course. The research used a mixed method to collect the quantitative and qualitative data to analyze. Thus, the instruments used were observation, questionnaire and semi-structure interview. The result showed that most of the students agreed to use Flipgrid in learning English speaking skill as this app had benefits and could motivate the students to practice speaking better as well as increased the students’ confidence. It is thus recommended that lecturers should be encouraged to use Flipgrid in English learning activity, mainly in speaking skill to boost the students to be more active to create videos and engage in interactions with lecturers and classmates mediated with video discussion forum. ]]>
<![CDATA[EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Widya Marcellinda]]>
<![CDATA[ Edunesia: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2023) ]]>
Publisher : <![CDATA[research, training and philanthropy institution Natural Aceh ]]>
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DOI: 10.51276/edu.v4i1.351
<![CDATA[Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.]]>
<![CDATA[THE STUDENTS’ PERCEPTIONS ON THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING THROUGH DUOLINGO IN IMPROVING VOCABULARY MASTERY AT THE TERTIARY LEVEL ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Alfaruqi Alalwani Dunggio]]>;
<![CDATA[Su Li Chong]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 1 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i1.7069
<![CDATA[The use of Duolingo as one of free online applications by students in learning English is essential. More studies on Duolingo app were conducted. However, in the context of university students of Indonesia in improving vocabulary mastery in the online learning setting, this current study was rare. This research was aimed to investigate the students’ perceptions on Mobile-Assisted Language Learning through Duolingo Apps to improve vocabulary mastery. The research used a mixed method. There were 95 undergraduate students from some private and public universities in Indonesia. Online questionnaire and semi-structure interview were conducted to collect the data. The finding revealed that Duolingo apps improved the students’ vocabulary mastery in their English learning. It is then recommended that Duolingo be used for EFL and non-EFL students in the university to increase their English proficiency, mainly in vocabulary mastery as it is simple, easy to use, and available to access. In addition, it provides interesting and informative features. Therefore, it implies that Duolingo promotes the students’ willingness and motivations to practice English better.]]>
<![CDATA[An Evaluation of the Implementation of Emancipated Learning Program Policy in University of Muhammadiyah Prof. Dr. Hamka ]]>
<![CDATA[Tri Wintolo Apoko]]>;
<![CDATA[Isnaini Handayani]]>;
<![CDATA[Isa Faqihudin Hanif]]>;
<![CDATA[Benny Hendriana]]>
<![CDATA[ Jurnal Paedagogy Vol 10, No 2: Jurnal Paedagogy (April 2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jp.v10i2.6753
<![CDATA[This study intends to analyze how the students perceive the emancipated learning program's (MBKM) policies, how lecturers react to the program's implementation, and how ready the study program is to implement the emancipated learning program (MBKM). This study used a quantitative descriptive method with survey data collection techniques. The instrument used in this study is a questionnaire comprising 19 statements for students, 11 statements for lecturers, and 13 statements for study program leaders. The subject of this study consisted of 98 students, 53 lecturers, and 27 study program leaders. The collected data were then analyzed with data reduction, description, analysis, and conclusion. The results of this study showed that the level of knowledge of students (92%) who participated in the emancipated learning program (MBKM) and lecturers (90%) were good; Students' interest in participating in the emancipated learning program (MBKM) was also high (98%); emancipated learning program (MBKM) for students and lecturers is very useful (90%); the involvement of lecturers in implementing the emancipated learning program (MBKM) was quite high (68%); the curriculum of the study program that supported emancipated learning program (MBKM) following Permendikbud Number 3 of 2020 was not fully completed (48.1%); and there were still study programs (15%) that do not have an MoU or MoA in implementing the emancipated learning program (MBKM).]]>
<![CDATA[EFL Preservice Teachers’ Intrinsic Motivation in Writing Essays in a Blended Learning Environment ]]>
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7838
<![CDATA[This research was aimed to examine EFL preservice teachers’ intrinsic motivation in writing essays in a blended learning environment. The method used in this research was a survey with quantitative description of opinions. The participants were 45 EFL preservice teachers of Universitas Muhammadiyah Prof. Dr. Hamka. The instrument was an online questionnaire to collect the data. The data were then analyzed with descriptive analysis to provide the mean and standard deviation. The results showed that EFL preservice teachers’ intrinsic motivations which include needs, interest, curiosity, and enjoyment were in high category. In other words, they have positive motivations in practicing to write essay in a blended learning environment. Thus, it was implied that it should have a boosting of maintaining EFL preservice teachers’ intrinsic motivation in writing essay in English for their better career and future.]]>
<![CDATA[The Correlation Between Students’ Learning Anxiety and Speaking Skills in Lower Secondary School ]]>
<![CDATA[Dessy Mutiara Syahbani]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8162
<![CDATA[Speaking skill, which involves the ability to communicate orally, demands self-confidence and composure when interacting with others. Furthermore, speaking in the English language poses a significant challenge for many students, often inducing nerves and anxiety. The purpose of this research was to examine the correlation between students' learning anxiety and their speaking skills at the lower secondary school level. To investigate this relationship, a quantitative research approach with a correlation design was adopted. The data collection involved the administration of a questionnaire (FLCAS) to assess students' learning anxiety and an English-speaking test to evaluate their speaking skills. The questionnaire used in this study was adapted from the work of Horwitz et al. (1986) to measure students' learning anxiety. The collected data were analyzed using the SPSS Program version 25. The target population for this English-speaking of all second-grade students, totaling 102 individuals. Through simple random sampling, 41 students were selected as respondents. The analysis of the data yielded results indicating the acceptance of the alternative hypothesis (Hi) and the rejection of the null hypothesis (H0) (0.046 < 0.05). Thus, the findings suggest a significant correlation between students' learning anxiety and their speaking skills. In summary, the research findings support the existence of a relationship between students' learning anxiety and their proficiency in speaking skills. The study contributes to the understanding of the challenges faced by students in developing their speaking abilities, particularly in the context of English language learning.]]>
<![CDATA[Investigating English Vocabulary Difficulties and Its Learning Strategies of Lower Secondary School Students ]]>
<![CDATA[Amrina Rosyada-AS]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 11, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v11i3.8404
<![CDATA[Vocabulary plays a crucial role in language proficiency as it serves as the foundation for effective language acquisition. The ability to acquire vocabulary is considered a prerequisite for learning a language. Therefore, the primary objective of this research is to investigate the difficulties encountered by students in their vocabulary learning process as well as the strategies they employ to overcome these obstacles in the context of English vocabulary acquisition. The participants in this study consisted of nine students at various proficiency levels in a lower secondary school, along with one English teacher. Employing a descriptive qualitative method, semi-structured interviews were conducted to gather data for this research. The interview questions focused on investigating the difficulties students faced in learning English vocabulary and the strategies they utilized to address these challenges. To facilitate data analysis, each interview was meticulously recorded and transcribed. The data analysis technique employed in this research entailed descriptive analysis. The findings of this study revealed that a significant number of students encountered difficulties in acquiring vocabulary. Specifically, these challenges manifested in areas such as the correct pronunciation of new words, accurate spelling, proper usage of word meanings, and effective retention or memorization of vocabulary. In order to mitigate these difficulties, students employed various strategies, including utilizing media resources such as smartphones, the internet, and games as well as employing note-taking techniques and consulting dictionaries to aid their vocabulary learning process.]]>
