Articles
<![CDATA[The Correlation Between Students’ Learning Anxiety and Speaking Skills in Lower Secondary School ]]>
<![CDATA[Syahbani, Dessy Mutiara]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
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[Rosyada-AS, Amrina]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July ]]>
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.]]>
<![CDATA[The Utilization of Online Games to Enhance Students’ Vocabulary Mastery in Senior High School ]]>
<![CDATA[Aulia, Rafida Putri]]>;
<![CDATA[Laksana, Kusuma Nata]]>;
<![CDATA[Maulida, Sarah]]>;
<![CDATA[Rahman, Faizahani Ab]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i1.9617
<![CDATA[Language learning, particularly vocabulary development, is crucial in mastering English as a foreign language. However, teaching vocabulary effectively can be challenging, and traditional methods like memorization may not always be engaging for students. The study aims to explore the impact of using popular online games, such as Mobile Legends, PUBG Mobile, League of Legends, and Minecraft on students' vocabulary mastery. A qualitative research design was employed, involving structured interviews and focus group discussions with eight students from a senior high school in Jakarta. The findings revealed that online games provided an immersive and enjoyable environment for vocabulary enrichment, offering both direct and indirect opportunities to encounter new words and phrases. The study demonstrated that online games could positively influence students' motivation and interest in learning English vocabulary, resulting in improvements in their language skills. It is then suggested that students should practice using English by utilizing online games relevant to the promotion of their English vocabulary mastery.]]>
<![CDATA[A Study on University Students’ Self-Regulated Motivation to Improve EFL Speaking Skills Across Academic Levels ]]>
<![CDATA[Warni, Silih]]>;
<![CDATA[Apoko, Tri Wintolo]]>;
<![CDATA[Martriwati, Martriwati]]>;
<![CDATA[Nongkhai, Angsu-orn Na]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i2.10870
<![CDATA[opportunities to speak English in class. Self-regulated learning enables some self-motivated students to find opportunities outside the classroom to have face to face and virtual interaction to enhance their English speaking. This study is intended to examine the level of self-regulated motivation of university students to improve their Speaking of English as a foreign language (SRMIS-EFL). Moreover, this study investigates if students' SRMIS-EFL differ accross academic levels. 156 EFL students from an English Department in a private university in Jakarta took part in this study. Self-reported SRMIS-EFL questionnaire was used as the data collecting method. Descriptive and inferential statistical analysis was then conducted. The findings showed that the overall SRMIS-ELF level of students was high. Moreover, students used various self-regulatory motivation strategies to enhance their EFL speaking skills. As for the aspect of academic level, the results of this study shows that SRMIS-EFL of senior students are lower than SRMIS-EFL of junior students , and there is a statistically significant difference of students’ SRMIS-EFL across academic levels. The findings of this study suggest the need for motivational regulation training into EFL programs to increase students’ awareness of motivational self-regulation strategies to enhance their self-regulated motivation.]]>
<![CDATA[The Effectiveness of Project-Based Differentiated Learning in Improving Descriptive Writing Skills : A Study of Elementary School Students ]]>
<![CDATA[Istiqomah, Nur]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Jurnal Paedagogy Vol. 12 No. 3 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jp.v12i3.15709
<![CDATA[This study aims to analyze the effectiveness of implementing project-based differentiated learning in improving elementary school students' descriptive text writing skills. This study used a mixed method with an explanatory sequential design. The participants of the study were 48 fifth grade students at a public elementary school in South Jakarta, who were divided into two groups, namely the experimental and control classes. The instruments used included writing tests, questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data used thematic analysis. The results showed that there was a significant increase in students' descriptive text writing skills in the experimental group. In addition, qualitative results showed that students had positive perceptions of this learning method. This study provides recommendations for elementary school teachers to consider project-based differentiated learning for more effective teaching and contribute to increasing students' motivation and confidence in learning.]]>
<![CDATA[Pengembangan Media Pembelajaran Digital Berbasis Aplikasi Canva Pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan Untuk Sekolah Dasar ]]>
<![CDATA[Khairunnisa, Avivah]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Jurnal Kewarganegaraan Vol. 20 No. 2 (2023): September 2023 ]]>
Publisher : <![CDATA[Department of Pancasila and Civic Education, Universitas Negeri Medan ]]>
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DOI: 10.24114/jk.v20i2.48898
<![CDATA[AbstractCreative and innovative learning media assist educators in delivering material to students. Digital learning media increases student motivation to learn so that the learning process is not boring. This research aims to know the development of student digital learning media effectiveness based on the Canva app for Pancasila and Citizenship Education Subject, as well as to know the student response to digital learning media based on the Canva app at elementary school. The research method used research and development with models ADDIE that involved 27 respondents at a public elementary school. Media expert validation results showed an average percentage 98% and t included in the title of very worthy. At the same time material expert validation results showed an average percentage 100% and stated worthy. Based on these results, it can be concluded that digital learning media based on the Canva app can be used in the learning process and assist students in learning especially in Pancasila and Citizenship Education subjects at elementary school.------------------AbstrakMedia pembelajaran yang kreatif dan inovatif membantu pendidik dalam penyampaian materi kepada peserta didik. Media pembelajaran digital mengoptimalkan semangat belajar peserta didik agar proses pembelajaran tidak membosankan. Penelitian ini bermaksud untuk mengetahui keefektifan pengembangan media pembelajaran digital berbasis aplikasicanvapada materi Pendidikan Pancasila dan Kewarganegaraan serta mengetahui responspeserta didik atasmedia pembelajaran digital berbasis aplikasi canvadi sekolah dasar. Metode yang dipakai pada penelitian ini adalah research and development dengan model ADDIE yang melibatkan 27 responden pada sebuah Sekolah Dasar Negeri. Temuan validasi ahli alat menunjukkan persentase rerata 96% dan temuan ini termasuk dalam predikat sangat layak. Sedangkan temuan validasi ahli materi dengan persentase rerata 100% dan dinyatakan dengan predikat sangat layak. Pada lembar survei peserta didik didapat persentase rerata sebesar 86.40% dan dinyatakan layak. Berdasarkan temuan validasi ahli materi dan alat, maka media pembelajaran digital berbasis aplikasi canva bisa dipakai dan membantu peserta didik dalam pembelajaran, terutama pada materi Pendidikan Pancasila dan Kewarganegaraan untuk sekolah dasar.]]>
<![CDATA[AN EVALUATION OF MERDEKA STUDENT EXCHANGE PROGRAM FOR EFL INBOUND STUDENTS: A QUALITATIVE STUDY ]]>
<![CDATA[Arit, Elisabeth]]>;
<![CDATA[Naura, Salwa]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i2.3819
<![CDATA[This study aims to evaluate the Merdeka Student Exchange Program for EFL inbound students at Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA). Using a qualitative phenomenological approach, this study explores the subjective experiences of exchange students while participating in the program. Data were collected through semi-structured interviews with six inbound students from different universities in Indonesia. The findings revealed two main themes: challenges and benefits. Challenges included adjusting to a new environment, cultural differences, and communication styles. Students also reported several benefits, such as meeting new people from different backgrounds, exploring new places, and experiencing a different classroom environment with different teaching methods and facilities. Significantly, students experienced personal growth through an increased understanding of global diversity, intercultural skills, and the development of qualities such as critical thinking, adaptability, and openness to difference. These findings are consistent with the literature highlighting the personal development of student exchange programs. The Merdeka Student Exchange Program at UHAMKA was proven to be a valuable initiative in promoting academic mobility, enhancing students' skills and knowledge, and fostering personal development. This research confirms the importance of exchange program in preparing students to become qualified global citizens capable of navigating the complexities of an interconnected world.]]>
<![CDATA[EFL Students’ Needs in Promoting English Speaking Skills at Lower Secondary Schools ]]>
<![CDATA[Israfil, Muhammad]]>;
<![CDATA[Windy, Windy]]>;
<![CDATA[Ningrum, Putri Kusuma]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024 ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Semarang ]]>
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DOI: 10.26877/ijre.v4i2.457
<![CDATA[EFL Students’ needs for spoken English are considered important to fulfill, and the idea to capture what they need requires some ways and efforts so as to make them eager and keen on practicing English better. However, an analysis on needs environment is not much discussed and conducted for EFL students, mainly in lower secondary schools. Thus, the aim of this study is to examine the needs of EFL students in terms of enhancing their English-speaking skills in lower secondary schools. Three ninth-grade students from three distinct lower secondary schools located in Depok, West Java, Indonesia were the subjects of the research. This study employed a qualitative design with descriptive analysis, and the instrument used to collect the data was semi-structured interviews. The resulting data was analyzed with some steps such as reduction of data, data display, and data presentation. The results demonstrated that EFL students’ English-speaking proficiency is influenced by a variety of needs, including necessities, lacks, and wants. Considering the significance of these needs in the enhancement of EFL students' English-speaking abilities, it is advisable that teachers of English should comprehend and employ efficient learning strategies and stimulating learning media that facilitate the progress of students' English-speaking capabilities.]]>
<![CDATA[EFL Pre-service Teachers' Perspectives on Team-based Project in Developing English Lesson Plans in Primary Teacher Program ]]>
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 2 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v9i2.1716
<![CDATA[Team-based project (TBP) has been implemented in some universities to encourage students to be creative and motivated to develop some projects. However, not all EFL teachers in higher education can effectively apply TBP in generating the projects, including English instructional tools for young learners developed by EFL pre-service teachers. This study examines the EFL pre-service teachers' perspectives on using TBP in the contexts of how English lesson plans are developed, their creativity, motivations, and learning opportunities in the primary school teacher education program (PSTEP). The participants of this study are EFL pre-service teachers of PSTEP in one of the reputable private universities in Jakarta, Indonesia, who attended an English Learning in Primary Schools course in the second semester. This study uses a mixed methods design for collecting data from the survey and data from interviews. The results showed that EFL pre-service teachers had positive perceptions of using TBP in developing English lesson plans. The results also demonstrated that EFL pre-service teachers’ creativity, motivation, and learning opportunities, qualitatively increased. Thus, this study recommends that EFL pre-service teachers continually work in groups to discuss and share their critical ideas with their teammates to produce English lesson plans as projects.]]>
<![CDATA[The Students’ Perceptions of Moodle-based LMS in English Learning ]]>
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v6i1.3021
<![CDATA[This research aimed at investigating the students’ perceptions of Moodle-based LMS in English learning and the benefits of using Moodle for the students. There were 94 students or respondents from one of the private universities in Jakarta used to describe the data as well as to analyze it. The method used in this research was a survey with qualitative description. A questionnaire was used to collect the data. The result showed that there were positive responses of the students dealing with Moodle-based LMS in online learning asynchronously. It was therefore expected that lecturers should have been able to develop and design more learning contents or materials and the activities to upload as online learning better in the future.]]>
