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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Linguistic, English Education and Art (LEEA) Journal Edulitics (Education, Literature, and Linguistics) Journal Tarbawi : Jurnal Ilmu Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Globish: An English-Indonesian Journal for English, Education, and Culture Wiralodra English Journal (WEJ) Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal Basicedu Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) Voices of English Language Education Society ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Building of Informatics, Technology and Science Journal of English Teaching, Literature, and Applied Linguistics Asatiza: Jurnal Pendidikan Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Jurnal Pengabdian UNDIKMA Ideguru: Jurnal Karya Ilmiah Guru SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching Journal of English Language and Education Jurnal Kewarganegaraan Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) DINAMIKA ILMU: Jurnal Pendidikan JASL - Journal of Applied Studies in Language JEELS (Journal of English Education and Linguistics Studies) Jurnal Basicedu Studies in English Language and Education JLE: Journal of Literate of English Education Study Program International Journal of Research in Education (IJRE) Indonesian Journal of English Language Teaching and Applied Linguistics Edumaspul: Jurnal Pendidikan
Tri Wintolo Apoko
Universitas Muhammadiyah Prof. Dr. Hamka
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Implementation of ‘Independent Campus-Freedom to Learn’ Policy Tri Wintolo Apoko; Benny Hendriana; Isnaini Handayani; Isa Faqihuddin Hanif
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.3874

Abstract

The policy of ‘Independent Campus-Freedom to Learn’ known as MBKM is currently participated by the students in Indonesia as it could provide the credit transfer of 20-60. This research aimed to investigate the students’ perceptions on the implementation of MBKM. The participants of this research were 98 students of Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta. The method used was a descriptive analysis design. The instrument used was a questionnaire completed by the students who already joined MBKM programs initiated either by the Ministry of Education, Culture, Research, and Technology or their study programs. The results showed that the students’ knowledge of MBKM policy was very good (92%) and their interests in MBKM program was also very good (98%). This research had some implications. The students’ involvements in MBKM programs increased and the capacity on the attitudes and skills also improved. Thus, this influences the sustainability of MBKM in the future.
Exploring Indonesian Vocational Students’ Perspectives on Deep Learning in English Language Education Tri Wintolo Apoko; Herni Setyawati; Anisah Assaadah; Dian Kusumawaty; Lifia Arif Parameswari
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15155

Abstract

The potential of deep learning in the context of English teaching is essential so as to increase student engagement and learning outcomes through some innovative learning models. However, few studies address the effect of deep learning in English classrooms from vocational high school students’ perspectives, mainly in Indonesian context. This study aims to disclose the students’ perceptions on the implementation of deep learning at vocational high schools, considering quantitative and qualitative data. The participants of this study are 191 students from four vocational high schools in Eastern Jakarta, Indonesia. The study employed a mixed-methods design, combining quantitative and qualitative data. The data were collected through an online questionnaire, comprising closed and open-ended questions. The data were then analyzed with descriptive statistics and thematic analysis. The results show that students have positive responses on their mindfulness, meaningfulness, and the enjoyment in English language teaching. Qualitatively, students found English very important for their career and considered the learning materials provided by English teachers relevant. Additionally, the students felt motivated to learn English for the enhancement of creative and critical thinking. This study recommends refining deep learning practices for effective and meaningful English learning environments.
The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes Tri Wintolo Apoko; Mohammad Balya Ali Sya'ban
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2096

Abstract

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.
The Investigating EFL Students’ Anxiety during Classroom English Presentation: A Mixed-methods Study Windy; Apoko, Tri Wintolo
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2010

Abstract

Classroom presentation is an essential aspect of EFL students' speaking skills, as it involves actively conveying and expressing ideas in front of an audience. However, this activity often causes anxiety that can hinder students' performance. Therefore, this study aims to investigate the various factors that might contribute to the anxiety experienced by EFL students during classroom presentations, as well as identify coping strategies that can help them address their anxiety and enhance their speaking skills. In this study, mixed methods were used by combining quantitative and qualitative approaches to obtain a more in-depth understanding of students' anxiety and the efforts that can be carried out to reduce its impact on speaking performance. The results showed that most students experienced medium level of learning anxiety, while their speaking ability was quite good. However, the relationship between anxiety and presentation skills in English did not show a strong enough correlation. Qualitatively, anxiety affects cognitive impairment, fluency and cohesiveness in speaking, as well as students' confidence level. In addition, the results of this study also highlighted some effective strategies that can be implemented to effectively manage anxiety, such as applying breathing techniques, practicing regularly, and speaking at a slow tempo. Therefore, students are advised to make a more thorough preparation before making an English presentation in class to increase their confidence and speaking fluency.
Perceptions of Education and Non-Education Students towards the Campus Teaching Program: A Rasch Model Analysis Isnaini Handayani; Tri Wintolo Apoko; Arum Fatayan; Benny Hendriana; Irdalisa Irdalisa; Isa Faqihuddin Hanif
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.7894

Abstract

The Teaching Campus Program, as part of the Merdeka Belajar–Kampus Merdeka (MBKM) initiative, aims to enhance students’ competencies through direct engagement in school environments. However, differences in academic backgrounds may influence how students perceive the program’s contribution to their learning outcomes. This study examines the perceptions of education and non-education students toward the program.This study employed a cross-sectional survey design involving 235 university students who completed the Teaching Campus Program (Batches 2–8) at a private university in Jakarta. Data were collected באמצעות closed- and open-ended questionnaires using a five-point Likert scale. The instrument’s validity and reliability were analyzed using the Rasch Model with Winsteps software, including item fit, person fit, and reliability indices. Descriptive statistics were used to interpret students’ perceptions.The findings indicate that students from education majors reported strong agreement that the program enhances pedagogical, professional, social, and personal competencies relevant to their future careers as teachers. Non-education students also expressed positive perceptions, particularly regarding the development of soft skills such as communication, collaboration, adaptability, and leadership, although the perceived relevance to their academic discipline was lower. Overall, most participants acknowledged the program’s contribution to skill development and professional readiness.These results suggest that the Teaching Campus Program is positively perceived by both groups, with varying degrees of relevance depending on academic background. The program supports competency development and experiential learning, although improvements in implementation and alignment with students’ fields of study are needed.
EFL STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM IN JUNIOR HIGH SCHOOL ENGLISH LEARNING Huwaida Syauqi Labibah; Sephia Difa Adila; Septian Maulana; Tri Wintolo Apoko
Wiralodra English Journal Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.307

Abstract

This study is aimed at investigating EFL students’ perceptions on the use of Google Classroom for English language learning in a junior high school. The study used a mixed method design, combining quantitative and qualitative data. The context of the study was EFL students from one of state junior high schools in Jakarta, Indonesia. Through a survey of 146 students and some selected students for interviews, the study examines various aspects of their experiences with the platform, including motivation, effectiveness, communication, and access to learning materials. The findings reveal a positive attitude among EFL students towards Google Classroom, with their acknowledging its benefits in enhancing motivation, facilitating interaction, and providing convenient access to resources. The study highlights the potential of digital tools like Google Classroom to address challenges in language education. Thus, this study suggests implications for English teachers seeking to optimize technology-enhanced learning environments, mainly in English learning in junior high schools.
Exploring The Use of Narrative Texts in Teaching Writing for EFL Classroom Cardianti Qatrinada; Tri Wintolo Apoko
Edulitics (Education, Literature, and Linguistics) Journal Vol. 9 No. 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6536

Abstract

Narrative text is one of the writing types used by English teachers to provide to teach, and the use of narrative text is believed to be important for English teachers to apply in EFL English writing classroom. Thus, this study aims to explore the use of narrative texts in teaching English writing at secondary schools and investigate teachers' perceptions of its efficacy in enhancing students' writing skills. This qualitative research investigates the implementation of narrative texts in teaching writing in English as a Foreign Language (EFL) classrooms and explores teachers' perceptions of their use in improving students' writing skills. This research utilizes a qualitative descriptive research design to investigate the implementation of teaching writing through narrative texts and teachers' perceptions of their efficacy in improving students' writing skills. Data collection involved observations and semi-structured interviews with two experienced 10th-grade English teachers in one of reputable private senior high schools in Jakarta, Indonesia. This research highlights the paramount significance of incorporating narrative texts to enhance English writing proficiency among high school students. Despite teachers acknowledging their merits, challenges such as vocabulary constraints and translation hurdles persist. Nevertheless, narrative texts, particularly fairy tales, serve as catalysts for fostering students' creativity and critical analysis. Employing strategies that prompt critical inquiry is imperative. Consequently, narrative texts emerge as indispensable tools in high school English writing pedagogy, demanding innovative methodologies to surmount obstacles and elevate students' writing acumen effectively.
Co-Authors Alfaruqi Alalwani Dunggio Amrina Rosyada-AS Ananda, Citra Putri Ananda, Shifa Anisah Assaadah Annisa Azzahra, Annisa Aprilia, Disti Arit, Elisabeth Arum Fatayan Aulia, Nisa Arifa Nurul Aulia, Rafida Putri Bambang Yudi Cahyono Benny Hendriana Benny Hendriana Budi Waluyo Cardianti Qatrinada Chong, Su Li Citra Putri Ananda Dessy Mutiara Syahbani Dian Kusumawaty Dwi Aulia Lestari Faqihuddin Hanif, Isa Fatayan, Arum Handayani, Isnaini Hanif, Isa Faqihuddin Harahap, Prisca Apriana Hendriana, Benny Herlina Rufitriansyah Herni Setyawati Huwaida Syauqi Labibah Inayah, Tarisa Marta Irdalisa Isa Faqihuddin Hanif Isa Faqihuddin Hanif Isa Faqihudin Hanif Isnaini Handayani Isnaini Handayani Israfil, Muhammad Izdihara, Salsabila Izdihara Salsabila Khairunisa, Hanifah Khairunnisa, Avivah Khoerul Umam, Khoerul Laksana, Kusuma Nata Lestari, Dwi Aulia Lifia Arif Parameswari Maharani, Sekar Fuan Martriwati, Martriwati Maulana Yusuf Muhammad Israfil Muhammad Riski, Muhammad Nan Cendikia, Aisy Naura, Salwa Ningrum, Putri Kusuma Nongkhai, Angsu-orn Na Nunung Nurhayati Nur Istiqomah Putri Kusuma Ningrum Putri, Sintya Winanda Qatrinada, Cardianti Rahman, Faizahani Ab Rosyada-AS, Amrina Rufitriansyah, Herlina Sabilla Aprilia Zulfah Salsabila, Humaira Azka Salsabila, Rahma Saputra, Dimas Abimanyu SARAH MAULIDA Sephia Difa Adila Septian Maulana Silih Warni Su Li Chong Sulistiawati, Ika Syahbani, Dessy Mutiara Widya Marcellinda Windy WINDY WINDY Windy Windy Yatri, Ika Yusnawati, Yusnawati Zulfah, Sabilla Aprilia