Article Per Year (5 Year)
p-Index From 2021 - 2026
8.986
P-Index
This Author published in this journals
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 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 INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 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

Published : 67 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 67 Documents
Search

 3   4   5   6   7 
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.
Assessing the efficacy of nationwide virtual professional development in Indonesia Tri Wintolo Apoko; Budi Waluyo
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38220

Abstract

This study presents a comprehensive evaluation of a national virtual professional development (VPD) programme in Indonesia, lasting over four months and involving a diverse cohort of teachers. Utilising a sequential explanatory mixed method design within an interpretivist paradigm, it aimed to assess the programmes effectiveness in enhancing in-service EFL teachers pedagogical skills. The participants of this study were 76 in-service EFL teachers attending the Teacher Profession Education Programme (TPEP) over four months at a reputable private university in Jakarta, Indonesia. The study combined quantitative analyses of surveys and test scoresusing descriptive statistics to examine perceptions of the programmes usefulness, content, design, and learning outcomes, and bivariate correlation to assess the relationships with test scoreswith qualitative insights from the written interviews, which were analysed through deductive thematic analysis. Quantitative findings showed a high perceived efficacy of the TPEP (M = 3.96, SD = .55), with high ratings for perceived usefulness (M = 4.00, SD = .69), course content and design (M = 3.98, SD = .72), and learning outcomes (M = 3.91, SD = .55). However, no significant correlations were found between perceived efficacy and test scores (r = .06, p = .60) despite the strong correlations found among the perception variables themselves (e.g., usefulness and design: r = .88, p .001). Qualitative findings echoed these results, highlighting the programmes flexibility, improved pedagogical knowledge, and confidence, alongside issues like inconsistent guidance and technological challenges.
Exploring Students' Perspectives on the Use of Grammarly in Writing Analytical Exposition Text Tarisa Marta Inayah; Tri Wintolo Apoko
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2802

Abstract

This study explores the students' perspectives of Grammarly and its effectiveness in improving their writing skills. Using a mixed methods approach with 60 participants (53% male, 47% female), the research collected quantitative data through a questionnaire distributed via Google Form and qualitative data through interviews with nine students. Integrating quantitative and qualitative findings revealed a generally positive view of Grammarly. Quantitative findings show that 63% of students found Grammarly useful, and 72% agreed that Grammarly feedback significantly improved their writing quality. Additionally, 52% of students appreciated detailed feedback, and 63% reported that Grammarly helped them better understand grammar rules. In relation to the perceived use of ease, the study revealed that 55% of students found Grammarly easy to use, and 61% agreed that Grammarly provided clear feedback on errors. Qualitative data confirms these findings, highlighting Grammarly's effectiveness in correcting mistakes, enhancing grammar understanding, and increasing students writing confidence. Students also valued Grammarly as being easy to use and allowing them to simplify the writing process, save time, and make writing tasks more manageable. However, some of Grammarly's advanced features require a paid premium subscription, which may be an obstacle for some users. The study concludes that integrating technology with Grammarly in EFL writing instruction offers significant benefits, including increased confidence in writing, better understanding of Grammarly, and efficient feedback.
Students’ Motivation in Reading English Recount Texts in Junior High School Tri Wintolo Apoko; Sintya Winanda Putri; Tarisa Marta Inayah; Sekar Fuan Maharani
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 13 No. 1 (2024): Globish: (An English-Indonesian journal for English, Education and Culture)
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v13i1.9667

Abstract

Reading is one of the important skills in learning English and motivation plays an important role in influencing reading outcomes and experiences. Students' motivation needs to be increased as it affects other skills in learning English. This study aims to determine the level of the students’ motivation in reading English Recount Text. The descriptive quantitative research was carried out in this study in order to collect information or data. The instrument used for data collection was the Reading Motivation Questionnaire (RMQ) developed by Wigfield. Thirty students at one reputable junior high school were participated on filling in 15 statements regarding motivation in reading English Recount Text. The finding indicated that students’ motivation in reading English recount texts was at a high level. The most significant reason comes from extrinsic motivation in reading Recount Text. This study is helpful for teachers to discover factors affecting students' motivation in reading Recount Text.
Enhancing English Scientific Writing through Team-Based Project: EFL Students' Perspectives in Higher Education Tri Wintolo Apoko; Silih Warni; Bambang Yudi Cahyono; Faizahani Ab Rahman
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/def2x342

Abstract

Team-based project (TBP) is an innovative learning model that promotes students' active participation and collaborative knowledge construction in English language learning. Nevertheless, limited research has examined how TBP facilitates English scientific writing among English as a Foreign Language (EFL) students in higher education. This study investigated EFL students' perceptions of the implementation of TBP in generating English scientific writing. A mixed-methods design was employed involving 62 undergraduate students enrolled in a Scientific Writing course at a reputable private university in Jakarta, Indonesia. Quantitative data were collected through a 20-item Likert-scale questionnaire and analysed using descriptive statistics (means, standard deviations, and percentages), while qualitative data were gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that students perceived TBP positively across four dimensions: English scientific writing development (M = 3.85), creativity (M = 3.95), learning motivation (M = 3.87), and learning opportunities (M = 4.00), indicating high levels of agreement with the effectiveness of TBP. Interview data further showed that collaborative planning, peer feedback, and shared problem-solving enabled students to produce higher-quality scientific writing and increased their confidence in academic writing. The study recommends integrating TBP into Scientific Writing course to strengthen students' academic writing competence and collaborative learning experiences.
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 Faizahani Ab Rahman 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 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 Sekar Fuan Maharani Sephia Difa Adila Septian Maulana Silih Warni Sintya Winanda Putri Su Li Chong Sulistiawati, Ika Syahbani, Dessy Mutiara Tarisa Marta Inayah Widya Marcellinda Windy Windy Windy WINDY WINDY Yatri, Ika Yusnawati, Yusnawati Zulfah, Sabilla Aprilia