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All Journal Ta´dib English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning Wiralodra English Journal (WEJ) English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Journal of English Education and Teaching (JEET) Jurnal Pendidikan Surya Edukasi (JPSE) ETERNAL: English Teaching Journal
Semi Sukarni
Universitas Muhammadiyah Purworejo
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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LOOK AND SAY METHOD FOR IMPROVING READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS Dwi Riyanti; Uli Rohali; Semi Sukarni
Wiralodra English Journal Vol. 9 No. 1 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i1.380

Abstract

Based on the initial observation, many Senior High School students are lack of motivation in reading English texts. One of the reasons is because the students do not understand the vocabulary use in the text, parcularly when the text a bit long. This study aims to improve students' reading comprehension skills through the Look and Say method. This study uses the Classroom Action Research (CAR) approach consisting of four stages: planning, implementing, observation, and reflection. Participants in this study were grade XII students of SMA N 5 Purworejo. The subjects of this study were twelfth-grade students which consisted of 35 students, 10 of them are male and 15 students are female. Data were collected through observation and tests, then analyzed using descriptive analysis techniques. The results showed a significant increase in students' reading skills after the application of the Look and Say method. The increase was seen from the pre-cycle stage to cycle 1, and from cycle 1 to cycle 2. The average score increased from 63.52 in the pre-cycle, to 68.28 in cycle 1, and 71.42 in cycle 2. This indicates that the Look and Say method is effective in improving students' reading skills.
AN ANALYSIS OF PERSUASIVE LANGUAGE FOUND IN SKINCARE INSTAGRAM CAPTIONS Anisa Nasywa Wahyuni; Semi Sukarni; Abdul Ngafif
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.426

Abstract

This paper presents the results of a study analyzing the persuasive language found in Instagram captions of four skincare advertisements: Pond’s (@pondsindonesia), Skintific (@skintificid), Somethinc (@somethincofficial), and The Originote (@theoriginote). The types of persuasive language were identified based on Lamb’s theory (2014). Using a descriptive qualitative method, the researcher collected forty data samples from the four skincare brands, with each brand contributing ten Instagram posts. From the forty captions analyzed, the distribution of persuasive language features was as follows: alliteration (1 caption), allusion (4 captions), analogy (2 captions), appeals (3 captions), cliché (1 caption), colloquial language (1 caption), connotation (1 caption), emotive language (3 captions) , evidence (4 captions), hyperbole (2 captions), imagery (1 caption), inclusive language (3 captions), jargon (2 captions), metaphor (3 captions), pun (3 captions), and rhetorical question (6 captions). Among all the persuasive language features identified, rhetorical questions were the most frequently used in skincare advertisements. This highlights the strategic role of rhetorical questions in engaging consumers through Instagram captions. Building on these findings, future research could expand the dataset, compare platforms or product categories, and examine audience responses to evaluate the effectiveness of such strategies.
Contrastive Study of Deep Learning in Senior and Vocational High School English Instruction Kusuma Adilla; Semi Sukarni; Juita Triana
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3668

Abstract

This study aims to analyze differences in the implementation of deep learning in English language instruction at Senior High Schools (SMA) and Vocational High Schools (SMK). This study employs a qualitative descriptive method, utilizing data collection techniques such as observation and interviews with two English teachers at SMA and two English teachers at SMK. The data were analyzed using an interactive analysis model that includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning in both educational levels equally apply the principles of meaningful, joyful, and mindful learning. In high schools, learning focuses more on developing critical thinking and communication skills through activities such as speaking classes and group discussions linked to students’ daily lives. Meanwhile, in vocational high schools, learning is more oriented toward workplace needs, such as job interview simulations, writing job applications, and skill-based projects aligned with students’ fields of expertise. The main difference lies in the orientation of learning, where high schools emphasize academic and communication aspects, while vocational high schools place greater emphasis on work readiness and vocational contexts. Nevertheless, both levels share the same goal: to create active, meaningful, and relevant learning experiences for students.
Co-Authors Abdul Ngafif Anisa Nasywa Wahyuni Dwi Riyanti Ismawati Ike Nugraeni Juita Triana Junaedi Setiyono Karin Dinda Pithaloka Kusuma Adilla Nelu Sahidah Oktaviana Mayang Dewi Rofiq Nurhadi Setiya Cahya Ningsih Siti Tarwiyah Siti Ulfah Sudar Sudar Titi Rokhayati Tusino Uli Rohali