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Student’s Response to the Google Classroom Application in Learning English of Junior High School Students: Tanggapan Siswa terhadap Aplikasi Google Classroom dalam Pembelajaran Bahasa Inggris Siswa Sekolah Menengah Pertama Anggreani, Vinna; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

The purpose of this study was to determine student responses to the use of the google classroom application in online learning of English subjects for class VIII-C SMPN 1 Prambon. Therefore, to support the smooth process of learning activities during the pandemic, teachers are emphasized to be more creative and innovative so that learning activities remain effective even though they are carried out online. As part of supporting the teaching and learning process, teachers use online learning application media. The online learning application media currently used by teachers at SMPN 1 Prambon is the Google Classroom application media. By using the google classroom application media, teachers can share materials and assignments for students while students can access materials and assignments that have been shared by the teacher and can be done in the application provided by the teacher. In this study used descriptive qualitative research methods by conducting direct interviews. The research location is at SMPN 1 Prambon. The results of student responses to the use of the Google Classroom application in online English learning have positive and negative responses. There are benefits that are felt by students, namely saving time, being easy and practical in carrying out learning process activities and being considered effective in the current pandemic conditions. In learning English, students are more interested in paying attention to the material provided in the form of learning videos. While for the negative response, learning English using the Google Classroom application is not fun and enough to make students feel bored because students often face obstacles, namely related to poor signal constraints and limited quotas, applications that sometimes have errors and must be updated, limited cellphone storage space makes students have difficulty in downloading the material provided, lack of communication between teachers and students.

Student’s Response to the Google Classroom Application in Learning English of Junior High School Students: Tanggapan Siswa terhadap Aplikasi Google Classroom dalam Pembelajaran Bahasa Inggris Siswa Sekolah Menengah Pertama Anggreani, Vinna; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.716

The purpose of this study was to determine student responses to the use of the google classroom application in online learning of English subjects for class VIII-C SMPN 1 Prambon. Therefore, to support the smooth process of learning activities during the pandemic, teachers are emphasized to be more creative and innovative so that learning activities remain effective even though they are carried out online. As part of supporting the teaching and learning process, teachers use online learning application media. The online learning application media currently used by teachers at SMPN 1 Prambon is the Google Classroom application media. By using the google classroom application media, teachers can share materials and assignments for students while students can access materials and assignments that have been shared by the teacher and can be done in the application provided by the teacher. In this study used descriptive qualitative research methods by conducting direct interviews. The research location is at SMPN 1 Prambon. The results of student responses to the use of the Google Classroom application in online English learning have positive and negative responses. There are benefits that are felt by students, namely saving time, being easy and practical in carrying out learning process activities and being considered effective in the current pandemic conditions. In learning English, students are more interested in paying attention to the material provided in the form of learning videos. While for the negative response, learning English using the Google Classroom application is not fun and enough to make students feel bored because students often face obstacles, namely related to poor signal constraints and limited quotas, applications that sometimes have errors and must be updated, limited cellphone storage space makes students have difficulty in downloading the material provided, lack of communication between teachers and students.

Understanding Teacher Code Switching and Mixing in English Instruction: Memahami Alih Kode dan Campur Kode Guru dalam Pengajaran Bahasa Inggris Setyawan, Sekar Ayu Gaby Safitri; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.841

General Background: The phenomenon of code switching and code mixing in bilingual education contexts has garnered attention for its role in facilitating communication and comprehension. Specific Background: While the use of these linguistic strategies is acknowledged in language teaching, there is limited research focusing specifically on their application by teachers during English language instruction. Knowledge Gap: Existing studies often overlook the practical implications of code switching and mixing in the classroom setting, particularly regarding teachers' motivations and the types employed. Aims: This study aims to analyze the implementation of code switching and code mixing by teachers in English learning environments and to understand the underlying reasons for their usage. Results: Employing a qualitative research method, data were collected through direct classroom observations and interviews with a teacher. The findings reveal that teachers utilized all recognized types of code switching and mixing, primarily to enhance student understanding of the material and to ensure the achievement of learning objectives. Novelty: This research contributes to the existing literature by providing empirical evidence of the strategies employed by teachers in real classroom settings. Implications: The insights gained from this study underscore the significance of code switching and mixing as effective pedagogical tools, suggesting that educators can leverage these strategies to improve student comprehension and engagement in English language learning. Highlights: Comprehensive Use: Teachers employed all types of code switching and mixing as per theoretical frameworks. Enhancing Understanding: The primary motivation for using these strategies was to improve student comprehension of the material. Effective Pedagogical Tool: Code switching and mixing are recognized as valuable techniques for achieving learning objectives in language instruction. Keywords: code switching, code mixing, English learning, teacher strategies, classroom interaction.

Using TikTok to Boost Students’ Speaking Skills: Menggunakan TikTok untuk Meningkatkan Keterampilan Berbicara Siswa Ningroom, Satya Churniati; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.842

General Background: Speaking skills are essential for effective communication, particularly in the context of learning foreign languages such as English. Specific Background: Despite the importance of English proficiency for academic and global opportunities, many junior high school students struggle to master the language. Recent trends in social media, particularly TikTok, have emerged as potential tools for enhancing language learning engagement among youth. Knowledge Gap: While there is a growing body of research on the use of technology in education, limited studies have specifically focused on the application of TikTok to improve speaking skills in a structured learning environment. Aims: This study investigates the effectiveness of TikTok as a tool for improving English speaking skills among seventh-grade students in a junior high school. Results: Utilizing a pre-experimental case study design with 30 students, the study measured fluency, pronunciation, grammar, and comprehension through pre-tests and post-tests. The findings indicated a significant increase in average speaking scores from 58.67 to 68.67, demonstrating improvement after the TikTok-based intervention. Novelty: This research offers new insights into the innovative use of social media for language education. Implications: The results suggest that incorporating platforms like TikTok into English language instruction can create a more engaging and effective learning environment, fostering greater student interest and participation in language learning. Highlights: Improvement in Scores: Students' average speaking scores increased from 58.67 (pre-test) to 68.67 (post-test) after using TikTok. Engaging Learning Tool: TikTok is recognized as a contemporary and engaging platform for enhancing English speaking skills. Innovative Instruction: The study highlights the potential of using social media to diversify and enrich the English learning experience. Keywords: TikTok, English speaking skills, junior high school, innovative learning, language education.

Diorama as an Interactive Tool for Learning House Vocabulary: Diorama sebagai Media Interaktif untuk Pembelajaran Kosakata Rumah Nayoan, Adinda Roro; Mandarani, Vidya; Megawati, Fika; Agustina, Sheila
Indonesian Journal of Education Methods Development Vol. 19 No. 4 (2024): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i4.849

General Background: Effective learning media are crucial for enhancing language acquisition among elementary school students. Specific Background: Traditional teaching methods may not adequately engage students, highlighting the need for innovative approaches that foster interactive learning environments. Knowledge Gap: There is a lack of research on the application of three-dimensional teaching tools, such as dioramas, in vocabulary acquisition for English language learners. Aims: This study aims to develop a diorama as an interactive medium to teach house-related vocabulary in English to elementary school students. Results: The diorama features a visually appealing three-dimensional design and incorporates vocabulary targets identified by numbered sections. It employs velcro or fabric adhesive to facilitate the removal and placement of vocabulary terms, allowing students to match words with corresponding parts of the diorama. Novelty: This approach combines tactile and visual learning strategies, enhancing students' engagement and motivation in learning English vocabulary. Implications: The implementation of the diorama as a learning tool can significantly improve students' understanding of vocabulary, making it easier for them to connect words with their meanings through interactive activities in reading and speaking exercises. This innovative resource offers educators a novel method to enhance language learning in a classroom setting. Highlights: Interactive Learning: The diorama fosters engagement by allowing hands-on interaction with vocabulary. Visual Aid: Its three-dimensional design helps students better understand and remember target vocabulary. Motivation Boost: The innovative format encourages students to participate actively in English learning. Keywords: diorama, vocabulary, interactive learning, English education, elementary students

Understanding Teacher Code Switching and Mixing in English Instruction: Memahami Alih Kode dan Campur Kode Guru dalam Pengajaran Bahasa Inggris Setyawan, Sekar Ayu Gaby Safitri; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.841

General Background: The phenomenon of code switching and code mixing in bilingual education contexts has garnered attention for its role in facilitating communication and comprehension. Specific Background: While the use of these linguistic strategies is acknowledged in language teaching, there is limited research focusing specifically on their application by teachers during English language instruction. Knowledge Gap: Existing studies often overlook the practical implications of code switching and mixing in the classroom setting, particularly regarding teachers' motivations and the types employed. Aims: This study aims to analyze the implementation of code switching and code mixing by teachers in English learning environments and to understand the underlying reasons for their usage. Results: Employing a qualitative research method, data were collected through direct classroom observations and interviews with a teacher. The findings reveal that teachers utilized all recognized types of code switching and mixing, primarily to enhance student understanding of the material and to ensure the achievement of learning objectives. Novelty: This research contributes to the existing literature by providing empirical evidence of the strategies employed by teachers in real classroom settings. Implications: The insights gained from this study underscore the significance of code switching and mixing as effective pedagogical tools, suggesting that educators can leverage these strategies to improve student comprehension and engagement in English language learning. Highlights: Comprehensive Use: Teachers employed all types of code switching and mixing as per theoretical frameworks. Enhancing Understanding: The primary motivation for using these strategies was to improve student comprehension of the material. Effective Pedagogical Tool: Code switching and mixing are recognized as valuable techniques for achieving learning objectives in language instruction. Keywords: code switching, code mixing, English learning, teacher strategies, classroom interaction.

Flashcards Improve Junior High Students Vocabulary Achievement: Kartu flash meningkatkan pencapaian kosakata siswa SMP. Utari, Meralda Dwi; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1045

This study examines the use of flashcards in English vocabulary instruction for seventh-grade students. General Background: Vocabulary mastery is a fundamental component of English language proficiency and supports listening, speaking, reading, and writing skills. Specific Background: In Indonesian junior high schools, students often experience difficulties in retaining newly learned vocabulary due to limited use of engaging learning media. Knowledge Gap: Although digital flashcards have been widely studied, limited attention has been given to handmade flashcards supported by AI-generated images in low-technology classroom contexts. Aims: This study aims to determine whether flashcard media improves students’ English vocabulary acquisition and learning interest at SMP Muhammadiyah 8 Tanggulangin. Results: Using a pre-experimental One Group Pretest-Posttest Design with 20 students, the findings reveal an increase in mean scores from 71.00 to 75.75, with a paired sample t-test significance value of 0.000 (p < 0.05), indicating a statistically significant difference. Novelty: The study highlights the integration of AI-generated images into handmade flashcards as a practical low-cost instructional strategy. Implications: Flashcards can be integrated into English language teaching to support vocabulary retention, active participation, and meaningful repetition in junior high school contexts. Keywords: Flashcards, Vocabulary Mastery, English Language Learning, Junior High School Students, Pre-experimental Design Key Findings Highlights Mean scores increased significantly after classroom intervention. Statistical testing confirmed measurable learning gains. Visual repetition supported classroom participation and retention.

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