Article Per Year (5 Year)
p-Index From 2020 - 2025
6.014
P-Index
This Author published in this journals
All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Celtic Prosodi: Jurnal Ilmu Bahasa dan Sastra EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Kanal : Jurnal Ilmu Komunikasi Pedagogia: Jurnal Pendidikan JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching BASIS (BAHASA DAN SASTRA INGGRIS) Linguistics and Elt Journal LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics ELLITE: Journal of English Language, Literature, and Teaching English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Journal of English Education and Teaching (JEET) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) J-REaLL Academia Open Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) UAD TEFL International Conference Journal of English Education and Linguistics Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Procedia of Social Sciences and Humanities J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Inquest Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Teaching, Learning, and Development Jurnal Ilmiah Kajian Ilmu Humaniora KAMBOTI : Jurnal Sosial dan Humaniora
Vidya Mandarani
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 1   2   3   4   5 
The Use of Cooperative Learning Through Tai (Team Assisted Individualization) In Reading Comprehension Ermawati Zulikhatin Nuroh; Vidya Mandarani
Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 1 (2018): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.34 KB) | DOI: 10.24903/sj.v3i1.148

Abstract

Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI) to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI) can be the one of the model to teach reading comprehension.
Deciphering Descriptive Text Challenges: Seventh-Grade Students' Writing Difficulties Titan Nur Maulidiyah; Vidya Mandarani
Academia Open Vol 8 No 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1725.521 KB) | DOI: 10.21070/acopen.8.2023.3020

Abstract

This qualitative descriptive research explores the challenges faced by seventh-grade students in writing descriptive text and identifies their underlying causes. The study, conducted at SMP PGRI 16 Sidoarjo, employed students' writing exercises and interviews with an English teacher and first-grade students as data instruments. The analysis revealed three key areas of difficulty: generic structure, grammar (including the use of nouns, pronouns, conjunctions, prepositions, and simple present tense), and spelling. The identified causes encompassed inadequate English proficiency, insufficient knowledge of descriptive text material, disinterest in learning English, as well as internal and external factors such as family background and students' skills and capabilities. The findings shed light on the specific areas of difficulty and their root causes, providing valuable insights for educators and curriculum developers aiming to enhance students' proficiency in writing descriptive text. Highlights: Students' difficulties in writing descriptive text: The study identifies challenges in the generic structure, grammar, and spelling faced by seventh-grade students. Causes of difficulties: The research uncovers factors such as English proficiency, knowledge gaps in descriptive text material, lack of interest in learning English, and internal/external influences. Implications for educators: The findings offer insights to enhance instructional approaches and curriculum development for improving students' proficiency in descriptive text writing. Keywords: descriptive text, seventh-grade students, difficulties, causes, qualitative research.
Analyzing 7th Graders' Simple Present Errors in Descriptive Writing Azza Hikmiawati; Vidya Mandarani
Academia Open Vol 8 No 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1129.316 KB) | DOI: 10.21070/acopen.8.2023.4537

Abstract

This study aims to investigate the dominant errors in the use of the simple present tense by seventh grade students when writing descriptive texts. The qualitative research method was employed, utilizing data analysis techniques to process the collected information. The population consisted of 45 students from two different classes at SMP Muhammadiyah 10, with 37 students' exercise results being analyzed. The data was obtained from students' written compositions in which they employed the simple present tense to describe various subjects. The findings revealed four major error types: omission (46.90%), addition (16.04%), misformation (27.16%), and misordering (9.90%). Among these, omission errors were the most prevalent, comprising 38 errors or 46.90% of the total. The results emphasize the need for targeted instruction and practice to enhance students' mastery of the simple present tense in writing descriptive texts, thereby improving their overall English language proficiency. Highlights: Error analysis: Identifying and analyzing errors in the use of simple present tense in descriptive texts. Seventh grade students: Evaluating the proficiency of students in using the simple present tense. Qualitative method: Employing a qualitative approach to gather and analyze data on error patterns in descriptive writing. Keywords: simple present tense, descriptive texts, error analysis, seventh grade students, qualitative method.
Guessing Game Method Enhances Seventh Grade Descriptive Writing Skills Melinda Kartika Sari; Vidya Mandarani
Academia Open Vol 8 No 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1276.44 KB) | DOI: 10.21070/acopen.8.2023.4795

Abstract

This study aimed to investigate the effectiveness of the Guessing Game method in improving descriptive text writing among seventh-grade students at SMPN 1 Beji. A quasi-experimental design was employed, utilizing pre-test and post-test measures in both an experimental class (7H) and a control class (7i), each consisting of 34 students. The findings revealed that the implementation of the Guessing Game method significantly enhanced students' descriptive text writing skills, as demonstrated by a t-test value of 0.003, which was below the significance level of 0.05 (0.003 < 0.05). This suggests that the Guessing Game method is an effective instructional approach for teaching descriptive text writing to seventh-grade students. The advantages of using this method include its simplicity, requiring minimal steps in writing, and its facilitation of students' ability to draw upon their prior gameplay experiences. This research provides implications for educators to employ interactive and engaging approaches, such as the Guessing Game, to foster students' writing abilities effectively. Highlights: The Guessing Game method significantly improves seventh-grade students' descriptive text writing skills. The method simplifies the writing process and incorporates students' prior gameplay experiences. Interactive and engaging approaches, like the Guessing Game, enhance student engagement and learning outcomes in writing. Keywords: Guessing Game method, descriptive text writing, seventh-grade students, quasi-experimental design, writing instruction.
The Difficulties of Writing Descriptive Text for Junior High Schoolers Adyansah Noer Pramoedya; Vidya Mandarani; Fika Megawati
EDUCAFL : Journal of Education of English as Foreign Language Vol 5, No 2 (2022): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

During the current pandemic, some schools have to implement hybrid learning, where some students come to school, and some have to go online. After the teacher gave the learning materials, some students who took online classes still did not understand it was different from students who took offline classes. The research used the qualitative method. The data was collected from 33 students in the 7b class and ten selected students based on their descriptive English writing text. It is revealed that the students have achieved reasonable control in writing descriptive text. However, in terms of writing, some students make spelling mistakes, and the use of tenses still needs more understanding. The result showed that the difficulties of descriptive writing are spelling, tenses, punctuation, sentence pattern, pronoun, conjunction, and preposition. They must consider schematic structures and use the appropriate language. Thus, their text will be well-organized and understandable.
Wayang Silat Jawisogo sebagai Pendidikan Karakter Cinta Tanah Air Berbasis Kearifan Lokal Generasi Muda Sidoarjo Joko Susilo; Vidya Mandarani; Muhammad Junaedi
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 4, No 1 (2020): April 2020
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (866.124 KB) | DOI: 10.30734/j-abdipamas.v4i1.962

Abstract

ABSTRACTThe aim of this community service activities is for the Kalisogo and Sidoarjo Tambak generation to generally know local wisdom, be proud of saving their culture, and increase love for the Indonesian homeland. This community service activities were carried out to remind people, especially the current generation, that in the Tambak Kalisogo there had been a heroic event about resistance to the Dutch invaders through Jawisogo Silat. The event was showed through Puppet Sarip performance that developed into Jawisogo Wayang Silat. The activity process begins with: (1) strengthening literacy about the story of the struggle in the Tambak Kalisogo, (2) with children and young people creating Jawisogo Wayang Silat characters, and (3) doing the Jawisogo Wayang Silat Wayang performance. In the next stage, the performances were started from Tambak Kalisogo Village and then to several areas in Sidoarjo. The partners in this activity are community leaders and youth of Tambak Kalisogo Village, Jabon District, Sidoarjo, East Java.  ABSTRAKTujuan dari kegiatan pengabdian kepada masyarakat ini adalah agar generasi Tambak Kalisogo dan Sidoarjo secara umum mengetahui kearifan lokal, bangga menyelamatkan budayanya, dan meningkatkan rasa cinta terhadap tanah air lndonesia Kegiatan pengabdian kepada masyarakat ini dilaksanakan untuk mengingatkan kembali masyarakat khususnya generasi masa kini bahwa di Tambak Kalisogo pernah terjadi peristiwa heroik tentang perlawanan terhadap penjajah Belanda melalui Silat Jawisogo. Peristiwa tersebut ditampilkan melalui pertunjukan Wayang Sarip yang dikembangkan menjadi Wayang Silat Jawisogo. Proses kegiatannya dimualai dari: (1) penguatan literasi tentang cerita perjuangan di Tambak Kalisogo, (2) bersama anak-anak dan remaja menciptakan tokoh karakter Wayang Silat Jawisogo, dan (3) melakukan latihan pertunjukan Wayang Silat Jawisogo. Pada tahap selanjutnya pementasan yang dimulai dari Desa Tambak Kalisogo kemudian ke beberapa wilayah di Sidoarjo. Mitra dalam kegiatan ini adalah tokoh masyarakat dan pemuda Desa Tambak Kalisogo, Kecamatan Jabon, Sidoarjo Jawa Timur.. 
A SPEECH ACT ANALYSIS: ILLOCUTIONARY ACTS PRODUCED BY TEACHER IN ESL CLASSROOM Alif Aribah Yulian; Vidya Mandarani
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 1 (2023): June 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v10i1.23276

Abstract

Speech acts determine classroom interaction. Speech acts consist of all verbal utterances used in classroom communication. This study identified and described the forms of speech acts based on Searle’s illocutionary act theory produced by the teacher to the seventh grader of the International class program at SMP Muhammadiyah 1 Sidoarjo. The primary focus was on the utterances of the English as a second language teacher. In this study, researchers employed a descriptive qualitative method. Observations and recordings were used to acquire the data. The obtained data were then transcribed and analyzed using NVivo 12 Pro. The teacher produces two hundred and sixty-six utterances and four kinds of Searle’s illocutionary acts in the English as a second language classroom. Sixty-eight of their statements were representative, one hundred fifty-one were directive, five were commissive, and forty-two were expressive. The teacher’s frequent use of instructions suggests that she was conscious of her position as a more powerful individual than her students and efficiently managed and commanded the classroom.
The Effect of Gamification in Board Game to Improve Students’ English Vocabulary Syahfrina Rahmawati; Vidya Mandarani; Fika Megawati
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.526-543

Abstract

This study aims to determine whether there is a difference between the learning outcomes of English vocabulary improvement in descriptive text learning for students before and after the Gamification method is applied. The subjects of this study were 41 students of MTS Muhammadiyah 1 Taman. Data collection using tests in the form of multiple choice and essay to measure learning outcomes in English vocabulary improvement. The method used is quantitative method, data analysis using paired sample t test. The results show that the mean score of the post-test is higher than the mean score of the pre-test, this means that there is an increase in learning outcomes of English vocabulary after the Gamification method is applied, the results also show that the significance obtained is 0.000, which is smaller than 0.05, thus Ho is rejected and Ha is accepted. This means that there is a significant difference between the learning outcomes of English vocabulary in descriptive text learning before and after the implementation of learning strategies using the Gamification method.
Does teaching writing through Canva application assist students’ writing performance? Maudiya Dwi Amanda; Fika Megawati; Vidya Mandarani
Journal of Research on English and Language Learning (J-REaLL) Vol. 5 No. 1 (2024): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v5i1.21361

Abstract

This study involves the issues of teaching writing in English skills in junior high school in the context of the digital world, highlighting the need to utilize technology-driven tools. Canva, an effective design tool, is included in the study as a possible alternative for improving students writing skills. The study aims at looking into the impact of utilizing Canva on students' writing skills and their assessment of the application's contribution to writing creativity. The report examines six connected research that illustrates Canva’s beneficial effects on several aspects of learning and teaching. A mixed-method approach is used in the methodology, employing a randomized pre-test-post-test control group design. Thirty-eight eighth-grade SMP Negeri 2 Sukodono students participated in the study. To examine Canva's effectiveness in developing writing skills, quantitative data obtained through pretest and posttests is analyzed using the Wilcoxon test. Furthermore, data from a questionnaire are used to investigate students’ impressions of Canva’s usefulness, ease of use, and suitability for supporting writing abilities. The results show significant improvements in the experimental group, validating that Canva improves students’ writing skills positively. The results of the questionnaire show that students have a high level of acceptance and good impressions of Canvas's utility, ease of usage, and suitability for improving writing skills. The findings add to the expanding research proving Canva's effectiveness as an English language learning tool. The report encourages additional research to investigate Canva’s long-term impact in various learning contexts and deployment methodologies.
Unveiling Effective Student Communication Strategies for English Mastery: Mengungkap Strategi Komunikasi Siswa yang Efektif untuk Penguasaan Bahasa Inggris Siti Nur Aqida; Vidya Mandarani
Indonesian Journal of Innovation Studies Vol. 25 No. 2 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v25i2.1090

Abstract

This research explores how communication strategies assist seventh-grade students in overcoming English-speaking challenges at SMP Muhammadiyah 9 Boarding School Tanggulangin, Sidoarjo, Indonesia. Using qualitative methods, including observation and semi-structured interviews, the study identifies various strategies employed by students, such as avoidance, paraphrase, borrowing, appeal for assistance, and mime, with language switch in borrowing being predominant. Findings indicate a positive impact of these strategies on students' ability to achieve communication goals. This study underscores the importance of optimizing communication strategies to enhance English proficiency and facilitate effective communication in language learning environments. Highlight: Diverse Strategies Identified: Students use varied methods to tackle English-speaking difficulties. Dominant Technique: Language switch in borrowing prevails among student strategies. Effective Impact: Communication strategies positively enhance student English proficiency and communication success. Keywoard: Communication Strategies, English Proficiency, Seventh-Grade Students, Qualitative Research, Language Learning.
Co-Authors A., Ongky Giovanny Bagus Adyansah Noer Pramoedya Agustina, Giska Agustina, Sheila Ahmad Munir Aini, Risti Nur Alfarisi, Irham Salsabila Alfarisi, Irham Salsabila Alfarisy, Istia Hajar Alfarisy, Istia Hajar Alif Aribah Yulian Amirotul Mukminah Suherman Anggreani, Vinna Anisa, Sri Wilujeng Toyibatul Ardiansyah, Nur Muhammad Azza Hikmiawati Bindiya, Aisyah Dian Novita Dian Rahma Santoso Ermawati ZN Ermawati Zulikhatin Nuroh Ernanto Bayu Pamungkas Fadillah, Erennia Tasya Fadli Ganing Fadlilah, Nurul Lailatul Qodriatil Feri Tirtoni Fika Megawati Gita Dwi Setyawati Istia Hajar Al Farisy Jazilah, Rania Ni’matul Joko Susilo Joko Susilo Khumairoh, Tahnian Eka Khumairoh, Tahnian Eka Maghfiroh, Eka Maudiya Dwi Amanda Meiramova, Saltanat Melinda Kartika Sari Muhammad Agus Muljanto Muhammad Junaedi Nasir, Muhammad Haydar Niko Fediyanto Noly Shofiyah Nujum, Idbaaron Nur Muhammad Ardiansyah Nurdyansyah Nuroh, Ermawati Z. Nuroh, Ermawati Z. Oikurema Purwati Pamungkas, Ernanto Bayu Pratama, Muhammad Naufal Yudha Putri, Alisa Amanda Putri, Faradila Rais, Pandi Rusmawati, Dewi Siti Nur Aqida Solikha, Regina Atya Gading Balgis Suwarta, Nyoman Syahfrina Rahmawati Syaputra, Reza Dwi Talshyn, Alshynbayeva Tamara , Pasya Rahma Titan Nur Maulidiyah Utari, Meralda Dwi Widiantari, Ella Yanartik, Nur Rochmah Yuli Astutik Yuli Astutik