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Using Social Media for English Language Learning by EFL University Students: A Mixed-Methods Study Tubagus Zam Zam Al Arif; Urip Sulistiyo; Reli Handayani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 2: December 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.2312

The purpose of this study is to investigate the usage of social media for English language learning by students at a state university in Jambi, Indonesia. a mixed-method approach was applied in this study. To collect data for this study, a survey and a semi-structured interview were used. The questionnaire was completed by 137 students, and 10 were interviewed randomly from those who completed the questionnaire. The quantitative data from the questionnaire were analyzed using basic statistical analysis, while the data from the interviews were analyzed using phenomenological case analysis combined with coding thematically. This study investigates students’ perceptions towards the use of six popular social media (Facebook, WhatsApp, Snapchat, Instagram, Telegram, and Twitter) in learning English as a foreign language. The results of this study revealed that students utilize a variety of social media platforms, particularly Instagram and Facebook. They showed positive attitudes towards the use of social media for learning English. The students perceived that social media plays an important role to improve their English language skills. In addition, the social media which are mostly used for learning English by EFL university students is Instagram, and they use the social media for learning English as additional (optional) language learning tools in their spare time

Creative and Innovative Education-Based Free Illiteracy Cottage: An Effoert to Eradicate Illiteracy Among Suku Anak Dalam in Batanghari Regency reli handayani; Saharudin Saharudin; Siti Amanah
Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) Vol 7, No 3 (2021): September
Publisher : Direktorat Pengabdian kepada Masyarakat Universitas Gadjah Mada

Suku Anak Dalam (SAD) in Kotoboyo Village, Batanghari Regency is an isolated community group that is currently in a transition phase towards modern life. Guided Village Service activities are carried out to bridge the transition process by providing creative and innovative education-based learning facilities to improve their quality of life. This service is aimed to foster and teach the importance of science by developing the ability to read and write. Therefore, this service establishes the illiterate-free cottage and education group as a means of creative and innovative learning. The learning process involves creating appropriate teaching aids and modules so they can be easily accepted by the target children. In the end, this creative and innovative education-based learning succeeded in increasing cognitive knowledge and learning motivation. Foster children who initially did not know letters and numbers become able to recognize and even write letters and numbers even though they are still in the initial stages. For families and parents of Suku Anak Dalam, the service team finally managed to direct them to actively participate in learning activities and have insight into healthy and clean lives. Many children have also understood the importance of hygiene so that the lives of the inner tribe children are expected to be better.

Teachersâ€™ Experiences in Evaluating Learning Process: A Case Study of Online Learning Reli Handayani; Saharudin Saharudin; Ady Muhammad Zainul Mustopa; Sonya Trikandi
Jurnal Ilmiah Universitas Batanghari Jambi Vol 22, No 3 (2022): Oktober
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jiubj.v22i3.2802

Evaluation of learning is a crucial step in understanding the progress of students' competence and determining the success of the learning process. This study aims to explain, with reference to the 2013 Curriculum, the experience of teachers conducting evaluations during online learning. This study focused on nine English teachers from nine public schools in Jambi City, including five junior high schools, two high schools, and two vocational high schools. This caseÂ study employed an interview instrument whichÂ data were then qualitatively analyzed. The findings of this study include teachers' comprehension of learning evaluation, forms of assessment, barriers in the learning process, and the effectiveness of implementing learning evaluation. First, teachers have a comprehensive understanding of learning evaluation, which includes studentsâ€™ knowledge, skills, and attitudes. However, teachers consider the number of student competencies that must be assessed in online learningÂ to be burdensome, specifically due to limited hour of meeting. The teachers emphasizeÂ on delivering the material and decreaseÂ the number of competencies that students must acquire. Second, teachers assign daily tasks to assessÂ students' knowledge, video projects to assess their skills, and pay attention to the punctuality of assignment submissionÂ and classroom interaction to assessÂ students' attitudes. Third, the obstacles ofÂ learning include the absence ofÂ gadgets, limited of internet quotas,Â the difficulty of the internet access, the lack of student participation, and the absence of parental support for online learning. Fourth, the limited abilities of teachers, the difficult conditionsÂ of students, and the limited timeÂ contribute to the ineffectivenessÂ of the online learning process. In conclusion,Â the evaluation of onlineÂ learningÂ cannot completely referenceÂ the curriculum.

Model Project Based Learning (PjBL) dalam Menulis Teks Eksplanasi Siti Enik Mukhoiyaroh Bambang; Rustam Rustam; Reli Handayani; Deka Heltien
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4240

Tujuan dari Penelitian ini adalah menjelaskan mengenai pembelajaran menulis teks eksplanasi dengan Project Based Learning (PjBL) di SMA. Peneliti menerapkan metode kualitatif melalui pendekatan studi kasus. Data yang digunakan oleh peneliti merupakan hasil dari wawancara, observasi, dan dokumentasi. Penelitian ini menggunakan kelas XI MIPA 2 SMAN 6 Batanghari dengan jumlah 31 siswa sebagai subjek dari penelitian. Validitas data peneliti gunakan adalah teori Miles dan Huberman. Hasil dari penelitian menjelaskan bahwa project based learning dapat memecahkan permasalahan kemampuan menulis siswa pada teks eksplanasi. Hal ini terlihat berdasarkan hasil dari proyek siswa berupa tulisan telah mencapai target yaitu melewati KKM. Guru bahasa indonesia mempersiapkan perencanaan pembelajaran sesuai dengan pelaksanaan pembelajaran serta evaluasi pembelajaran yang sesuai dengan model project based learning.

Model Project Based Learning (PjBL) dalam Menulis Teks Eksplanasi Siti Enik Mukhoiyaroh Bambang; Rustam Rustam; Reli Handayani; Deka Heltien
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4240

Tujuan dari Penelitian ini adalah menjelaskan mengenai pembelajaran menulis teks eksplanasi dengan Project Based Learning (PjBL) di SMA. Peneliti menerapkan metode kualitatif melalui pendekatan studi kasus. Data yang digunakan oleh peneliti merupakan hasil dari wawancara, observasi, dan dokumentasi. Penelitian ini menggunakan kelas XI MIPA 2 SMAN 6 Batanghari dengan jumlah 31 siswa sebagai subjek dari penelitian. Validitas data peneliti gunakan adalah teori Miles dan Huberman. Hasil dari penelitian menjelaskan bahwa project based learning dapat memecahkan permasalahan kemampuan menulis siswa pada teks eksplanasi. Hal ini terlihat berdasarkan hasil dari proyek siswa berupa tulisan telah mencapai target yaitu melewati KKM. Guru bahasa indonesia mempersiapkan perencanaan pembelajaran sesuai dengan pelaksanaan pembelajaran serta evaluasi pembelajaran yang sesuai dengan model project based learning.

Analisis Penerapan Teknik Coaching dalam Projek Penguatan Profil Pelajar Pancasila Mata Pelajaran Bahasa Indonesia di SMP Septi Wulandari; Eko Kuntarto; Reli Handayani
Pedagogi: Jurnal Ilmu Pendidikan Vol 23 No 1 (2023): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v23i1.1491

This study aims to analyze the suitability of coaching learning techniques to implement the Pancasila student profile strengthening project in Indonesian subjects at SMPN 1 Muara Bungo. The theme of a sustainable lifestyle with the topic of sustainable tourism was chosen because Muara Bungo Regency has tourism objects and potential for environmental-based tourism. This research is development research using the Borg & Gall development model and adapted to the coaching technique and the Guide to the Development of Pancasila Student Profile Strengthening Projects published by the Education Standards, Curriculum and Assessment Agency, Ministry of Education, Culture, Research and Technology of the Republic of Indonesia. The results of the study found that the coaching technique was suitable to be applied in extracurricular activities of the Pancasila student profile strengthening project in Indonesian subjects for persuasive speech material. Because it met the principles of implementing P5, those are; holistic, contextual, learner-centered, and exploratory.

oices of Language Lecturers on The Implementation of Case Method and Project Based Learning Reli Handayani; Mukhlas Abrar; Friscilla Wulan Tersta; Muhammad Fauzan; Muhammad Sobri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 1: JANUARI 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i1.21337

Innovative learning can be interpreted as an innovation from conventional learning in terms of facilities, media, and methods. Using a student-oriented approach to innovative learning bas ed on the constructivism paradigm which sees that knowledge is built independently by students through the process of investigation and use of technology. Innovative learning can be realized through several methods such as problem solving (problem-based learning), investigation (discovery learning), research (inquiry learning), and group discussion (project-based learning). Responding to this, the Department of Language and Literature Education (PBS) under the auspices of the Faculty of Education and Teacher Training, Jambi University is trying to implement case-based and project-based learning. However, in general there are differences between lecturers in translating these learning concepts technically in the classroom. This research focuses on lecturers' understanding related to case-based and project-based learning. The research data was taken using a focus group discussion instrument and analyzed using a qualitative descriptive approach. Through the results of the study it was found that the lecturers have different understanding of the implementation of cased method in terms of the stages in learning, constraints, and learning outputs. Meanwhile, in relation to project-based learning, the lecturers understand its characteristics in terms of product-based, student-centered learning, and focus of the process.

Analisis Kesantunan Berbahasa Pada Percakapan Grup Whatsapp Mahasiswa Pogram Studi Sastra Indonesia Universitas Jambi Monanda, Deva; Handayani, Reli; Izar, Julisah
Deiksis Vol 15, No 3 (2023): Deiksis
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/deiksis.v15i3.18066

Penelitian ini bertujuan untuk mendeskripsikan kesantunan berbahasa pada percakapan grup WhatsApp mahasiswa angkatan 2019 Program Studi Sastra Indonesia Universitas Jambi yang memfokuskan pada strategi kesantunan dan skala kesantunan berbahasa teori Brown dan Levinson. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Hasil yang didapatkan pada penelitian ini menunjukkan bahwa ditemukan 113 data dari 4 strategi kesantunan. Strategi kesantunan didominasi oleh strategi kesantunan positif. Hal tersebut mengindikasikan bahwa mahasiswa lebih membangun keakraban dan kedekatan dalam berinteraksi. Masing-masing data strategi kesantunan yang ditemukan yaitu: (1) strategi kesantunan positif sebanyak 69 data dengan 10 sub-strategi, (2) strategi kesantunan negatif sebanyak 21 data dengan 4 sub-strategi, (3) strategi kesantunan terus terang sebanyak 15 data, (4) strategi kesantunan tidak langsung sebanyak 8 data dengan 2 sub-strategi. Dari data strategi kesantunan tersebut ditemukan 2 bentuk skala kesantunan yaitu: skala jarak sosial, dan skala peringkat pembebanan.

Kajian Estetika Motif Batik Tulis Sipin Jajaran “Ikan Botia dan Ikan Ringo” Danau Sipin Jambi Vany Selvianti Tambunan; Reli Handayani; Eka Fitriani
Ars: Jurnal Seni Rupa dan Desain Vol 25, No 1 (2022): April 2022
Publisher : Fakultas Seni Rupa dan Desain, Institut Seni Indonesia Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24821/ars.v25i1.6123

Batik Jambi terkenal dengan keragaman motifnya, namun penelitian mengenai aspek keindahannya belum banyak diinvestigasi. Penelitian ini bertujuan untuk mengungkapkan aspek keindahan dari salah satu motif batik Danau Sipin Jambi. Penelitian ini menggunakan pendekatan kepustakaan dengan deskriptif analitik sebagai metodenya. Data penelitian adalah motif batik Danau Sipin Jambi khususnya motif “Ikan Botia dan Ikan Ringo”. Melalui teknik pengumpulan data berupa dokumentasi dan wawancara, hasil penelitian ini menunjukkan bahwa motif Ikan Botia dan Ikan Ringo memiliki tiga unsur keindahan karya seni yaitu keutuhan, penonjolan, dan keseimbangan. Keseluruhan unsur ini membawa kesan keaslian, makna, dan kesan keindahan pada motif batik “Ikan Botia dan Ikan Ringo” dari batik Danau Sipin.

AI Speaks Your Language: Revolutionary Digital Coaching for EFL Learners’ Pronunciation Donal Tampubolon; Reli Handayani; Mukhlash Abrar
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(2), August 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i2.1565

The current study aims to find out the EFL learners’ major problems in pronouncing words of English and to explore the potential of AI technologies especially Google Pronunciation as a supportive tool for pronunciation improvement in secondary school settings. It measures the effectiveness of the tool in improving their pronunciation based on the class observation, pre- and post-assessment outcomes and according to the students’ perceptions. The study comprised 6 secondary high school students covering 2 low performers, 2 mediocre performers, and 2 high performers at English Club in one of the schools in Jambi, Indonesia. The participants were intentionally nominated based on their availability and readiness to provide recorded answers for the research purposes. A qualitative-descriptive research method was employed through a deep-interview to examine their major difficulties in pronunciations and their perspectives toward the tool. The results show that the learners’ chief pronunciation difficulties are both in segmental and suprasegmental features namely the sounds of /θ/ and /ð/, past simple sounds, and also stressed syllables. Their overall perceptions towards the use of the tool own more positive impacts as their pronunciation improves. Despite its effectiveness, the instrument is suggested to be used only for basic or standard pronunciation learning. For being natural in English pronunciation, the tool cannot perform much better than human teachers because it has limited accents and its phones sound too formal. Additionally, the tool is expected to advance the technology's adaptability to diverse accents and linguistic backgrounds, ensuring more inclusive and equitable learning experiences for all EFL learners.

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