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All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pengabdian Pada Masyarakat Wiralodra English Journal (WEJ) Jurnal Surya Masyarakat Syntax Idea Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Surya Masyarakat SALEE: Study of Applied Linguistics and English Education DEDIKASI PKM Journal of English Education and Linguistics LINGUAMEDIA Journal Verba: Journal of Applied Linguistics Educalingua Journal JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Wiyaka Wiyaka
English Education Department, Faculty Of Language Education And Art, Universitas PGRI Semarang, Jawa Tengah
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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ENHANCING ENGLISH LEARNING WITH QUIZIZZ: A REVIEW OF STUDENTS' PERSPECTIVES Rizky Ayuk Juvanichasari; Yoyok Andriyanto; Wiyaka
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1767

Abstract

Abstract. This article presents a comprehensive review of the effectiveness of Quizizz as an online learning platform for teaching English, with a focus on students' perceptions. The integration of technology in English language education has become increasingly important, and Quizizz has gained popularity as a tool for enhancing reading and vocabulary skills. The study examines the impact of Quizizz on various aspects of the learning process, including interest, understanding, interactivity, collaboration, motivation, critical thinking, error improvement, and exam preparedness. Through the analysis of selected articles, this review provides valuable insights and perspectives on the application of Quizizz in English language education. Keywords: Quizizz, online learning platform, English language teaching, student perceptions, effectiveness.
Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School Dian Septia Munasih; Entika Fani Prastikawati; Wiyaka Wiyaka; Moses Adeleke Adeoye
Educalingua Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.411

Abstract

The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.
THE PARENTS’ ROLE OF ENGLISH LEARNING ACHIEVEMENT: STUDENTS’ AND TEACHERS’VOICES A CASE STUDY AT SD N 1 SENDANGMULYO SLUKE REMBANG Selly Devinda Dewi; Rahmawati Sukmaningrum; Wiyaka Wiyaka
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.663

Abstract

This study investigates parental roles in supporting students' English learning achievement in a remote primary school setting. Using a descriptive qualitative approach, data were collected from twenty fifth-grade students and an English teacher at SD N 1 Sendangmulyo through questionnaires, semi-structured interviews, and academic documentation. The data were analyzed using the interactive model of condensation, display, and conclusion drawing. The results reveal that parental roles primarily manifest as emotional motivators and digital facilitators, providing smartphones and internet access to compensate for geographical barriers. While significant linguistic barriers limit direct academic tutoring, parents act as strategic coordinators by utilizing "social capital," such as more proficient siblings. These findings underscore the importance of emotional anchoring and technological mediation in enhancing language outcomes in rural EFL contexts. This study provides practical insights for educators to synchronize home-school communication in underserved regions.
Kurikulum Merdeka: Pendampingan Pembelajaran Berdiferensiasi bagi Guru SD di Wonosobo dan Banjarnegara Siti Aimah; Bambang Purwanto; Wiyaka Wiyaka; Divya Fitriyani; Elmira Noer Shaumi; Nurani Ayu Febriana
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.149-159

Abstract

The lack of comprehension of the Merdeka Curriculum among elementary school teachers generally affects how they implement differentiated learning in the classroom. This program aims to 1) assist elementary school teachers with the Merdeka Curriculum; 2) assist elementary teachers with the student diversity in differentiated learning; and 3) share best practices in differentiated learning implementation with elementary teachers. To accomplish the aforementioned goals, especially for 24 primary school teachers, a variety of strategies were used, including offline and online workshops. The findings of the interview and the workshop observations indicate that elementary school teachers' comprehension of the Merdeka curriculum has improved. To assist them in putting differentiated learning into practice, the majority of them are adept at modifying the teaching module (MA), which covers understanding learning outcomes (CP), expanding them into learning objectives (TP), and so on. Elementary school teachers in Kab. Banjarnegara & Kab. Wonosobo now have a greater knowledge of differentiated learning in the classroom and the Merdeka curriculum after attending the workshops. It is intended that teachers can completely incorporate differentiated learning into the classroom to provide students with relevant learning experiences.
Kurikulum Merdeka: Pendampingan Pembelajaran Berdiferensiasi bagi Guru SD di Wonosobo dan Banjarnegara Siti Aimah; Bambang Purwanto; Wiyaka Wiyaka; Divya Fitriyani; Elmira Noer Shaumi; Nurani Ayu Febriana
Jurnal Surya Masyarakat Vol 8, No 1 (2025): November 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.8.1.2025.149-159

Abstract

The lack of comprehension of the Merdeka Curriculum among elementary school teachers generally affects how they implement differentiated learning in the classroom. This program aims to 1) assist elementary school teachers with the Merdeka Curriculum; 2) assist elementary teachers with the student diversity in differentiated learning; and 3) share best practices in differentiated learning implementation with elementary teachers. To accomplish the aforementioned goals, especially for 24 primary school teachers, a variety of strategies were used, including offline and online workshops. The findings of the interview and the workshop observations indicate that elementary school teachers' comprehension of the Merdeka curriculum has improved. To assist them in putting differentiated learning into practice, the majority of them are adept at modifying the teaching module (MA), which covers understanding learning outcomes (CP), expanding them into learning objectives (TP), and so on. Elementary school teachers in Kab. Banjarnegara & Kab. Wonosobo now have a greater knowledge of differentiated learning in the classroom and the Merdeka curriculum after attending the workshops. It is intended that teachers can completely incorporate differentiated learning into the classroom to provide students with relevant learning experiences.
Co-Authors AB Prabowo Kusumo Adi Bagus Ardi Saputro Beny Arum Setianingsih Budi Handoyo Cintya Hadi Iswara Dian Septia Munasih Dias Andris Susanto Dicky Meiantoni Divya Fitriyani Elmira Noer Shaumi Entika Fani Prastikawati Fajar Cahyadi Festi Himatu Karima Fine Reffiane Gigih Rizqi Adhi Hanifah Widhia Ningrum Hartono Hartono Maria Yosephin Widarti Lestari Moses Adeleke Adeoye Muhammad Shofri Firdaus Nani Hidayati Ngasbun Egar Nur Cholifah Nurani Ayu Febriana Purwanto, Bambang Rahmawati Sukmaningrum Reza Maylano F Rizal Rinaldi Rizky Ayuk Juvanichasari Selly Devinda Dewi Siti Aimah Siti, Lestari Theresia Cicik Sophia Budiman Veysa Malvado Yoyok Andriyanto