Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Celtic JINOP (Jurnal Inovasi Pembelajaran) KEMBARA Journal on English as a Foreign Language (JEFL) ELITE Journal: Journal of English Linguistics, Literature, and Education Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Teguh Hadi Saputro
Universitas Muhammadiyah Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
The Use of Vlog in Improving Students’ Oral Language Production: A Case Study Saputro, Teguh Hadi; Tafsirudin, Ibnu Choirin; Farah, Rafika Rabba
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 1 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i1.5298

Abstract

The analysis of using a video blog (Vlog) in language learning has been widely done. However, most of the studies only focus on investigating the students’ perception of Vlog. This study attempted to analyze the use of Vlog in improving students’ oral language production. In addition, the students’ perception after applying Vlog in language learning was also investigated. The complexity, accuracy and fluency (CAF) were the aspects analyzed from students’ performance. Further, a mixed-method was applied in this study. This study involved six participants (3 male and 3 female) who were the students of the English Language Education Department of a private university in Malang, Indonesia. A speaking test which was in the forms of vlogs and semi-structured interviews were used as the instruments for the data collection. The quantitative data from the test were calculated by using formulas of CAF and further analyzed by the descriptive statistics, while the qualitative data from the interview were analyzed to explore the benefits and challenges of learning with vlogs. The findings showed the increasing mean of the students’ accuracy while their fluency and complexity decreased. There were several factors that might impact the findings. Those were; planning time, pressures, restrictions in terms of time, and task repetition. The benefits and challenges of learning with Vlogs were discussed in this paper.
DEVELOPING SCORING RUBRIC: DO THE STUDENTS NEED IT? Aninda nidhomil Hima; Teguh Hadi Saputro
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 2 No. 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v2i2.2170

Abstract

Abstract: For many reasons, the use of scoring rubrics has acquired more attention. However, the number of studies investigating the perception and the writing performance as well as the relationship between those two variables in the use of rubric is limited. Therefore, by involving 27 students in Writing -class of an English Language Education Department at a particular university in Indonesia, the present study aimed to explore the students’ perceptions through surveys and their writing performance in the three different situations in which they had no scoring rubric, generate their own scoring rubric and had teacher-made scoring rubric prior to the writing tasks. Also, the study was intended to explore how the students perceived the three situations related to their writing performance. After analyzing the data, it was found that the most helpful situation for the students was the second situation. It also helped the students to achieve the higher score compared to the other two situations. However, there was a contradictory finding in which the students’ perception and their performance were negatively correlated. Keywords: developing scoring rubrics, writing performance, students’       perception
High Involvement, High Impact: Investigating Vocabulary and Motivation Gains in Reading-based Tasks Teguh Hadi Saputro; Aninda Nidhommil Hima
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 4 No. 3 (2026): August: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v4i3.2901

Abstract

Although vocabulary knowledge plays a central role in second language proficiency, vocabulary instruction in many Indonesian EFL classrooms remains focused on surface-level recognition, with little emphasis on cognitive engagement or learner motivation. While the Involvement Load Hypothesis (ILH) has been used to explain vocabulary retention in global contexts, limited research has explored its application in Indonesia or its simultaneous impact on motivation. This study addresses that gap by investigating how varying levels of task-induced involvement affect vocabulary acquisition and motivation among 75 third-semester English-major students at a university in Malang. Participants were assigned to three groups (Low, Medium, and High ILH) and received four weeks of reading-based vocabulary instruction. Pre- and posttests included a 20-item multiple-choice vocabulary test and a sentence construction task, while motivation was measured using a 50-item questionnaire adapted from Dörnyei’s L2 Motivational Self System (L2MSS) and the Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative data were analyzed using paired-sample t-tests, ANOVA, MANOVA, and post-hoc tests. Results showed that all groups improved significantly, but the High ILH group experienced the greatest gains in both vocabulary and motivation. These findings support ILH’s predictive validity and demonstrate that deeper task involvement fosters both lexical development and affective engagement. The study highlights the importance of designing cognitively demanding, context-rich vocabulary tasks in EFL contexts where authentic input is limited.
Co-Authors Adityo Adityo Adityo Adityo, Adityo Amalia Ayu Wardhani Aninda Nidhomil Hima Aninda Nidhommil Hima Aninda Nidhommil Hima Aninda Nidlomil Hima Dwi Poedjiastutie Dwi Poedjiastutie, Dwi Hima, Aninda Nidhommil Hima, Aninda Nidlomil Ibnu Choirin Tafsirudin Kharisma Naidi Warnanda S Rafika Rabba Farah Santi Prastiyowati Tafsirudin, Ibnu Choirin Wardhani, Amalia Ayu