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THE EFFECT OF PEER ASSESSMENT TOWARDS STUDENTS’ SPEAKING SKILL AT SEMESTER II OF STIE MUHAMMADIYAH JAMBI 2018-2019 Syilvia Wenny J; Rahmat Fajar
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 2 (2019): December 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i2.9886

Speaking subject performed at colleges, especially English language courses, is provided to students to actively develop English speaking skills. However, in fact there are still many students who are less taking advantage of the opportunities given. This has an impact on low student speaking skills. The purpose of the study was to investigate the influence of peer assessment of student speech skills in the second semester of Economics Development of STIE Muhammadiyah JambiThe design of this research is a quasi experimental with a posttest-only control group design. The population of the study was the semester II student of Economics Development of STIE Muhammadiyah Jambi year 2018/2019. The population consisted of 75 students. This research sample was class A as the experimental class and B as the control class. Both classes was taken the value of the speaking test which then be compared. The results of this study showed that students taught using peer assessment had better speaking skills than students taught using the teacher assessment.

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SHORT STORIES: WHY AND HOW syilvia wenny j
Journal Of Language Education and Development (JLed) Vol 3 No 1 (2021): Vol 3 No 1 July (2021): Journal of Language Education and Development
Publisher : STKIP Muhammadiyah Muara Bungo

Teaching English to young learners is not the same as teaching adults. Children are very active and imaginative but they tend to have short attention span. Teacher should create learning environment as interesting as possible to keep their spirit high during teaching and learning process. In line with this, short stories can be a bridge to facilitate them to learn English. Teacher can explore them to make English learning more interesting and effective. This media helps students to concentrate and engage more enthusiastically in learning English. This paper aims to investigate the value of using short stories and how it is applied in young learners’ classroom. It is hoped that this study is helpful for English teachers of young learners to gain more knowledge on how to create interesting learning environment for a successful learning process.

Pandemic Portrayed: Learning Style in Online Learning Syilvia Wenny J; Yorina An’guna Bansa
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 5, No 1 (2022)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v5i1.2448

Learning style is one of the most important factors in determining how students learn and has a significant effect on student learning strategies, which in turn affects their learning outcomes. It refers to the methods by which students collect, store, and extract material. Since pandemic came to all over the world, all od aspect in teaching and learning process is changing. It is included to students’s learning style. Some issues were discovered during online learning, especially in English learning for students at the University of Muhammadiyah Jambi. By these issues, it seems that there is a doubt of how they really learn from online learning. The aim of this study is to report data on the types of students' learning styles used in their English online learning. Data were analyzed using The VARK Questionnaire by Neil Fleming. This research uses the qualitative descriptive method. The population of this research was 1st semester of Management Department students in the academic year 2020. There were three classes; R.B1, R.A7 and R.B3. The result shows that the majority of students in this research used kinesthetic learning style. Then audio learning is the next place, then followed by reading and writing learning style. And the last is visual learning style.

Lecturers’ Opinions and Preferences: Printed Book or E-Book for Science Teaching Syilvia Wenny J; Yahfenel Evi Fussalam; Rian Dani
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 6 No 2 (2022): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol6-iss2/689

Even while printed books and electronic books frequently contain the same material, they differ greatly from one another and each format has its own benefits and drawbacks. This study's purpose is to acquire a thorough grasp of the opinions and preferences of the lecturers in employing book formats for science teaching. The findings of the study would assist other lecturers in thinking through and selecting implementation strategies for employing those two types of book formats. Then, this study identifies the advantages and disadvantages of digital versus print books as well as the reasons why lecturers favor one over the other through this research. This study used a qualitative phenomenological methodology. The stages of the research are selecting research informants, collecting the data and analysis to drawing conclusions. The instrument used in this study is in depth interview. Data collection was carried out through interviews with lecturers who have used both books’ formats. Based on the results of the study it was found that there were 35% lecturers who preferred to use printed books, 10% lecturers who preferred to uses e-books, and 55% lecturers who preferred to use both printed and e-books. They preferences were based on the situational of teaching and learning process.

LEARNING STYLE AND STUDENTS' ACADEMIC PERFORMANCE, IS THERE ANY RELATION? Syilvia Wenny J; Rian Dani
PRIMACY Journal of English Education and Literacy Vol. 2 No. 1 (2023): June - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i1.3537

When a pandemic hit the entire planet almost one year ago, every facet of the teaching and learning process changed. It is included in the learning styles of students. Some problems were observed during online learning, particularly for students at the University of Muhammadiyah Jambi. Some students seemed to not have a good preparation in studying. There were some distractions when the learning process occurred online at that time. For their task, they were late in submitting the task. Because of these concerns, it appeared that there was some dispute about how students truly learnt through online learning. The purpose of this study was to report statistics on the different types of learning styles utilized by students in their English online learning. Neil Fleming's The VARK Questionnaire was used to analyze the data. The qualitative descriptive method was applied in this study. This study's population consisted of first semester Management Department students in the academic year 2020. There were three different classes: R.B1, R.A7, and R.B3. The findings revealed that most students in this study used a kinesthetic learning style. Then came auditory learning, which was followed by reading and writing learning styles. The final was visual learning style. Nevertheless, there was not a significant correlation between academic performance and studentsâ€™ styles of learning based on the test results.

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SHORT STORIES: WHY AND HOW Syilvia Wenny J
Journal Of Language Education and Development (JLed) Vol 3 No 1 (2020): Vol 3 No 1 November (2020): Journal of Language Education and Development (JLed)
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v3i1.552

Teaching English to young learners is not the same as teaching adults. Children are very active and imaginative but they tend to have short attention span. Teacher should create learning environment as interesting as possible to keep their spirit high during teaching and learning process. In line with this, short stories can be a bridge to facilitate them to learn English. Teacher can explore them to make English learning more interesting and effective. This media helps students to concentrate and engage more enthusiastically in learning English. This paper aims to investigate the value of using short stories and how it is applied in young learners’ classroom. It is hoped that this study is helpful for English teachers of young learners to gain more knowledge on how to create interesting learning environment for a successful learning process.

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SHORT STORIES: WHY AND HOW Syilvia Wenny J
Journal Of Language Education and Development (JLed) Vol. 3 No. 1 (2020): Vol 3 No 1 November (2020): Journal of Language Education and Development (JLed
Publisher : Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jled.v3i1.552

Teaching English to young learners is not the same as teaching adults. Children are very active and imaginative but they tend to have short attention span. Teacher should create learning environment as interesting as possible to keep their spirit high during teaching and learning process. In line with this, short stories can be a bridge to facilitate them to learn English. Teacher can explore them to make English learning more interesting and effective. This media helps students to concentrate and engage more enthusiastically in learning English. This paper aims to investigate the value of using short stories and how it is applied in young learners’ classroom. It is hoped that this study is helpful for English teachers of young learners to gain more knowledge on how to create interesting learning environment for a successful learning process.

How is Students’ Attitude Towards Learning English? : A Case Study at the Second Graders of SMP Islam Al-Falah Jambi Syilvia Wenny J
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2000

This study investigates students’ attitudes and perceptions toward learning English at SMP Islam Al-Falah Kota Jambi. Attitude plays a crucial role in language acquisition, influencing students' engagement, motivation, and overall learning outcomes. The study examines three key aspects of students’ attitudes: behavioral, cognitive, and affective. Using a qualitative research approach with Yin’s case study method, data were collected through questionnaires and interviews with second-grade students. Findings reveal that students generally hold a positive cognitive attitude toward learning English, recognizing its importance for future careers and global communication. Behaviorally, students demonstrate responsibility in completing tasks but show varying levels of motivation for independent learning. The affective aspect highlights enthusiasm for English learning but also identifies challenges related to speaking confidence and anxiety. The study suggests that fostering a supportive learning environment, integrating interactive methods, and encouraging speaking practice can enhance students’ attitudes and learning outcomes. This study elucidates the subtle aspects related to students' attitudes, so enhancing English language education through the provision of contextually pertinent teaching methodologies and fostering the advancement of more effective learner-centered strategies. Future research should explore motivational factors, teaching strategies, and the impact of digital resources on language learning.

Narrative Pedagogy and Student Identity: Exploring Self-Expression in Classroom Storytelling Projects Carlos Martins; Lusiana Rahmadani Putri; Syilvia Wenny J; Siti Aisyah Hanim
International Journal of Educational Narratives Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i6.2564

Background. In recent years, storytelling has gained recognition as a powerful pedagogical approach that supports reflective learning, self-expression, and identity formation. Purpose. This study sought to explore how classroom storytelling projects facilitate students’ reflective engagement and contribute to the construction of personal and academic identities in higher education contexts. Method. Using a qualitative narrative inquiry design, data were collected from 24 university students and 3 lecturers through semi-structured interviews, reflective journals, and storytelling artifacts. The data were analyzed thematically to examine patterns of self-expression, transformation, and relational meaning-making. Results. The findings indicate that storytelling practices enabled students to articulate personal experiences in relation to academic content, enhancing self-awareness, empathy, and communicative confidence. Narrative engagement also fostered emotional literacy and a stronger sense of belonging, transforming the classroom into a dialogic and ethically grounded learning space. Conclusion. The study concludes that narrative pedagogy humanizes the learning process by integrating reflection, identity construction, and ethical understanding. Storytelling emerges as a vital pedagogical practice for cultivating holistic education that supports intellectual, emotional, and social development.

Integration of Chatting Technology in the Tandem Language Exchange Learning Process Jamin Ambas; Yohana S. Touwe; Syilvia Wenny J; Dahlan Abdullah
International Journal of Language and Ubiquitous Learning Vol. 1 No. 4 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v1i4.697

Background. 21st century learning demands the integration of technology to meet the demands of current developments. In the context of language learning, Tandem Language Exchange is a modern method that stands out by utilizing chat technology. Purpose. The main aim of this research is to evaluate the impact of tandem chat integration in Tandem Language Exchange on students' language skills. In addition, this research aims to provide practical guidance for the development of innovative language learning approaches using chat technology, by contributing to understanding the potential of chat technology in language learning. Method. This research uses a quantitative approach with a survey model. Respondents consisted of English and Arabic primary language students at various universities in Indonesia. The survey results were analyzed using the Miles Huberman model and presented in chart form. Results. Of the 30 respondents, the majority of students felt significant benefits from integrating chat technology in language learning. The frequency of use of Tandem Language Exchange is quite high, reflecting students' active interest and involvement. Apart from that, the survey results also show that students' comfort level in using chat technology is generally positive, with the majority feeling comfortable or very comfortable. Conclusion. The integration of chat technology in Tandem Language Exchange has an overall positive impact, supporting the development of language skills and motivating students to be actively involved in the learning process. Despite some reported obstacles, high acceptance shows the great potential of using chat technology in language learning contexts in this digital era. Future recommendations could focus on improving guidance and support to ensure the use of chat technology is more effective and satisfying for students.

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