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<![CDATA[Students’ Perception on the Training of the Use Edmodo’s E-Learning Application Media in Improving Students’ English Writing Skill: Survey Research ]]>
<![CDATA[Candra Hadi Asmara]]>;
<![CDATA[Amrin Batubara]]>;
<![CDATA[Rizky Avira Dhea]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 9 No 1 (2021): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v9i1.7913
<![CDATA[In Education 4.0 a vision of learning will form which will focus on how the sources of learning will be, then where and how students learn, so learning will become more meaningful while the teacher only acts as a facilitator in learning. However, achieving this vision is not easy, because there are still some problems found, related to the lack of use of technology in learning, and the lack of student knowledge in using technology as a support for the success of one learning. Based on the problems, the solution offered is Training of Utilizing Edmodo E-Learning Application Media to Improve Students' English Writing Ability. This research aims to investigate how the students of MA Masyhudiyah perceive the use of Edmodo as a media in English writing skills and how Edmodo helps the students in developing their writing ability. The participants were taken for the analysis as they fall under the Edmodo users. This research study used a quantitative method and a survey design was administered to gather a questionnaire with answers associated with a 5-point Likert scale ranging from strongly agree to strongly disagree. The survey was created using Google Form and was shared among the students through email and other sources. The result of the study shows that incorporating Edmodo enhances both student interest and motivation in English writing ability when particular Edmodo features are employed. The result through the analysis supports that the students have a positive perception using Edmodo is mainly towards for the resources, support and communication such as forum, discussions and also online activities. Students find Edmodo a wonderful and user-friendly social learning platform that enables them to enjoy working on an online class especially in English writing skills.]]>
<![CDATA[Exploring the Influence of Personality Traits on Learning Satisfaction and Motivation in Online Education ]]>
<![CDATA[Fitriana, Deva Nur]]>;
<![CDATA[Maruf, Nirwanto]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 9 No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v9i1.9030
<![CDATA[This study investigates the relationships among the Big Five Personality Traits, online learning satisfaction, and learning motivation in the context of Indonesian secondary education. The objective is to examine how personality traits influence students’ satisfaction and motivation in virtual learning environments, addressing the gap in understanding these dynamics in younger learners. Employing a correlational quantitative research design, the study involved 149 ninth-grade students from an Islamic junior high school in Indonesia. Data were collected using three validated instruments: The Big Five Inventory Questionnaire, Learner Satisfaction Survey, and English Motivation Questionnaire. Pearson Product-Moment correlation analysis was used to determine the relationships among the variables. The findings reveal strong positive correlations between online learning satisfaction and learning motivation (r = 0.955), the Big Five Personality Traits and satisfaction (r = 0.986), and personality traits and motivation (r = 0.950). Conscientiousness, agreeableness, and openness to experience emerged as significant predictors of satisfaction and motivation. These results highlight the importance of creating supportive and adaptive online learning environments tailored to individual differences. However, the study is limited by its single-school setting and reliance on self-reported data. Future research should expand to diverse educational contexts and explore additional moderating factors. This study recommends designing inclusive virtual learning environments that integrate personality-based teaching strategies to enhance engagement and learning outcomes.]]>
<![CDATA[IbM Guru: Pelatihan dan Pendampingan Pengembangan Buku Ajar Literasi Matematika dan Bahasa ]]>
<![CDATA[Khikmiyah, Fatimatul]]>;
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Bakhtiar, Afakhrul Masub]]>
<![CDATA[ International Journal of Community Service Learning Vol. 1 No. 3 (2017): November 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v1i3.12594
<![CDATA[Khikmiyah (2016) menunjukkan bahwa pengetahuan yang dimiliki oleh para guru khususnya guru matematika tentang literasi sangat rendah. Meskipun demikian, sebagian besar guru menyatakan bahwa kemampuan literasi memiliki peranan penting bagi peserta didik. Selain itu, referensi berbahasa Indonesia yang digunakan untuk mendukung tercapainya literasi sangat terbatas. Agar siswa memiliki kemampuan literasi yang baik maka kemampuan ini harus diasah dan dilatih sejak dini. Salah satu cara paling efektif yang dapat dilakukan untuk melatih literasi siswa sejak dini yaitu melalui guru. Program yang ditawarkan dalam kegiatan pengabdian IbM ini adalah menyelenggarakan pelatihan dan pendampingan buku ajar literasi matematika dan bahasa untuk guru SD/MI. Tujuan jangka panjang dari kegiatan ini adalah menyebarluaskan literasi matematika dan bahasa, peningkatan pengetahuan dan kemampuan literasi guru dan siswa di sekolah dasar dan menengah serta tersedianya buku ajar literasi untuk siswa sekolah dasar dan menengah. Adapun target khusus yang ingin dicapai dalam kegiatan pengabdian ini adalah tersedianya buku ajar literasi matematika dan bahasa untuk siswa SD/MI.Hasil dari kegiatan ini yaitu; (1) Buku ajar literasi matematika dan Bahasa untuk Siswa kelas 5 SD/MI (2)Meningkatnya pengetahuan dan pemahaman guru tentang literasi, (3).Meningkatnya kesadaran guru tentang pentingnya literasi bagi peserta didik, (4).Meningkatnya pengetahuan dan pemahaman guru tentang model penelitian pengembangan khususnya model ADDIE, (5). Meningkatnya pengetahuan dan pemahaman guru tentang teknik penulisan buku.]]>
<![CDATA[THE EFFECT OF MENTIMETER WEB – BASED APPLICATION TO EFL STUDENT’S READING SKILLS ]]>
<![CDATA[Indri, Diana Chusuma]]>;
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Asari, Slamet]]>
<![CDATA[ Argopuro: Jurnal Multidisiplin Ilmu Bahasa Vol. 7 No. 1 (2025): Argopuro: Jurnal Multidisiplin Ilmu Bahasa ]]>
Publisher : <![CDATA[Cahaya Ilmu Bangsa Institute ]]>
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DOI: 10.6734/argopuro.v7i1.11967
<![CDATA[ABSTRACT This study examines the impact of the Mentimeter web-based application on enhancing EFL students' reading skills. Using a pre-experimental design, 36 students from Class X-C at MAS Al-Fatich Surabaya participated in a pre-test and post-test. The findings reveal a significant improvement in students' reading skills, with the average score increasing from 81.56 to 89.00 after the treatment. Statistical analysis using a paired t-test showed a sig. (2-tailed) value of 0.000, indicating a highly significant difference between pre-test and post-test scores. The Mentimeter application effectively engaged students through interactive quizzes and real-time feedback, fostering active participation and improving comprehension. However, the study also highlights the challenge of reliance on stable internet connectivity for optimal implementation. Overall, the research concludes that the Mentimeter application is a valuable tool for improving EFL students' reading skills and offers insights for integrating technology into language learning. Keywords: Mentimeter, reading skills, EFL students, technology integration, interactive learning]]>
<![CDATA[The Use of Problem Based Learning With Youtube Media to Improve Listening and Motivation of Junior High School Students ]]>
<![CDATA[Syakilah Al Mutawakkil Arifin]]>;
<![CDATA[Khoirul Anwar]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 2 (2025): Maret : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/sintaksis.v3i2.1589
<![CDATA[This study investigates the use of Problem-Based Learning (PBL) with YouTube media to enhance listening skills and motivation among junior high school students. Conducted at SMP Negeri 3 Gresik, the research employs a mixed-methods approach, combining quantitative and qualitative data. The pre-experimental design assessed students' listening skills before and after a four-week intervention, while questionnaires captured their motivation levels. The findings reveal a significant improvement in students' listening comprehension, as evidenced by an increase in mean test scores from 48.00 in the pre-test to 79.33 in the post-test, with a p-value of 0.000 indicating statistical significance. Additionally, motivation levels improved, with students expressing heightened engagement and interest in the learning process. The integration of authentic and dynamic YouTube content within the PBL framework fostered a more interactive and engaging learning environment, addressing common challenges such as limited motivation and anxiety. The study concludes that the combination of PBL and YouTube media is an effective instructional strategy for enhancing listening skills and motivation in English as a Foreign Language (EFL) contexts. It offers practical insights for educators seeking innovative approaches to language instruction and underscores the importance of integrating technology into active learning methodologies.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS TOWARD INSTAGRAM TV FOR ONLINE LEARNING MEDIA TO INCREASE ENGLISH VOCABULARY DURING COVID-19 PANDEMIC ]]>
<![CDATA[Hikmah Anggun Gumelar]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ DIDAKTIKA Vol 28 No 1 (2022): Februari 2022 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/didaktika.v28i2.3859
<![CDATA[Penelitian ini bertujuan untuk persepsi siswa tentang Instagram sebagai platform pendidikan untuk meningkatkan pembelajaran kosakata menggunakan Instagram dan berfokus pada fitur Instagram TV sebagai media untuk pembelajaran dan pengajaran online menggunakan desain eksperimental. Pertanyaan pilihan ganda pra-tes dan pasca-tes diberikan kepada 50 peserta dari SMPN 15 Gresik dengan durasi, media, dan topik yang sama untuk mengukur pengembangan kosakata peserta didik EFL menggunakan desain eksperimental dan dianalisis menggunakan tes kuantitatif dan kualitatif. Ada 20 item instrumen yang digunakan yang diuji untuk pengembangan kosakata sebagai pra-tes dan pasca-tes untuk data kuantitatif. Siswa juga mengisi kuesioner menggunakan bahasa Inggris dengan total 12 item yang terkait dengan penggunaan Instagram TV. Untuk kualitatif, wawancara diperoleh mengenai persepsi siswa. Hasilnya menunjukkan bahwa para siswa menunjukkan hasil positif dan umpan balik yang baik. Kesimpulannya, penelitian ini merekomendasikan penggunaan Instagram TV sebagai media pembelajaran online yang efektif untuk meningkatkan motivasi belajar siswa bagi peserta didik EFL untuk melakukan pembelajaran daring selama pandemi covid-19.]]>
<![CDATA[THE USE OF TEACHER-MADE YOUTUBE VIDEOS IN VIRTUAL WRITING LEARNING: STUDENTS’ PERCEPTIONS ]]>
<![CDATA[Rohmawati, Anisatur]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v10i1.1963
<![CDATA[The research objectives were to find answers the perceive also interests Thai EFL students towards teacher-made YouTube videos when learning writing virtually. Thirty students from grade 5 at Ban Nonkokkha School, Loei, Thailand, participated. The method used in this research was mixed methods research with explanatory design type. The researcher collected quantitative data by distributing questionnaires earlier then implemented the qualitative data by conducting interviews to add more reliable results. The researcher analyzed the data obtained from the questionnaire were analyzed using a Likert scale calculation by frequency of the responses received by students expressed in percentages and then explained from the results of interviews. From quantitative and qualitative analysis, it is known that most students agree in virtual writing learning through teacher-made YouTube videos. The findings also showed the teacher-made YouTube videos make learning more enjoyable, make learning English easier, know English words better, and encourage the students to learn English even aside from class. Moreover, they can also learn how to write the correct sentences. Meanwhile, the study results also showed that some students find it difficult when virtual learning takes place. Some of them had low vocabulary mastery problems and poor internet signal.]]>
<![CDATA[THE EFFECT OF MENTIMETER WEB – BASED APPLICATION TO EFL STUDENT’S READING SKILLS ]]>
<![CDATA[Indri, Diana Chusuma]]>;
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Asari, Slamet]]>
<![CDATA[ Argopuro: Jurnal Multidisiplin Ilmu Bahasa Vol. 7 No. 1 (2025): Argopuro: Jurnal Multidisiplin Ilmu Bahasa ]]>
Publisher : <![CDATA[Cahaya Ilmu Bangsa Institute ]]>
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DOI: 10.6734/argopuro.v7i1.11967
<![CDATA[ABSTRACT This study examines the impact of the Mentimeter web-based application on enhancing EFL students' reading skills. Using a pre-experimental design, 36 students from Class X-C at MAS Al-Fatich Surabaya participated in a pre-test and post-test. The findings reveal a significant improvement in students' reading skills, with the average score increasing from 81.56 to 89.00 after the treatment. Statistical analysis using a paired t-test showed a sig. (2-tailed) value of 0.000, indicating a highly significant difference between pre-test and post-test scores. The Mentimeter application effectively engaged students through interactive quizzes and real-time feedback, fostering active participation and improving comprehension. However, the study also highlights the challenge of reliance on stable internet connectivity for optimal implementation. Overall, the research concludes that the Mentimeter application is a valuable tool for improving EFL students' reading skills and offers insights for integrating technology into language learning. Keywords: Mentimeter, reading skills, EFL students, technology integration, interactive learning]]>
<![CDATA[The Effect of Using Storytelling Techniques Adopting Thai Folktales to Enhance Students Vocabulary in Thai EFL Elementary School ]]>
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Ma’rifah, Ulfatul]]>;
<![CDATA[Fitria, Anisa Dwi]]>
<![CDATA[ EduInovasi: Journal of Basic Educational Studies Vol. 4 No. 1 (2024): EduInovasi: Journal of Basic Educational Studies ]]>
Publisher : <![CDATA[Intitut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/edu.v4i1.1773
<![CDATA[These objective aim to provide a comprehensive understanding of the effectiveness and potential benefits using storytelling techniques drawn from Thai folktales in enhancing students vocabulary in Thai elementary school. By achieving these objective, the study aims to contribute valuable insights to engage education practices and provide evidence based recommendation for educators seeking to improve vocabulary instruction in EFL contexs. The method used was quantitative, quasi-experimental as a research design; The method and instrument involved numerical measures and statistical quantitative. In this study, we will use two classes: an experimental class for grades IVA and IVB as a control class. The writer will conduct eight meetings: two meetings for conducting the pretest and posttest for the experimental class and control class; Two meetings for implementation to give the treatments in the experimental class; Two meeting for not implementing the control class; And the last two meetings will focus on assessing the performance of storytelling for those two group. The data showed that the mean score of the pretest in the experimental class was 67,5, while the mean score of the pretest in the control group class was 65. Meanwhile, the score of the posttest in the experimental class was 77,5, and the mean score of the posttest in the control group class was 67,9. From the data analysis, we can conclude that the vocabulary of the students using storytelling techniques and adopting Thai folktales in the experimental class that was given by the teacher.]]>
<![CDATA[Improving Students Writing Skill with Collaborative Writing Learning Strategy through Edmodo ]]>
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Tasri, Merinda Fiana]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v8i2.5800
<![CDATA[Through the development and advancement of technology in writing classes, Collaborative Writing can be done by using the World Wide Web to maximize the process. Collaborative Writing itself involves more than one person to contribute to making the text so of course in the learning process sharing roles and responsibilities is very necessary. However, the use of Collaborative Writing is not enough because in fact, based on previous research there are still some deficiencies found in Collaborative Writing, so combining it with an appropriate and interesting media is needed. The researcher chooses Edmodo as their learning media, Edmodo can be used for collaborative writing where all students can contribute to making good writing. By using Edmodo in Collaborative Writing students can interact and write together with other students to developing their writing. The purpose of this study is to combine the Collaborative Writing strategy through Edmodo to improve students' writing skills. The research model used was Classroom Action Research with 10th-grade students s the subject. Furthermore, data collection techniques used are Observation, Interview & Test. The findings of this study prove that the use of Collaborative Writing through Edmodo is very effective in improving students' writing skill. Improvements can also be shown based on findings from observations that show positive reactions and excellent responses from students. The researcher also briefly recommends the use of this strategy and media to be applied in other ways, skills and at different levels.]]>
