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All Journal Tell : Teaching of English Language and Literature Journal JELLT (Journal of English Language and Language Teaching) JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) TLEMC (Teaching and Learning English in Multicultural Contexts) PROJECT (Professional Journal of English Education) Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan Journal of English Language and Education English Journal Literacy Utama Argopuro: Jurnal Multidisiplin Ilmu Bahasa Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris EduInovasi: Journal of Basic Educational Studies Argopuro : Jurnal Multidisiplin Ilmu Bahasa Journey: Journal of English Language and Pedagogy
Candra Hadi Asmara
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Effect of the Use of THIEVES Strategy on Students’ Critical Reading Comprehension Frisca Bella Romadany Sejati; Candra Hadi Asmara; Ribeh Najib Muhammad
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i1.2545

Abstract

This study examines the effectiveness of the THIEVES strategy in enhancing students’ critical reading comprehension in an English as a Foreign Language (EFL) context, particularly at the senior high school level. Employing a quasi-experimental research design, the study involved two groups: an experimental group taught using the THIEVES strategy and a control group that received conventional reading instruction commonly applied in the classroom. The participants consisted of tenth-grade students of SMA Muhammadiyah 8 Gresik who were selected to represent learners with similar academic backgrounds. Data were collected through pre-tests and post-tests that were specifically designed to measure students’ critical reading comprehension skills, including their ability to identify main ideas, infer meaning, and evaluate textual information. The findings revealed that students in the experimental group showed significantly higher improvement in post-test scores compared to those in the control group. Statistical analysis using paired-sample and independent-sample t-tests confirmed that the observed improvement was statistically significant and not due to chance. These results indicate that the THIEVES strategy effectively promotes active engagement, critical analysis, and deeper comprehension of reading texts. Therefore, the strategy is strongly recommended as an effective instructional approach for improving students’ critical reading skills in EFL classrooms.
Investigating The Impact of ZEP Quiz Gamified Assessment on Students’ Reading Comprehension and Perceptions Putri Hidayatul Sylvia; Candra Hadi Asmara; Ribeh Najib Muhammad
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2501

Abstract

Reading comprehension plays an important role in English language learning, yet students frequently experience difficulties due to limited engagement during assessment activities. While previous studies have investigated various gamified platforms, the implementation of ZEP Quiz in English education remains limited. This study examined the impact of ZEP Quiz on students’ reading comprehension and explored their perceptions toward its use. Employing a mixed-method sequential explanatory design, the study involved 32 students in each of the experimental and control groups at SMPN 1 Mantup. Data were collected through reading tests, questionnaires, and semi-structured interviews. The results showed that the experimental group’s mean score increased from 72.25 to 83.38. In addition, students demonstrated positive perceptions toward ZEP Quiz. The findings indicate that ZEP Quiz effectively enhances students’ reading comprehension and creates a more engaging and meaningful learning experience in English language learning.
EFL Learners’ Perceptions on Wordwall Implementation in Learning Vocabulary Anggraini, Rishma; Megawati, Fika; Agustina, Sheila; Thongbab, Sanitpim; Asmara, Candra Hadi
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10686

Abstract

Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application
Improving Students Writing Skill with Collaborative Writing Learning Strategy through Edmodo Candra Hadi Asmara; Merinda Fiana Tasri
Tell : Teaching of English Language and Literature Journal Vol 8 No 2 (2020): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v8i2.5800

Abstract

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.
Students' Perception on the Training of the Use Edmodo's E-Learning Application Media in Improving Students' English Writing Skill: Survey Research Candra Hadi Asmara; Amrin Batubara; Rizky Avira Dhea
Tell : Teaching of English Language and Literature Journal Vol 9 No 1 (2021): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i1.7913

Abstract

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.
Co-Authors Achmad Fauzi Masyhadi Afakhrul Masub Bakhtiar Afkarin, Mohammad Yusfi Aini, Firda Fadhila Al Falah Muhammad, Fawwaz Amrin Batubara Anggraini, Rishma Auliya, Prativi Khilyatul Daniatussalma Daniatussalma Dewi azimatul khusnah Fatimatul Khikmiyah Fika Khoirotul Jannah Fika Megawati Fitria, Anisa Dwi Fitriana, Deva Nur Frisca Bella Romadany Sejati Gadis Dinda Finissha Gumelar, Hikmah Anggun Hikmah Anggun Gumelar Indri, Diana Chusuma Jihan Nawal Aini KHOIRUL ANWAR Khoirul Anwar Ma’rifah, Ulfatul Merinda Fiana Tasri Muslimah, Mujahidatul Nirwanto Maruf Noviatul Rochmah Nurul Hidayah Almubarokah Putri Hidayatul Sylvia Ribeh Najib Muhammad Ribeh Najib Muhammad Risca Hidayanti Qurani Rizky Avira Dhea Rizqiyah, Dwi Masyithah Rohmawati, Anisatur Sarah masyitha elysia Sheila Agustina Silviana Putri Indah Sari Siti Mazuroh Asmawati Slamet Asari Syakilah Al Mutawakkil Arifin Thongbab, Sanitpim Yudhi Arifani Yusyril Ichza Mahendra