Article Per Year (5 Year)
p-Index From 2021 - 2026
5.063
P-Index
This Author published in this journals
All Journal Script Journal: Journal of Linguistic and English Teaching TOTOBUANG JURNAL PENDIDIKAN TAMBUSAI KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Polingua : Scientific journal of Linguistics, Literature and Language Education English Language Teaching Prima Journal (ELT) Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) International Journal of English Education and Linguistics (IJoEEL) J-Lalite: Journal of English Studies Lingua Linguistics Initiative LETS: Journal of Linguistics and English Teaching Studies INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Joal : Journal of Applied Linguistics Tamaddun TEFLICS Stairs: English Language Education Journal English Education, Linguistics and Literature Journal Indonesian Journal of Applied Linguistics Review Akademika Jurnal Teknologi Pendidikan
Hanafi Wibowo
Universitas Islam As-Syafiiyah Jakarta
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Physics Public Health Social Sciences

Published : 41 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search
Journal : Lingua

 1   2 
USING CUE CARDS TO IMPROVE STUDENTS’ WRITING SKILLS Hanafi Wibowo; Dyah Eka Putri
Lingua Vol 18 No 1 (2022): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v18i01.2033

Abstract

Abstract: The objectives of the research are to identify whether cue cards could improve students’ writing skills. This research was carried out at SMK HUTAMA Bekasi. It was conducted from July 2021 to March 2022. The subject of the research was the students of class X TKJ class. The research method was Classroom Action Research and it was conducted in two cycles. In collecting the data, the researcher used interviews, observation, diaries, document, and test. Having collected the data, the researcher analyzed them both qualitative and quantitative data. The qualitative data were analyzed using interactive model; they are data reduction, data display, and data verification. The qualitative data were analyzed by using descriptive statistics to calculate the mean scores of the pre-test, post-test 1, and post-test 2. The results of this study indicate that the cue card technique can improve students' writing skills in descriptive texts. From the aftereffects of the discussion, the researcher reasoned that in this review there was an increment in understudies' composing abilities in descriptive texts. The average pre-test and post-test scores in cycles 1 and 2 are more revealing. The average score before the students learnt by cue cards was 62, according to the pre-test computation. After treatment, the average score increased to 74 (cycle 1), while the average score of post test 2 was 82 (cycle 2).
THE USE OF GRAMMARLY TOOLS TO ENRICH STUDENT'S WRITING ABILITY Putri Maulidina; Hanafi Wibowo
Lingua Vol 18 No 2 (2022): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v18i2.2246

Abstract

This research was carried out to know how the students’ activities in learning using Grammarly in improving students writing skills. Thirty-three students from class X DKV-E of SMK Bakti Mandiri participated in this study. This research is being conducted in two cycles using a Classroom Action research Approach. Using the Arikunto model, this study was carried out using the action research strategies of planning, acting, observing, and reflecting. In this study, information was acquired through interviews, observations, questionnaires, and tests. The writer then analyzed the data, both quantitative and qualitative. The conclusion of the study demonstrated that there was an improvement in students’ writing abilities. The majority of students gradually improved their results at the conclusion of each cycle. The English lesson's Minimum Mastery Criterion (KKM) score was 78. The preliminary study's mean score for the students was 76.10, and the percentage was 45%. In the first cycle, the students' mean score was 77.10 while the percentage was 57%. In the second cycle, the mean score was 80.68, and the percentage was 84%. Moreover, there was a positive response from the English teacher about implementing the action. In summary, Grammarly can improve students’ writing ability.
ENHANCING STUDENTS’ PRONUNCIATION THROUGH YOUTUBE CHANNEL: PRONUNCIATION WITH EMMA Sinta Julia Pratiwi; Hanafi Wibowo
Lingua Vol 19 No 1 (2023): Lingua: jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v19i1.2462

Abstract

The utilize of YouTube for teaching and learning English in this era is needed toimplement. This research aims to investigated YouTube Channel: Pronunciation withEmma able to enhance students’ pronunciation at SMK Bina Mandiri Bekasi. The designof this research is Classroom Action Research (CAR) and uses a quantitative descriptivemethod. Participants in this research were 36 students from XI TKJ F at SMK Bina MandiriBekasi. The result showed that teaching and learning English using YouTube Channel:Pronunciation with Emma as media able to enhance students’ pronunciation.There were significant enhancements both researcher and the student overall performancewithin the classroom. Researcher can make the class more active, and students have gottop notch motivation to learn good pronunciation. Based on data, there is a significantenhance in students’ mean score. In the pre-test, students’ mean score is 71 there were10 students who reached the Minimum Completeness Criteria (KKM) with the percentage27% and 26 students with the percentage 73% failed. Then, in post-test 1 score is 82 therewere 24 students who reached the KKM with the percentage 66% and 12 students with thepercentage 34% failed. In post-test 2 score is 86 there were 34 students who reached theKKM with the percentage 94% and 2 students with the percentage 6% failed. Based onthe result of the mean score cycle 1 and cycle 2, there is enhancement of student’spronunciation that are 82 to 86. It can be concluded that the use of YouTube Channel:Pronunciation with Emma is believed to be successful and able to enhance students’pronunciation.
Co-Authors Al-Hamzi, Ali Mohammed Saleh Albiansyah Albiansyah Alimatun Alimatun Arli Adinda Arli Adinda Rahmah Dewinur Oktavia Indah Dini Sukmalara Dwi Ayu, Ningrum Dyah Eka Putri Elda Anggraini, Cindi Enci Zarkasih Fadhil, M. Rizky Fauzi, Fadilah Nur Hamidah, Nurlaila Handayani, Vina Hasanah Fajaria, Nurul Laili, Elisa Nurul Martiyas Pertiwi Minkhatun Nakhriyah Minkhatunnakhriyah Minkhatunnakhriyah Nindya Revani Anggitaningrum Ningtyas, Melly Anggoro Nur Ali Putri Maulidina Rahmad Wijaya Ramadhan, Dhani Ringga Ramadhani, Nurul Luthfia Regita, Ardea Sakhi Herwiana Salwa Raihani Sanit, Avvena Sinta Julia Pratiwi Siti Aisyah Siti Anisah Siti Nurhaliza Siti Yuniarti Sudinpreeda, Hakim Sukmalara, Dini Umi Laila Syarifah Umi Sholihah Vina Handayani Zahira, Tibria Zahra, Intan Karima Zahria, Salma Talita Zharifah Nasroh Azizah