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All Journal Scripta-English Department Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Edulitics (Education, Literature, and Linguistics) Journal Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Surya Abdimas Edunesia : jurnal Ilmiah Pendidikan FOSTER: Journal of English Language Teaching Journal of Education Research Ranah Research : Journal of Multidisciplinary Research and Development Jurnal Gerakan Mengabdi untuk Negeri
Sri Widodo
Universitas Muhammadiyah Purworejo, Indonesia
Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Transportation Other

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Implementasi Posko Pintar Dalam Mendorong Kreativitas dan Inovasi Dalam Pembelajaran Krista Mutiara Wijayanti; Sri Widodo; Syahrul Romadzona; Muhammad Julivan Mutaqim; Via Sita Rahayu; Eka Fitriya Widianti; Fatkhatun Nisa; Usyara Mubarokah; Putri Fajar Oktaviani
Jurnal Gerakan Mengabdi untuk Negeri Vol. 2 No. 1 (2024)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/gemari.v2i1.4245

Abstract

Salah satu masalah yang dihadapi masyarakat yaitu dalam dunia pendidikan dan literasi. Peningkatan literasi dikalangan anak-anak merupakan tantangan yang susah dipecahkan di era digital. Kegiatan dilaksanakan melalui program Kuliah Kerja Nyata (KKN) merupakan suatu kegiatan pengabdian dengan tujuan meningkatkan rasa empati mahasiswa terhadap mahasalah yang dihadapi masyarakat. KKN Universitas Muhammadiyah Purworejo dilaksanakan di desa Redin, kecamatan Gebang, kabupaten Purworejo. Pelaksanaan periode pengabdian dengan mengadakan aktivitas buku-buku cerita dan kegiatan interaktif lainnya. Program kerja yang dilaksanakan disebut posko pintar. Hasil penelitian menunjukan peningkatan yang signifikan dalam literasi anak-anak muda yang mengikuti program posko pintar. Pendekatan partisipatif yang digunakan mampu merangsang minat membaca dan menumbuhkan ketrampilan literasi lebih baik. partisipasi aktif dari masyarakat dalam perencanaan dan pelaksanaan program memberikan dampak positif terhadap penerimaan dan keberlanjutan Posko Pintar sebagai sarana peningkatan literasi. Penelitian ini memberikan kontribusi pada pemahaman praktis cara efektif meningkatkan literasi di tingkat komunitas melalui keterlibatan masyarakat secara langsung dan partisipatif. Implikasi hasil penelitian ini dapat digunakan sebagai landasan untuk pengembangan kebijakan literasi yang lebih holistik dan terkini di tingkat lokal.
The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class Prajna Fawwaza Alya Paramarti; Tusino Tusino; Sri Widodo; Edi Sunjayanto Masykuri
Edulitics (Education, Literature, and Linguistics) Journal Vol. 8 No. 1 (2023): June, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i1.4099

Abstract

The purpose of this study was to find out how much writing anxiety exists among students, what causes it, and how to deal with it in academic writing courses. This research uses qualitative. This study was done at Universitas Muhammadiyah Purworejo using fourth-semester students who took an academic writing course as subjects. The findings revealed that the students' writing anxiety was in the high range (67.23). "High frequency of assignment" is a major cause of student writing anxiety in academic writing. The percentage obtained (31%), which was the highest among the components, showed this. Students overcame their writing anxieties by seeking assistance from friends, interacting with instructors, and reviewing journal references. It is possible to deduce that the students who took the academic writing course expressed worry.
Teacher's Pedagogical Competence in Teaching English In Secondary School Muhammad Nur Khamid; Tusino; Sri Widodo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10357

Abstract

This research aimed to analyze the pedagogical competence of English teachers, focusing on lesson planning and classroom implementation. Although pedagogical competence is widely recognized as a key factor in effective English language teaching, limited studies have examined its implementation in Islamic junior high schools, particularly by integrating both teacher and student perspectives. This research employed a qualitative design involving two English teachers and 52 eighth-grade students at MTs Al-Iman Bulus. The data were collected through observation, semi-structured interviews, questionnaires, and documentation. They changed their teaching materials. Used different ways to engage students, like games, videos, and group tasks. Students liked these approaches: the friendly classroom environment, fair grading, and clear explanations. The students gave ratings with the classroom atmosphere (3.63), fair assessment (3.58), and clear explanations (3.56). However, teachers still faced challenges, like students having varying skill levels, not enough time, and some students lacking motivation. To overcome these, teachers used teaching methods that helped all students and activities that encouraged participation. Teachers adapted their teaching to meet the needs of all students and used activities. The results show that good teaching skills are really important for making classroom learning work and keeping students interested. Teachers need to keep trying to give feedback and use teaching tools in the right way. This research is helpful for English teachers at MTs Al-Iman Bulus and other similar Islamic junior high schools. It gives them ideas on how to make their teaching help students who are different and get students to take part in class. The results of this research can also help schools and educators come up with plans to make English language teaching and learning better.
Error Patterns in Eleventh-Grade Students’ Descriptive Texts Using Surface Strategy Taxonomy Nisrina Nafisa Putri Muzakar; Sri Widodo; Abdul Ngafif; Ploychompoo Hankamolsiri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10559

Abstract

This study aimed to identify the types of errors found in eleventh-grade students’ descriptive texts at SMK Muhammadiyah Purworejo by applying the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982). This study employed a descriptive qualitative method involving 27 students as the participants. The data were collected through a writing task and analyzed by classifying the errors into omission, addition, misformation, and misordering categories. The findings revealed that a total of 369 errors were identified, consisting of 243 misformation errors, 69 omission errors, 42 addition errors, and 15 misordering errors. Misformation was identified as the most dominant error type, indicating that students continued to experience difficulties in applying correct grammatical forms, particularly in subject–verb agreement and verb usage. This dominance also suggests that students had partially understood sentence structures but lacked grammatical accuracy in constructing descriptive texts. The study concludes that vocational high school students still experience significant challenges in producing grammatically accurate descriptive writing. Therefore, more focused grammar instruction and guided writing practice are needed to improve students’ writing skills.
The Correlation Between Informal Digital Learning of English (IDLE) and Vocabulary Mastery Levels of Grade XI Marketing Students at Vocation High School Faradilla Mutiara Sari; Ismawati Ike Nugraeni; Sri Widodo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10590

Abstract

This study investigated the correlation between Informal Digital Learning of English (IDLE) and vocabulary mastery among eleventh-grade Marketing students at SMK Negeri 2 Purworejo. Vocational students were selected because they frequently interact with digital media and require practical English skills for future professional contexts. This study utilized a quantitative correlational design involving 33 students selected purposively based on their involvement in digital English learning activities. Data were collected through an IDLE questionnaire and a vocabulary test. The reliability analysis showed that both instruments were highly reliable, with Cronbach’s Alpha coefficients of 0.945 and 0.872 respectively. The data were analyzed using Pearson Product-Moment Correlation. Prior to the correlation analysis, normality and reliability testing were conducted to ensure that the data met the assumptions required for Pearson correlation analysis. The findings revealed a strong positive correlation between IDLE and vocabulary mastery (r = 0.670, p < .001). The findings suggest that students who frequently engaged in digital English learning activities outside the classroom tended to achieve higher vocabulary scores. Exposure to English through digital platforms contributed positively to students’ vocabulary development by providing authentic language input. Therefore, IDLE can support vocabulary mastery and complement formal English learning. The findings also imply that integrating digital learning exposure into English instruction may support students’ autonomous vocabulary development.
Enhancing Vocational Students' Speaking Performance Through Instagram Reels: Evidence of Significant Fluency Improvement Pasya Oktaverina; Zulia Chasanah; Sri Widodo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1750

Abstract

Speaking proficiency remains a major challenge for vocational EFL learners, particularly in fluency, pronunciation, and confidence. This study examined the effectiveness of Instagram Reels in improving students’ speaking performance. Methods: A quasi-experimental non-equivalent control group design was applied to two intact eleventh-grade classes at SMK Negeri 8 Purworejo. The experimental group learned speaking through Instagram Reels, while the control group received conventional instruction. Data were collected through pre-test and post-test speaking assessments using an analytic rubric covering pronunciation, grammar, vocabulary, fluency, and comprehensibility, then analyzed with descriptive statistics, paired-sample t-tests, independent-sample t-tests, and N-gain. Results: The experimental group achieved greater improvement than the control group, with a higher post-test mean score (85.30 and 72.10), a significant difference (p < 0.05), and a high N-gain score of 0.70. Conclusion: Instagram Reels is an effective digital medium for improving vocational students’ speaking performance, especially fluency, and supports its integration into English instruction in meaningful short-video practice contexts.
Investigating Learners’ Perceptions of TikTok for Vocabulary Development: Acquisition, Motivation, and Barriers Muhammad Hafizh Rozan; Semi Sukarni; Sri Widodo
Journal of Education Research Vol. 7 No. 3 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3645

Abstract

The rapid development of digital technology has transformed language learning by providing students with more interactive and engaging learning media. Among various social media platforms, TikTok has gained increasing attention as a potential educational tool due to its short-form video content and widespread popularity among adolescents. This study aimed to examine students' perceptions of the use of TikTok in vocabulary learning. Specifically, it investigated the extent to which TikTok contributes to vocabulary acquisition and retention, influences students' learning motivation, and identifies the challenges encountered when using the platform as a learning medium. A descriptive quantitative research design was employed involving 30 eleventh-grade students at SMA Negeri 7 Purworejo, Indonesia. Data were collected using a Likert-scale questionnaire distributed through Google Forms and analyzed using descriptive statistics, including mean scores and percentages. The findings revealed that students perceived TikTok as an effective medium for vocabulary learning because it enhanced their motivation and learning engagement compared with conventional teaching methods. However, several challenges were identified, including distractions from entertainment content and difficulties in finding relevant educational materials.  
A Correlational Study on Subtitled Movie Watching and Vocabulary Mastery among EFL Students Muhammad Arif Musthofa; Sudar; Sri Widodo
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.434

Abstract

This study investigates the relationship between students’ habit of watching English movies with subtitles and their vocabulary mastery in an EFL context, addressing the limited evidence on how informal audiovisual exposure functions in natural learning settings. A quantitative correlational design was employed, involving 27 students selected through total sampling. Data were collected using a 20-item Likert-scale questionnaire to measure viewing habits (Cronbach’s α = .763) and a 25-item multiple-choice vocabulary test to assess vocabulary mastery. The results revealed a positive but weak and statistically non-significant correlation (r = .115; p = .568), indicating that frequent exposure to subtitled movies is not a strong predictor of vocabulary mastery. These findings suggest that informal exposure alone may not lead to substantial vocabulary development without sufficient cognitive engagement. The study highlights the importance of learner involvement and supports the view that the effectiveness of audiovisual input depends on how learners process the input rather than the exposure itself. This study contributes to the understanding of informal language learning by emphasizing the gap between perceived and actual learning outcomes in natural contexts.
Using Stardew Valley to Enhance EFL Reading Skills in Vocational Education Muhammad Syafiq; Titi Rokhayati; Sri Widodo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1790

Abstract

Reading comprehension remains a major challenge for Indonesian vocational students learning English as a Foreign Language (EFL), partly because conventional instruction often fails to promote engagement. This study investigated the effectiveness of Stardew Valley, a commercial farming simulation game, as an authentic digital learning medium to improve EFL reading comprehension. A pre-experimental one-group pretest–posttest design was employed involving 36 tenth-grade vocational students. Participants completed a pretest, engaged in a structured 50-minute gameplay session emphasizing dialogue, quest instructions, and contextual reading tasks, and then completed a posttest. Reading comprehension was measured using a validated 25-item multiple-choice test. The findings revealed that the mean score increased from 55.00 to 66.94. A paired-samples t-test indicated a statistically significant improvement, t(35) = 9.580, p < 0.001, with a large practical effect (Cohen’s d = 1.597). These findings demonstrate that integrating commercial digital games into EFL instruction can effectively enhance reading comprehension while fostering greater learner engagement in vocational education.
An Analysis of Pronunciation Errors of English Consonant Sounds /tʃ/ and /dʒ/ by First-Year English Department Students Naila Alvi Nuril Auliya; Andrian Nuriza Johan; Sri Widodo
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 8 No. 4 (2026): Ranah Research : Journal Of Multidisciplinary Research and Development
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/rrj.v8i4.2161

Abstract

English pronunciation plays an important role in achieving effective oral communication, yet many English as a Foreign Language (EFL) learners experience difficulties in producing English sounds that do not exist in their native language. Among these sounds, the English affricative consonants /tʃ/ and /dʒ/ are often problematic for Indonesian learners. Therefore, this study aimed to identify and analyze the pronunciation errors, particularly the substitution patterns, of the English affricative consonant sounds /tʃ/ and /dʒ/ produced by first-year English Education students. This research employed descriptive qualitative design supported by simple quantitative analysis. The participants were 17 first-year students selected through purposive sampling. Data was collected through a pronunciation test consisting of 20 words containing the target sounds in initial, medial, and final positions, and the students’ pronunciations were recorded in video form. The findings revealed a total of 39 pronunciation errors, all of which (100%) were classified as substitution errors. The sound /dʒ/ was more frequently mispronounced than /tʃ/. Pronunciation errors occurred in all sound positions, with the highest frequency found in the initial and medial positions (38.46% each), followed by the final position (23.08%). The dominant substitution patterns were /d/ /j/, /d/ /g/, /tʃ/ → /k/, and /tʃ/ → /s/. These findings indicate that students tended to replace English affricative consonants with more familiar non-affricative sounds. The study highlights the need for targeted pronunciation instruction and systematic drilling activities focusing on English affricative consonants to improve students’ pronunciation accuracy and communicative intelligibility.
Co-Authors Abdul Ngafif Andrian Nuriza Johan Basuki Basuki Dwi Putri Amaliya Putri Dwi Rulli Rahmawati Dyah Esti Handayani Edi Sunjayanto Masykuri Eka Fitriya Widianti Faradilla Mutiara Sari Fatkhatun Nisa Ira Dwi Rahmawati Ismawati Ike Nugraeni Juita Triana Junaedi Setiyono Khalid Fattah El Hakim Krista Mutiara Wijayanti Menik WIdiyanti Muhammad Arif Musthofa Muhammad Hafizh Rozan Muhammad Julivan Mutaqim Muhammad Nur Khamid Muhammad Syafiq Naila Alvi Nuril Auliya Nisrina Nafisa Putri Muzakar Pasya Oktaverina Ploychompoo Hankamolsiri Prajna Fawwaza Alya Paramarti Putri Fajar Oktaviani Sasti Febianti Semi Sukarni Semi Sukarni Sudar Sudar Syahrul Romadzona Tina Mulyaningsih Titi Rokhayati Tusino Tusino Usyara Mubarokah Via Sita Rahayu Yeni Savitri Zulia Chasanah