Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Scripta-English Department Journal Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Wiralodra English Journal (WEJ) Frasa: English Education and Literature Journal Jurnal Pendidikan Surya Edukasi (JPSE)
Abdul Ngafif
Universitas Muhammadiyah Purworejo
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Reading Aloud and Small Group Discussion: A Comparative Study of Reading Strategies Dyah Esti Handayani; Abdul Ngafif; Sri Widodo
Scripta : English Department Journal Vol. 7 No. 2 (2020)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v7i2.676

Abstract

One of the fundamental problems in teaching is closely related to teaching strategy. This basic problem comes to almost all subjects in senior high school included English in which more to teaching reading than other language skill. This fundamental problem then leads the researchers to do research which goal is to find out whether reading aloud or small group discussion more effective in teaching reading for senior high school. By applying causal-comparative research, the researchers did research in SMAN 7 Purworejo. Employing Class XI MIPA 5 taught using reading aloud strategy and Class XI MIPA 6 taught using small group discussion, the researchers then give 25 questions of a multiple-choice test to evaluate the result of teaching reading. The result of this research shows that the mean score of XI MIPA 5 is 88.97 and the mean of XI MIPA 6 is 89.14 which means that both of the classes have similar competencies in reading. Then, from the computation of inferential analysis, it shows that the result of Zvalue (1.503) is lower than Ztable (1.96). From the result, it can be concluded that both of the strategies have equal power to be used in teaching reading.
ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI RELIABILITAS TES TATA BAHASA INGGRIS DI UNIVERSITAS DI INDONESIA Tri Jampi Setiyorini; Zyah Rochmad Jaelani; Abdul Ngafif
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 22, No 3 (2022)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v22i3.11286

Abstract

Penelitian ini bertujuan untuk menganalisis reliabilitas dan faktor-faktor yang mempengaruhi reliabilitas tes tata bahasa Inggris di universitas di Indonesia. Penelitian ini kualitatif, dan menggunakan studi kasus deskriptif. Instrumennya adalah tes, kuesioner tertutup, dan wawancara terbuka. Berdasarkan hasil penelitian, reliabilitas tes adalah 0,754, sehingga tes termasuk reliabel. Dilihat dari hasil angket, faktor-faktor yang mempengaruhi reliabilitas tes adalah reliabilitas terkait mahasiswa, reliabilitas penilai, reliabilitas pelaksanaan tes, dan reliabilitas tes. Dilihat dari hasil wawancara, faktor-faktor yang mempengaruhi reliabilitas tes adalah penguasaan materi pembelajaran, persiapan belajar sebelum tes, kondisi fisik siswa, kejelasan petunjuk tes, kejelasan soal dalam tes, suasana dan alokasi waktu untuk melakukan tes.
Factors affecting the reliability of senior high schools’ english teacher-made test in Kebumen Abdul Ngafif; Semi Sukarni; Ismawati Ike Nugraeni; Nelu Sahidah; Karin Dinda Pithaloka; Setiya Cahya Ningsih
Jurnal Pendidikan Surya Edukasi (JPSE) Vol. 8 No. 2 (2022): Jurnal Pendidikan Surya Edukasi (JPSE)
Publisher : LPPM Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.828 KB) | DOI: 10.37729/jpse.v8i2.2164

Abstract

This study come up with the problem during the informal interview with the senior high school teachers. The researchers found that the teachers never check out whether the test they made reliable or not. They just find that the students’ score are high when the test done online and the score was low when the test done offline. This study aims to analyze the reliability and the factors affecting the reliability of senior high schools’ English teacher-made test in Kebumen regency. This research belongs to qualitative research, and it used descriptive case study. The instruments used by the researchers to get the data were documentation, close-ended questionnaires, and open-ended interviews. From the research, the reliability of the teacher-made tests are 0.839 (MAN 1 Kebumen), 0.747 (MAN 2 Kebumen), and 0.649 (MAN 3 Kebumen), so the test are reliable. Viewed from the questionnaires’ results, the factors affecting the reliability of the test are student-related reliability, rater reliability, test administration reliability, and test reliability. From the interviews’ results, the factors influencing the tests’ reliability are the mastery of learning material, the preparation of learning before getting the test, students' physical condition, the clarity of instructions of the test, clarity of questions in the test, the atmosphere and time allocation for doing the test.
AN ANALYSIS OF PERSUASIVE LANGUAGE FOUND IN SKINCARE INSTAGRAM CAPTIONS Anisa Nasywa Wahyuni; Semi Sukarni; Abdul Ngafif
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.426

Abstract

This paper presents the results of a study analyzing the persuasive language found in Instagram captions of four skincare advertisements: Pond’s (@pondsindonesia), Skintific (@skintificid), Somethinc (@somethincofficial), and The Originote (@theoriginote). The types of persuasive language were identified based on Lamb’s theory (2014). Using a descriptive qualitative method, the researcher collected forty data samples from the four skincare brands, with each brand contributing ten Instagram posts. From the forty captions analyzed, the distribution of persuasive language features was as follows: alliteration (1 caption), allusion (4 captions), analogy (2 captions), appeals (3 captions), cliché (1 caption), colloquial language (1 caption), connotation (1 caption), emotive language (3 captions) , evidence (4 captions), hyperbole (2 captions), imagery (1 caption), inclusive language (3 captions), jargon (2 captions), metaphor (3 captions), pun (3 captions), and rhetorical question (6 captions). Among all the persuasive language features identified, rhetorical questions were the most frequently used in skincare advertisements. This highlights the strategic role of rhetorical questions in engaging consumers through Instagram captions. Building on these findings, future research could expand the dataset, compare platforms or product categories, and examine audience responses to evaluate the effectiveness of such strategies.
EXPLORING STUDENTS’ PERCEPTIONS OF DIGITAL MEDIA INTEGRATION IN EFL CLASSROOMS Afritya Khairunisah; Titi Rokhayati; Abdul Ngafif
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6052

Abstract

This study examined how PowerPoint, YouTube, Canva, and Quizizz are used by an English teacher in face-to-face classroom instruction and how tenth-grade students perceive the impact of each platform on their interest, comprehension, motivation, and activeness in learning English. Drawing on Mayer's Cognitive Theory of Multimedia Learning and Self-Determination Theory, a descriptive qualitative design was employed, with data collected through classroom observations and semi-structured interviews involving eight purposively selected tenth-grade students at SMA Muhammadiyah Purworejo and SMA Muhammadiyah Kutoarjo, Purworejo Regency. Data were analyzed using the interactive model of Miles and Huberman through inductive coding and thematic analysis. The findings reveal that each platform served a distinct instructional function: PowerPoint for structured content delivery, YouTube for audiovisual input and pronunciation modeling, Canva for visual vocabulary instruction, and Quizizz as a gamified assessment tool. All eight students (8/8) reported increased interest and comprehension, seven of eight (7/8) reported motivational gains, and critical perceptions also emerged among four students (4/8) regarding internet disruption, alongside cognitive overload, time-pressure anxiety, and passive engagement during video viewing. The main contribution of this study is that the effectiveness of digital media integration depends on the alignment between platform affordances, pedagogical purpose, learner needs, and infrastructural support, not merely on the use of technology.
Co-Authors Afritya Khairunisah Anisa Nasywa Wahyuni Dyah Esti Handayani Ismawati Ike Nugraeni Karin Dinda Pithaloka Nelu Sahidah Semi Sukarni Setiya Cahya Ningsih Sri Widodo Titi Rokhayati Tri Jampi Setiyorini Zyah Rochmad Jaelani