Garuda - Garba Rujukan Digital

Improving Students’ Vocabulary Mastery Through Think-Pair- Share with Picture Word Inductive Model (PWIM) Simon, Maria Kristina
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i2.18746

This study aims to improve the English vocabulary mastery of seventh-grade students at SMPK Sang Timur Malang through the implementation of the Think-Pair-Share (TPS) and Picture Word Inductive Model (PWIM) teaching methods. The research was conducted as a classroom action research (CAR) carried out in one cycle consisting of four meetings. Each stage of the research included planning, action, observation, and reflection. Data were collected through observations, tests, reflective journals, questionnaires, and interviews. The findings showed that the combination of TPS and PWIM effectively improved students’ vocabulary mastery. This was evident from the improvement in test scores, improved student engagement during the learning process, and positive responses toward the methods used. Therefore, this teaching strategy proves to be effective and applicable for supporting vocabulary learning in junior high school English classes.

Technology-Enhanced Project-Based Learning: The Role of Wordwall in Reading Comprehension classes Amalia, Diva Sifatul; Herawati, Siane; Liskinasih, Ayu
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1257

Reading comprehension is a basic skill plays an important role in students' academic success and overall language proficiency. This study aims to find out the effect of using technology Wordwall media on supported PjBL strategy on students' reading comprehension. This study is a quantitative research used a quasi-experimental design. The data obtained has been analyzed using SPSS version 25, including descriptive statistics, normality, homogeneity and an independent sample t-test. The results of this study showed that PjBL assisted by Wordwall significantly had a positive impact on students' reading comprehension skills. The sig (2-tailed) shows the result is 0.00 which is smaller than 0.05 (α .05 ). The results of the pre-test and post-test comparisons of the control group show that PjBL and Wordwall influence reading comprehension. The experimental group obtained an average pre-test score of 57.50 and a post-test score of 80.00, which means an increase of 22.50 points.

Aplikasi Project Based Learning (PjBL)di KB-RA Terapi Tazkiyah Malang Herawati, Siane; Cholifah, Maria; Muzammil, Lasim; Andy, Andy
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 4, No 2 (2024): Abdira, April
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v4i2.451

KB-RA Tazkiyah Therapy provides opportunities for children with special needs such as the blind, deaf, ADHD or ABK to get equal opportunities in the learning process. Taking into account the needs of children and the condition of the school as well as the facilities needed for normal students and those with special needs, as well as age differences, the service teaches Project based Learning (PjBL) for all students, both normal and those with special needs. This community service activity takes the form of fun cooking, namely decorating cupcakes for Tazkiyah KB-RA Therapy students. The application of this training is to increase feelings of empathy, cooperation among students who have different ages, the conditions of normal students and students with special needs who are in the same class as other students. The method applied in this activity is the training of decorating cupcakes. Some of the benefits that can be obtained from KB-RA and TAZKIYAH THERAPY through community service activities are: (1) Gaining creative knowledge and skills in decorating cup cakes (fun cooking) (2) Gaining knowledge in applying Project based Learning (PjBL).

Validating a Collaborative Writing Competence Framework for EFL Instruction: A Confirmatory Factor Analysis Approach Mujiono; Weganofa, Riza; Herawati, Siane; Lutviana, Rizky
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29142

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.

Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1580

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

The Effect of Word Wall Media on Young Learners’ English Vocabulary Mastery Arta, Sarah; Mafulah, Siti; Herawati, Siane
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 2 (2025): Volume 10 Nomor 2, Mei 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i2.2242

The purpose of this research is to explore the differences in vocabulary mastery between students given Word Wall media and students given book learning media in vocabulary mastery among grade 2 students at SD Negeri 1 Kalipare in the even semester of the 2024/2025 school year. This research was carried out over six meetings using a Quasi-Experimental research design and quantitative methods. The participants involved in this study consisted of two classes with 42 students. And twenty-one students per class. The research employed pre-test and post-test data collection techniques. The post-test result indicates that the vocabulary proficiency of students in the experimental class is 75.00 at the same times as in the control class which is 55.476. So, student learning outcomes on vocabulary mastery related to family members and possessive adjectives through using Word Wall media in grade 2 students of SDN Kalipare 1 increased. The results indicate that Word Wall media can effectively enhance students’ vocabulary achievement.

How Storytelling Enhanced Elementary Students’ English Proficiency Mafulah, Siti; Panggala, Oka Bruno Asmara; Herawati, Siane
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.8976

Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners through the use of storytelling. Data were collected through observations and interviews. Observations were conducted to examine students' activity in using English in the classroom, while interviews were carried out to strengthen the observational data. The participants were 26 students, with 10 selected for interviews to further validate their perceptions of storytelling activities. The findings indicate that storytelling has a positive influence on students' English abilities, particularly in speaking (including pronunciation and vocabulary). Interviews revealed that students found storytelling enjoyable, motivating, and helpful in learning English. These findings suggest that storytelling can serve as an effective alternative method for teaching English to young learners.

Exploring Academic Writing Readiness in English as a Foreign Language: Progress in Measurement Instrument Design Mujiono, Mujiono; Weganofa, Riza; Herawati, Siane
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1580

Exploring academic writing readiness is fundamental for EFL learners, underscoring the importance of refined measurement methods in global research. This study aims to assess the academic writing readiness of EFL learners and highlight the progress in the specifically designed measurement instrument. The study employed Confirmatory Factor Analysis (CFA) on 107 undergraduates in English studies to validate an academic instrument. Participants were selected for diverse experiences and underwent the survey in their usual classroom. CFA assessed factorial, convergent, and discriminant validity. Cronbach's alpha measured consistency, and data was analyzed using AMOS software. Adjustments were made when model discrepancies arose. The findings indicate that (1) the English Academic Writing Readiness scale dimensions encompass vocabulary, grammar, structure, formatting, and time management. (2) The structural equation model highlights five dimensions with respective factor loadings between 0.50 and 0.89. (3) The theoretical model aligns with observed data, supported by RMSEA, AGFI, TLI, and CFI. (4) The instrument reliably assesses five English Academic Writing Readiness dimensions. The findings imply refined pedagogical strategies for English academic writing instruction

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search