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All Journal Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter UJET: Unila Journal of English Teaching
Endang Komariah
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Education Languange, Linguistic, Communication & Media

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“It’s Unfair” The Effect of Free Riding And Social Loafing of Group Discussion In Cooperative Learning Burhanuddin Yasin; Omar Khalifa Burhan; Ika Apriani Fata; Faisal Mustafa; Endang Komariah
Proceedings of AICS - Social Sciences Vol 11 (2021): the 11th AIC on Social Sciences, Syiah Kuala University
Publisher : Proceedings of AICS - Social Sciences

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Abstract

Cooperative learning has a long history in higher education, dating back thousands of years. Small groups are used in particular so that students can maximize their own and each other's learning. Cooperative learning, on the other hand, is more than just putting students in groups; it also involves adding fairness engagement into the group learning process. At Universitas Syiah Kuala, this study sought to determine the impact of free riding and social loafing on group conversation. Using genuine experimental design, a total of N=70 people were separated into one experimental class and one control class. The results revealed between the experimental group and the control group that in the experimental group, the subjects tended to rate and be judged by their group peers as optimum contributors (SCI = 1). This SCI of 1 means that group members contribute as they should, nothing more and nothing less. This indicates the absence of social loafing and free riding.Keywords: Cooperative learning, free riding, social loafing, group work.
Pre-Service English Teachers TPACK Framework Understanding Overview Endang Komariah; Atthaya, Syarifah
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 2 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.87

Abstract

Qualified English language teachers are required to have knowledge about the integration of technology, pedagogy, and content knowledge in their teaching. This research aims at exploring pre-service English language teachers' understanding of the Technology Pedagogy Content Knowledge (TPACK) framework in English Language Teaching. The descriptive qualitative method was used in this study, and data were collected through a standardized questionnaire related to the TPACK framework. The result of this study shows that pre-service English teachers have a high understanding of TPACK (M=3.81). The highest mean of the TPACK aspect is content knowledge (M=3.98), followed by pedagogical knowledge (M=3.92), technological pedagogical content knowledge (M=3.69), and the last is technology knowledge(M=3.65). However, 47.33% of the subjects do not use technology frequently in teaching English, 56.67% get problems in helping others to coordinate the use of content, technologies, and teaching approaches at school, 72.6 % cannot select appropriate technologies to use in the classroom that enhance what to teach, how to teach, and what students learn, and only 57.33% apply various knowledges in teaching speaking.  It can be concluded that the pre-service teachers have shown their awareness of the importance of TPACK in the teaching and learning process though they still have problems in some aspects. Pre-service English teachers are recommended to use technology by modifying technology and literacy to promote the quality of the teaching and learning outcomes. Other researchers can focus on TPACK implementation in the classroom to compare the understanding of the framework and its practice in the field.
Using photograph to improve students’ writing skill in descriptive text at seventh grade junior high school Annisa Ilma Savitri; Endang Komariah; Fajar Riyantika
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.118

Abstract

Writing appears to be a productive English talent that most Indonesian students still struggle with, despite being one of the skills that must be mastered. This research aimed to investigate the students’ writing skill in descriptive text and to find out which aspects of writing improve the most after the students received the treatments by using the media of photograph. The sample in this study was class 7.2, which consists of 30 students of SMPN 1 Pringsewu in the academic year 2024/2025. The researcher used quantitative approach with pretest-posttest design that implemented writing test as instrument. The collected data were analyzed by using Social Science Statistical Package for Social Sciences’s Wilcoxon Test. The result showed significant improvement in students’ writing after the implementation of using photograph with a significant value of 0.000, which is lower than 0.05. Therefore, it can be concluded that the H1 is accepted, while H0 is rejected. This means that students’writing skill in descriptive text significantly improved by using photograph. The mean of students’ scores also improved from 59 in the pretest to 74 in the posttest with the gain of 15. In addition, the aspects of writing that improved the most in this study is content with the N-Gain of 45,71%.
Co-Authors Afridayanti Afridayanti Annisa Ilma Savitri Atthaya, Syarifah Burhanuddin Yasin Fajar Riyantika Fredinan Yulianda Ika Apriani Fata Omar Khalifa Burhan