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All Journal P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ABDIMAS SILIWANGI Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Bhuana, Gartika Pandu
IKIP SIliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Teachers’ Encounter of Online Learning: Challenges and Support System Gartika Pandu Bhuana; Dewi Listia Apriliyanti
Journal of English Education and Teaching Vol 5, No 1 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.1.110-122

Abstract

The pandemic of COVID-19 situation has converted the teaching and learning process from face-to-face interaction in the classroom into virtual classroom environment. This condition caused challenges for many parties, including teachers as the main agent in the classroom. This study is intended to find out the teachers’ barriers and supports in conducting online learning. A descriptive qualitative method design through an open-ended questionnaire was chosen. Interview were also used to triangulate the data. Twenty-one teachers from sub-urban areas in Cimahi and Bandung were selected as the participants. The findings revealed three issues becoming teachers' challenges, namely, technology, course content, and students. In the first issue, the classic problem of online learning occurred, which was internet connectivity. The second problem was that the teachers had obstacles in making adjustments to design, deliver, and follow-up the material. Then the last issue was the students’ participation as well as technological access. Regarding the supports, the teachers had gained back up from the government, school, and parent in conducting online learning. Furthermore, this study recommended three optional solutions to help the teacher facing their barriers in virtual teaching, in terms of students’ participation in online learning, learning materials, and facilities in supporting the learning activities.
The Benefits and Drawbacks of Kahoot: Students’ Perspective Gartika Pandu Bhuana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3508

Abstract

Technology and education are inseparable. Many schools or universities have integrated the use of technology in the classroom. The purpose is not only to bring the effectiveness of in the teaching, but also to enhance students’ motivation and participation in learning. Kahoot is one of the educational online games that is mostly used by the teacher. Unfortunately, some students think that there are problems on its usage. This study is intended to investigate the benefits and the drawbacks of Kahoot from students’ perspective. The descriptive qualitative method was considered suitable to be used. There were 50 students at one institution selected as the participants of the study. The data were collected through questionnaire and interview. Overall findings revealed that most of the students had positive attitude to the implementation of Kahoot. It offered the advantages and condition that could not be offered in conventional method.  For example, it provided positive competitiveness and lively atmosphere in the class. However, some drawbacks were found. It was dealt with technical problem, such as internet connection, and the absence of discussion, and the frequency of its usage. Finally, it is suggested for the second language lecture to consider some aspects in the implementation of Kahoot. 
Audio-Visual as Media in Reading: Students’ Responses and Challenges Neng Eva Loviasyuni; Gartika Pandu Bhuana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.4003

Abstract

Some experts believe that audio-visual media is beneficial in learning a second language, including English. It can increase not only students’ motivation to learn, but also their focus on the learned material. In reading, audio-visual media is considered effective in enhancing students’ comprehension. Most of the studies focus on the positive impact of using audio-visual media, but they have not yet investigated the obstacle that might be experienced by the students on its usage. Therefore, this study intends to examine the students’ obstacles of using audio-visual media in reading as well as their responses to its implementation. The qualitative method was applied.  The data were gained through questionnaires and observation. The respondents were 37 ninth-grade students. The findings revealed that although the students responded positively to the use of audio-visual media in reading, they had issues with its implementation. The issues dealt with language and comprehension. In the term of language, the students found it hard to understand the meaning of some words. As a result, it impacted their comprehension. Thus, it is suggested for the teachers to first consider the students’ vocabulary mastery before using audio-visual media in teaching reading. If the students have a limited vocabulary, they can use a video that has familiar words known by the students. 
PROJECT BASED LEARNING AND WHATSAPP IN TEACHING SPEAKING: STUDENTS’ RESPONSE Nia Kurniasih Sudiarto; Gartika Pandu Bhuana
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This research objective intends to investigate the students’ responses in teaching learning speaking using project based learning through WhatsApp. This research used descriptive qualitative method. The subject were 20 students of nine grade junior high school in Batujajar. The questionnaire was used as an instrument in this research. The results of the research showed that the students had good response to  the use project based learning and WhatsApp in teaching speaking. They agreed that the use of project based learning and WhatsApp provided the advantages for their learning, such as increasing their motivation, prompting them to express the opinion, or improving their critical thinking. Thus, the teachers can use it while their teach speaking to the students.
EFL Students Strategies in the Process of Writing Setya Resmini; Gartika Pandu Bhuana; Siska Rizkiani; Angga Maulana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4729

Abstract

Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.
Language Learning Motivation among Senior High School Students Bhuana, Gartika Pandu
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 2 No. 2 (2017): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v2i2.616

Abstract

Abstract Motivation is one of main determinant factor in learning second or foreign language. There are two types of motivation, which are integrative and instrumental motivation. Both of them play an essential role of the success in learning second or foreign language. Unfortunately, there is some debate about which kind of motivation is important for second language learner. Therefore, the aim of this study is to investigate the senior high school students’ motivation toward learning English as a second language. The study is quantitative design. The participant of this study was twelve grade students at one of senior high school in Bandung. The data were obtained through questionnaire. The used questionnaire was integrative and instrumental motivation scale of Gardner’s Attitude/Motivation Test Battery (AMTB) that is adapted by Vaezi (2010). The questionnaire has 5-point scale ranged from “strongly disagree” to “strongly agree”. The data gained then was analyzed using SPSS 16.0. The result of the study showed that senior high school students were instrumentally motivated in learning English as a second language. In their point of view, learning English was important for supporting their future job and career. Keywords: Integrative and instrumental motivation, senior high school students
Integrasi deep learning dan teknologi: Upaya meningkatkan keterampilan speaking and listening Bhuana, Gartika Pandu; Ningtyas Orilina Argawati; Dewi Listia Aprilianti
Abdimas Siliwangi Vol. 8 No. 3 (2025): Oktober 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i3.28013

Abstract

Kegiatan ini bertujuan untuk mengimplementasikan pendekatan deep learning melalui penggunaan teknologi, Orai dan Padlet, pada keterampilan listening dan speaking di tingkat SMA. Hal ini disebabkan masih adanya kendala di sekolah prihal pengajaran dua keterampilan tersebut, dimana salah satunya adalah terbatasnya waktu untuk berlatih. Padalah, dua keteramilan tersebut membutuhkan latihan yang intensif agar siswa bisa berkomunikasi dengan baik. Kegiatan dilakukan di salah satu SMA di Batujajar, Kabupaten Bandung Barat, dengan siswa sebagai target sasarannya. Kegiatan dilakukan dalam empat sesi: Pengenalan konsep deep learning, pengenalan aplikasi Orai dan Padlet, praktik, dan evaluasi. Hasil menunjukan bahwa integrasi Orai dan Padlet tidak hanya memberikan kesempatan pada siswa untuk berlatif secara maksimal, tetapi juga meningkatkan daya refleksi, kolaborasi , keterlibatan aktif, dan juga rasa percaya diri. Oleh karena itu, klaborasi dua teknologi ini dapat menjadi solusi strategis dalam pembelajaran bahasa Inggris, khususnya dalam keterampilan listening dan speaking.
EXPLORING DIVERGENT QUESTIONS AND COLD CALLING IN A CLASS DISCUSSION Ida Lisdawati; Bhuana, Gartika Pandu; El fauziah, Ula Nisa; Syathroh, Isry Laila
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 1 (2024): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v6i1.124

Abstract

Effective communication is crucial in education as it plays a pivotal role in fostering student engagement and participation in the classroom. Students encounter numerous challenges when engaging with teachers, particularly in English classes. They must exert greater focus and be more proactive in the learning process to comprehend the information, which hinders their ability to remain engaged and actively participate. Researchers aim to explore questioning strategies and cold-calling techniques to enhance students' comprehension, increase their engagement in the learning process, and create avenues for them to articulate their viewpoints using cold-calling approaches facilitated by the teacher. This study aims to analyze how students react to the combination of the questioning method and cold calling in a collaborative setting. The study employed the qualitative descriptive method as its research approach and design. The research findings demonstrated that integrating the questioning method and cold calling was not beneficial in facilitating the development of practical lessons. It was evident from the shift in class dynamics observed after the study. Conversely, cold calling continues to pressure students, causing them to lose concentration on class issues. Implementing questioning and cold-calling strategies in the classroom yields distinct effects. There were two opposing situations in which students attempted to maintain their focus to respond to the teacher's questions while also experiencing anxiety simultaneously.
REPRESENTATION OF ARISTOTLE’S RHETORICAL CONCEPTS IN GRETA THUNBERG’S SPEECH AS A GLOBAL CLIMATE ACTIVIST El Fauziah, Ula; Bhuana, Gartika Pandu; Lisdawati, Ida
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v6i2.154

Abstract

Global advocacy is becoming increasingly crucial in the face of the escalating climate change catastrophe. Greta Thunberg's speech at the United Nations in 2019 captured the world's attention because of its message and presentation, which blended the power of Aristotelian rhetoric. Thunberg's speech included essential components of classical rhetoric, such as ethos (credibility), pathos (passion), and logos (logic), to make a compelling case for the urgency of climate change and the need for rapid action. This article examines how Thunberg's speech used these three aspects and how they might impact a worldwide audience and drive legislative change. This study demonstrates that the excellent use of rhetorical components made the address a watershed point in the history of the climate change movement, with a broad impact on global understanding of climate change.
EFL Students Strategies in the Process of Writing Resmini, Setya; Bhuana, Gartika Pandu; Rizkiani, Siska; Maulana, Angga
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4729

Abstract

Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.
Co-Authors Angga Maulana Angga Maulana Apriliyanti, Dewi Listia Astriani, Ai Siti Dewi Listia Aprilianti El Fauziah, Ula El Fauziah, Ula Nisa Firda Aulia Ida Lisdawati Ira Anggraini Lina Nuraeni Lisdawati, Ida Neng Eva Loviasyuni Nia Kurniasih Sudiarto Ningtyas Orilina Argawati Rahmayanti, Previa Resmini, Setya Rissa San Rizqiya Saraswati, Putri Ayuna Setya Resmini Silpia Rahayu Siska Rizkiani Siska Rizkiani, Siska Syathroh, Isry Laila Topan Sopyan Ula Nisa El Fauziah Ula Nisa El Fauziah