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All Journal IJEE (Indonesian Journal of English Education) Jurnal PAJAR (Pendidikan dan Pengajaran) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra
Haryanti Haryanti
UIN Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media Other

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Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill Haryanti Haryanti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.1 | 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v6i1.12613

Abstract

ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613
THE EFFECT OF DICTOGLOSS ON STUDENTS’ LISTENING ACHIEVEMENT Dyah Aminatun; Pipit Muliyah; Haryanti Haryanti
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 2 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i2.8246

Abstract

Listening is one of important skills the students should posses in learning English as a foreign language. Listening has a vital role in learning a foreign language especially in communication since most of the students’ activities involve listening. Unfortunately, students’ listening comprehension did not reach a good result. This study was conducted to reveal the effect of dictogloss to improve students’ listening achievement. The design of this study was a quasi-experimental study. The samples were chosen from the second grade students at SMA Negeri 1 Pandeglang by using purposive sampling. The experimental class was taught by implementing dictogloss, while the control class was taught without dictogloss. A test was administered as the primary instrument to collect the data. The final mean scores gained from both classes were analyzed by using t-test at a significance level of α = 0.05. It was found that the mean score of experimental class was 67.6, while the control class was 59.96. The statistical calculation of gained score revealed that the t-count was 2.53, and the t-table was 1.668 at a significant level of α = 0.05. This showed that the t-count was higher than t-table. It implied that there was a significance difference of two mean scores gained. Therefore, it could be concluded that dictogloss provided positive influence on students’ listening achievement, and it could be an alternative technique to be used in teaching listening in the classroom.
Teachers Implementation of Deep Learning in ELT: An Activity Theory Perspective Marcellino Eka Putra; Najmi Laila Sani; Sabrina Sabrina; Dadan Nugraha; Haryanti Haryanti
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7766

Abstract

The objective of this study is to seek the challenges experienced by English teachers in applying deep learning, focusing on their classroom experiences and perceptions using the activity theory as a  framework that focuses on its concepts of contradiction, boundary objects, and boundary crossing. This study used a semi-structure interview to understand the three participants' experiences as teachers in implementing Deep Learning in the classroom practices. Key challenges to their implementation came in the form: limited understanding, workload and time constraints, implementation barrier, limited administrative preparation, curriculum adaptation gap, and government requirement. However, the participants were able to overcome the challenges that arose by treating it as a connecting tool to connect their teaching methods. These findings raise important theoretical and practical issues related to strategies for overcoming challenges encountered in implementing deep learning, as implemented by the participants by institutional support and teachers training, implementation experience, facility support, and fellow teachers support. One of the connections is understanding how teachers manage the challenges they encounter by connecting their various activity systems as objects to overcome the obstacles that occur in the deep learning implementation system they use in the classroom.
Exploring Students’ Perceptions in English Blended (Online and Offline) Learning to Foster Listening Skills Nazwa Zein; Alifia Rahmani Gunawan; Fitria Nurul Hasanah; Haryanti Haryanti
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7779

Abstract

This research aimed to investigate students’ perceptions, difficulties and learning experiences in a blended listening class situation. In the present qualitative study, thirty (30) English Language Teaching (ELT) undergraduate students were selected using a purposeful sampling to be the research participants. Open-ended questionnaires were distributed for data collection. Then, the data collected were analyzed through reflexive thematic analysis, so as to interpret the findings and further understand students’ experiences. Results indicated that students appreciated the independence that was afforded online, such as being able to pause audio and access transcripts, but they enjoyed face-to-face sessions for the feedback they could obtain and the questions they could ask. Though faced with issues like technical problems and struggling to focus on learning, it is concluded that a blended approach can be both effective and efficient if the online and offline components are well-integrated and supported by an appropriate system, which makes it also highly applicable in EFL.
Co-Authors Alifia Rahmani Gunawan Dadan Nugraha Dyah Aminatun Fitria Nurul Hasanah Marcellino Eka Putra muliyah, pipit Najmi Laila Sani Nazwa Zein Sabrina Sabrina