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All Journal Indonesian Journal of Disability Studies Erudio: Journal of Educational Innovation EDUCAFL : E-Journal of Education of English as a Foreign Language Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Literacy Education Jurnal Pendidikan : Riset dan Konseptual Edu-Ling: Journal of English Education and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya JURNAL EDUCATION AND DEVELOPMENT Journal of English Education and Teaching (JEET) Jurnal Pendidikan dan Konseling Journal of English Language and Education
Widya Caterine Perdhani
Universitas Brawijaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring EFL Students’ Perceptions on Reading Comprehension Difficulties in Indonesian Junior High Students Lydia Kusumahwati; Widya Caterine Perdhani; Peptia Asrining Tyas
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.9660

Abstract

Pemahaman membaca (reading comprehension) bermanfaat bagi siswa untuk memperoleh keterampilan lain dalam belajar bahasa. Namun, siswa Indonesia cenderung memiliki beberapa kesulitan dalam pemahaman bacaan. Penelitian ini bertujuan untuk mengetahui apa saja kesulitan pemahaman bacaan yang menonjol yang dihadapi oleh siswa kelas 8 SMP di SMPN 7 Malang. Metode kuantitatif digunakan dan kuesioner offline yang terdiri dari 11 pernyataan dibagikan. Pernyataan-pernyataan tersebut terbagi menjadi kesulitan pemahaman membaca yang terus muncul dalam beberapa penelitian sebelumnya, yaitu kosakata (vocabulary), latar belakang pengetahuan (background knowledge), dan membuat kesimpulan (making inference). Peneliti juga menambahkan pengalaman membaca (reading experience) sebagai salah satu dimensi untuk melihat pengalaman membaca siswa kelas 8. Hasil penelitian menunjukkan bahwa 66,70% dari 171 siswa setuju pada pernyataan bahwa mereka menghadapi kesulitan pada struktur gramatikal dalam teks bahasa Inggris. Siswa juga menemukan kesulitan untuk menghubungkan topik teks bahasa Inggris dengan pengetahuan mereka sendiri yang menunjukkan sebagian besar siswa memiliki latar belakang pengetahuan yang rendah.
A Speech Act Analysis of a Pre-Service Teacher in an EFL Classroom Halimatuz Zahra; Widya Caterine Perdhani; Didik Hartono
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.v10i2.3210

Abstract

This research aims to find out and analyze the classification of speech acts and the function performed by a pre-service English teacher at SMAN 7 Malang. This implies a qualitative descriptive study, looking at the pre-service English teacher’s talk in an EFL classroom. The present study focuses on the classification of speech acts employed by Searle. The finding of this study indicates four speech act types uttered by the teacher. It consists of 41 representatives out of 185 utterances, 120 utterances of directive type, 7 utterances of commissives, and 17 utterances of expressive. To conclude, the results of this study show that directive type dominates the data with 64.9% out of the utterances, followed by representatives at 22.2%, expressive at 9.2%, and commissives at 3.8%.
Investigating Students’ Perception Using Audio-Visual Material in Listening Class Rahma Fitria; Iswahyuni Iswahyuni; Widya Caterine Perdhani
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.v10i2.3052

Abstract

Listening comprehension is one of the most difficult English language skills for learners. Since listening is an important part of communication, as foreign learners we should acquire listening skills. However, learning listening is lack motivation and most students find difficulties in learning listening. To support learners in learning listening is needed an appropriate medium that facilitates learners in improving their listening comprehension skills. This study aimed to investigate students' perceptions using audio-visual material as a media in listening class. A survey study using a quantitative approach was designed to collect the data. The researcher used a survey questionnaire with 20 Likert Scale questions and distributed them through Google Forms. The sample of this study is 9th-grade students from SMP Shalahuddin in total 109 students from classes A, B, C, and D. After collected the data, the researcher analyzes the data using SPSS. The result shows that students had positive experiences in using audio-visual material in listening class. Most of the students agree that audio visual is interesting, motivating, and entertaining them. Audio-visual also can help students to improve their listening comprehension. However, they find difficulties when the speaker speaks too fast, the speaker explains unfamiliar material or uses unfamiliar accents, and pronunciation.  
Students Perspective on the Use of Rock Song in Learning to Improve Students Vocabulary Hafizh Alghifari; Sugeng Susilo Adi; Widya Caterine Perdhani
Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v6i1.3192

Abstract

Mastering English vocabulary is important thing to be able to master English. The use of interesting learning media in vocabulary learning has a positive role in the learning process. The purpose of this study was to determine the students perspective on the use of rock song to increase students vocabulary. This research is a descriptive study using a mixed method. The subjects of this study were 70 8th grade students of Shalahuddin Junior High School. This study uses 2 data collection techniques, namely questionnaires and interviews. The results of this study indicate that students' perceptions of the use of rock songs in learning get a positive response from students. The use of rock songs in learning can increase students' learning motivation because the media used is interesting and new for students. In addition, students are easier to remember vocabulary and students are easier to get a lot of new vocabulary contained in the lyrics of the rock song used.
Using TikTok in EFL Class: Students’ Perceptions Amelinda Olivia Maharani Cahyono; Widya Caterine Perdhani
Journal of English Education and Teaching Vol. 7 No. 1 (2023)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.1.59-77

Abstract

Tik-Tok is a social media platform with a visible explosive boom in recognition over the last few years from its revolutionary emphasis on short-shape films throughout various topics. This research consequently investigated the junior high school students’ perceptions after they were taught using the TikTok application in English language class. This study used a qualitative methodology, focusing on individual interviews with six selected participants. The participants were selected by using purposeful sampling. All of the participants in this study are of a similar age, come from the same geographical region, speak the same language, and have similar cultural and technological experiences with TikTok. According to the findings, students had positive perceptions of the use of TikTok in English class; The Students perceived that; 1) they could discover new phrases with the aid of using surfing content material in Tik Tok; 2) They could discover numerous content materials created through a couple of content creators and discovered many new phrases through the use of the hashtag; 3) They could  gain new words and improve their skills; 4) They could gain new knowledge of various English accents and vocabulary used internationally; 5) They could show their talents, and talk with buddies from different nations and 6) They could gain new terms from TikTok and use them in real-life Situations
Social Judgment and Its Effect on EFL Students’ Confidence to Speak English in the Classroom Anjeli Aulia Putri Arinda; Widya Caterine Perdhani
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2262

Abstract

Confidence in speaking is a fundamental aspect of learning English as a foreign language (EFL); however, learners often experience anxiety triggered by the verbal feedback they receive during speaking activities. Although previous literature often highlights language anxiety in general, studies focusing specifically on how direct feedback affects students' confidence remain limited. This study investigates the effect of verbal feedback on the speaking confidence of students in the English Education Study Program at Brawijaya University. Using a descriptive qualitative design, data were collected through semi-structured interviews and analyzed thematically. The findings reveal that corrective feedback delivered directly and publicly can act as a cognitive disruptor, reducing focus and fluency while increasing fear of negative evaluation. Conversely, delayed, constructive, and supportive feedback can enhance students' confidence and willingness to communicate. This study concludes that the impact of verbal feedback is strongly determined by its timing, tone, and delivery, highlighting the importance of psychologically safe classroom interactions in developing EFL speaking skills.
Co-Authors Aghnessia Kusumaning Arum Amelinda Olivia Maharani Cahyono Anjeli Aulia Putri Arinda Didik Hartono Esti Junining Hafizh Alghifari Halimatuz Zahra iswahyuni iswahyuni Lintangsari, Alies Poetri Lintar Yurianto Lydia Kusumahwati Moh. Hasbullah Isnaini Nuria Setiarini Olivia Heluri Yolanda Putri Peptia Asrining Tyas Rahma Fitria Sahiruddin Sahiruddin Serly Apryanty Jo Shacitra Ayu Cleverisa Sri Ayu Istiqomah Stevany Eryna Retnaningrum Sugeng Susilo Adi