Article Per Year (5 Year)
p-Index From 2021 - 2026
5.121
P-Index
This Author published in this journals
All Journal Jurnal Reviu Akuntansi dan Keuangan Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Prosodi: Jurnal Ilmu Bahasa dan Sastra JURNAL SOSIAL HUMANIORA (JSH) PROSIDING SEMINAR NASIONAL CENDEKIAWAN Journal of English Language, Literature, and Teaching (J-ELLiT) Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya Jati: Jurnal Akuntansi Terapan Indonesia Jurnal Ilmiah Lingua Idea Jurnal Abadimas Adi Buana JET (Journal of English Teaching) Adi Buana International Journal of Social Science and Business Journal of Research on English and Language Learning (J-REaLL) Indonesian Journal of Cultural and Community Development G-Couns: Jurnal Bimbingan dan Konseling Community Empowerment Journal of English Language and Education Indonesian Journal of Education Methods Development Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Journal of Nusantara Education Proceedings of The ICECRS Procedia of Social Sciences and Humanities Pubmedia Jurnal Pendidikan Bahasa Inggris Journal of Technology and System Information Academia Open
Niko Fediyanto
English Education Study Program, Universitas Muhammadiyah Sidoarjo
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

Published : 42 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 42 Documents
Search

 1   2   3   4   5 
Improving Vocabulary Skills with Big Book Media in Elementary Students: Meningkatkan Keterampilan Kosakata dengan Media Big Book pada Siswa SD Sulthoni, Muhammad Hanani Rusydi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.843

Abstract

General Background: The use of multimedia resources in education has been recognized for its potential to engage young learners and improve language acquisition. Specific Background: Despite the growing interest in innovative teaching materials, there remains limited research on the effectiveness of specific formats, such as Big Book media, in enhancing English language skills among primary school students. Knowledge Gap: Previous studies have not adequately addressed the impact of Big Book media on both learning and writing skills in elementary education contexts. Aims: This study aims to investigate the effectiveness of Big Book media in improving English learning and writing skills among primary school children at SDN X Candi. Results: A quantitative approach employing a Pretest-Posttest Pre-Experimental design was utilized, involving 30 third-grade students (13 boys and 17 girls). Data analysis through a T-test revealed a significant value (2-tailed) of 0.000, indicating a statistically significant improvement in skills after using Big Book media. Novelty: This research contributes new insights into the use of engaging and interactive teaching materials in language education. Implications: The findings suggest that integrating Big Book media in elementary classrooms can significantly enhance students' learning outcomes, supporting its implementation as a valuable educational resource in English language instruction. Highlights: Significant Improvement: The study found a statistically significant enhancement in students' learning and writing skills after using Big Book media. Engaging Features: Big Book media includes singable patterns, bright colors, and attractive visuals that facilitate learning. Quantitative Evidence: A Pretest-Posttest design was employed with 30 third-grade students, demonstrating the effectiveness of the intervention. Keywords: Big Book, English learning, writing skills, primary education, multimedia resources.
Wordwall Supports Vocabulary Mastery in Vocational English for Specific Purposes (ESP) Learning: Wordwall Mendukung Penguasaan Kosakata dalam Pembelajaran Bahasa Inggris Kejuruan untuk Tujuan Tertentu (ESP) Syarifah, Evy Lailatus; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.861

Abstract

General Background: Vocabulary acquisition is a crucial component of English language learning, particularly in English for Specific Purposes (ESP) at vocational high schools. Specific Background: Traditional teaching methods often fail to engage students effectively, leading to poor retention and limited practical application. Knowledge Gap: While various digital tools exist, research on the effectiveness of Wordwall in enhancing vocabulary retention in ESP contexts remains limited. Aims: This study investigates the impact of Wordwall on students' vocabulary acquisition and memory retention. Results: A quasi-experimental study using pre-tests and post-tests on two groups (experimental and control) revealed a significant improvement in vocabulary retention among students using Wordwall. The post-test scores of the experimental group (M=72.5) were significantly higher than the control group (M=58.5), supported by a Wilcoxon test (p<0.05). Novelty: Unlike conventional methods, Wordwall provides an interactive, gamified learning experience that enhances student motivation and engagement. Implications: These findings suggest that integrating Wordwall into ESP instruction can effectively support vocabulary development, promoting better language proficiency and practical communication skills in vocational education. Future research should explore its application across diverse educational settings. Highlights: Interactive Learning Enhances Retention – Wordwall's gamified approach significantly improves vocabulary retention compared to traditional methods. Significant Performance Improvement – Students using Wordwall scored notably higher (M=72.5) than the control group (M=58.5), proving its effectiveness. Practical Implications for ESP – Integrating Wordwall into vocational education fosters engagement, making language learning more relevant and effective. Keywords: Memorial, Wordwall, Vocabulary Acquisition, English for Specific Purposes, Digital Learning  
Why is Code Switching Still Used By Teachers in English Language Teaching? Amanda, Finsya Rizky; Fediyanto, Niko; Ashurovna, Farmanova Dildora
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.875

Abstract

This research involves issues of learning to use code switching in foreign language learning. In the context of Code switching, which focuses on the need for the use of code switching in teaching foreign languages in the classroom especially in vocational schools especially health majors. This report uses a descriptive qualitative method. Using interviews and transcripts. The report involved two different schools with each school having one teacher who participated with the study. The research revealed that teachers often use code-switching as a pedagogical strategy to facilitate communication with students. Given the students' limited English proficiency, code-switching emerged as an effective tool in the classroom. The analysis identified two main types of code-switching used: intra-sentential and inter-sentential. This practice not only aided better understanding and engagement, but also bridged the language gap, ensuring that students understood complex subject matter more effectively. The findings underscore the importance of code-switching in enhancing the learning experience in vocational health education environments. Highlighting : Code-switching supports comprehension in low English proficiency settings. Intra- and inter-sentential switching are the main types used. Enhances student engagement in vocational health classrooms. Keywords : Code switchings, Sociolinguistic, English foreign language, Vocational education, Classroom communication
An Analysis of Students Errors in Direct-Indirect Sentence in Online Learning during Covid-19 Pandemic of Tenth Grade Vocation High School: Analisis Kesalahan Siswa pada Kalimat Langsung Tidak Langsung dalam Pembelajaran Online pada Pandemi Covid-19 Kelas 10 SMK Aruma Dwi Cindani; Niko Fediyanto
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2556

Abstract

This research refers to the phenomenon that occurs in the world of education in a pandemic situation. The author uses the object of research in class X-Banking students in the second semester of SMK Yapalis Krian for the academic year 2021/2022. The research sample was taken through the data of individual student assignments using the purposive sumpling method to select the object to be studied. In addition, students who will be studied tend to have low interest in participating in online learning. The purpose of this study was to obtain clear information about students' errors in learning Direct and Indirect speech in the sentence using qualitative descriptive methods. At the data collection stage, the author uses data triangulation methods such as observation checklists, documentation and open-ended interviews.The results showed that students made mistakes by being influenced by two factors that students tended to experience during direct and indirect learning, namely the lack of student interest in learning methods. This results in students often not participating in online learning. Furthermore, the most common errors found in students are grammatical errors. With > 8 students who have difficulty due to lack of mastery of grammar correctly.
Animated Videos in English Listening Skill Development Dimas Agustiar Syah; Niko Fediyanto
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.11693

Abstract

General Background: Listening is a core receptive skill in English language learning and remains challenging for EFL learners due to limited exposure, time constraints, and difficulties in processing spoken language. Specific Background: At SMA Negeri 1 Bangil, short instructional hours and the absence of varied digital media have constrained students’ mastery of listening, particularly in understanding procedure texts. Knowledge Gap: Although audiovisual media are widely discussed, empirical classroom-based evidence on the use of animated videos for senior high school listening instruction in time-limited contexts remains limited. Aims: This study aims to examine whether the use of animated videos as learning media supports students’ English listening skill development within restricted classroom time. Results: Using a quantitative pre-experimental one-group pre-test and post-test design with tenth-grade students, the findings show a statistically significant difference between pre-test and post-test scores, supported by normality testing and a paired sample t-test with a significance value of 0.000 (<0.05). Novelty: The study provides contextual evidence from a senior high school setting where animated videos had not previously been integrated into English instruction, addressing teacher concerns about practicality and classroom time limitations. Implications: The results suggest that animated videos can serve as a practical digital learning medium to support listening instruction, offering educators an alternative strategy for delivering procedure text material and managing limited instructional time in English language classrooms. Highlights: Statistically significant score differences were identified between assessments administered before and after the learning intervention. Quantitative testing confirmed that the collected data met normality requirements for hypothesis analysis. Classroom application demonstrated the feasibility of audiovisual materials under restricted instructional time conditions. Keywords: Animated Videos, Listening Skills, English Education, Procedure Text, Digital Learning Media
Duolingo-Based Vocabulary Gains in Junior High EFL Learners Naurah Nabzifa; Niko Fediyanto
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.11851

Abstract

General Background Vocabulary mastery is a fundamental component of English as a Foreign Language learning and supports the development of listening, speaking, reading, and writing skills, particularly in secondary education contexts. Specific Background Alongside the growth of digital learning technologies, mobile applications such as Duolingo have been increasingly integrated into English Language Teaching due to their accessibility, gamification features, and interactive learning design. Knowledge Gap Despite growing interest, empirical classroom-based evidence focusing specifically on junior high school students’ vocabulary mastery using Duolingo remains limited, especially within Indonesian EFL settings employing structured pre-test and post-test measurement. Aims This study aimed to examine whether the use of Duolingo as a digital learning medium contributes to measurable improvement in English vocabulary mastery among seventh-grade students. Results Using a quantitative pre-experimental one-group pre-test and post-test design involving 32 junior high school students, statistical analysis revealed a significant difference between pre-test and post-test scores, with a Sig. (2-tailed) value of 0.000, indicating notable vocabulary improvement after Duolingo-based instruction. Novelty The study provides focused empirical evidence on vocabulary mastery outcomes from Duolingo-supported instruction at the junior high school level within a classroom-based EFL context. Implications The findings suggest that Duolingo can serve as a supportive digital medium for vocabulary learning in secondary EFL classrooms and offer a practical reference for educators integrating mobile-assisted language learning into formal instruction. Highlights: Statistically significant score differences were observed between pre-test and post-test measurements. Learner engagement increased during gamified digital learning sessions. Mobile application use supported structured vocabulary practice in classroom instruction. Keywords: Duolingo, Vocabulary Mastery, EFL Learning, Junior High School, Mobile Assisted Language Learning
Enhancing Kindergarteners’ English Vocabulary and Pronunciation through Morning Circle Activities Wardhana, Edward Eka; Astutik, Yuli; Fediyanto, Niko; bte Abd Wahid, Nur Farhana
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.196

Abstract

This study investigates the implementation of Morning Circle as a strategic approach to enhance English vocabulary and pronunciation among kindergarten students. Grounded in Lev Vygotsky’s Zone of Proximal Development (ZPD) and the concept of scaffolding, this study explores how teacher–student interactions within this activity support early language acquisition. A descriptive qualitative method was employed through classroom observations conducted over six weeks in a kindergarten that routinely integrates Morning Circle into its English language learning practices. Data were collected through non-participant observations involving 23 students and one teacher, focusing on four main components: greetings, singing, counting, and material delivery. The data were analyzed thematically by identifying recurring patterns of teacher support and students’ language responses in relation to the ZPD framework. The findings reveal that each component of Morning Circle contributes significantly to language development. Greeting sessions provide structured exposure to basic English expressions with bilingual support. Singing integrates vocabulary with rhythm and movement, facilitating pronunciation practice. Counting activities reinforce number vocabulary while encouraging peer interaction. Material delivery emphasizes thematic vocabulary supported by modeling, gestures, and simplified explanations. Consistent use of scaffolding strategies, including modeling, repetition, bilingual cues, and physical demonstrations, plays a crucial role in guiding student engagement and linguistic progress. These findings suggest that Morning Circle, when purposefully designed, serves as an effective and developmentally appropriate framework for introducing foundational English skills. Beyond a daily routine, it functions as an interactive and intentional learning opportunity that supports vocabulary acquisition and pronunciation development
Effectiveness of the ELSA Speak Application as a Medium for Improving Pronunciation Skill in Speaking English in Vocational High Schools Nur&#039; Ayunin Navia; Niko Fediyanto
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.v11i3.2373

Abstract

Pronunciation is an essential component in developing students' speaking skills in learning English, especially for vocational high school students who are prepared to enter future workplaces that require effective oral communication with colleagues, clients, and industry partners. However, many vocational high school students still experience difficulties in pronouncing English words accurately. This study aims to determine the effectiveness of the ELSA Speak application in improving students' pronunciation skills. This research used a quantitative approach with a quasi-experimental design. The participants of this study were 39 students of class XI MP1 at SMK Muhammadiyah 1 Taman. Data were collected through pre-test and post-test in the form of oral pronunciation tests. The data were analyzed using SPSS through normality test, correlation test, and paired sample t-test. The results showed that the mean score increased from 73.08 in the pre-test to 81.56 in the post-test. The paired sample t-test showed a significance value of 0.000 (p 0.05), indicating a significant improvement. This suggests that AI-based applications such as ELSA Speak can serve as a viable supplementary tool in the EFL classroom, particularly for enhancing students’ pronunciation through autonomous and technology-assisted practice.
Pembelajaran Partisipatif: Upaya Mengatasi Keterbatasan Paparan Bahasa Indonesia pada Siswa Diaspora Fitrah Mujahidah; Niko Fediyanto
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5, No 4 (2026): April
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v5i4.83077

Abstract

Penelitian ini membahas keterbatasan siswa diaspora dalam memperoleh pengalaman Bahasa Indonesia akibat minimnya penerapan bahasa dalam kehidupan sehari-hari. Penelitian ini bertujuan menjelaskan cara penerapan pembelajaran partisipatif untuk mengatasi masalah keterbatasan siswa diaspora dalam memahami Bahasa Indonesia dalam konteks pendidikan nonformal. Metode kualitatif digunakan dengan cara observasi, wawancara semi terstruktur guru dan siswa, serta menganalisis dokumen di Sanggar Bimbingan Permai di Penang, Malaysia. Hasil penelitian menunjukkan bahwa pembelajaran partisipatif dapat memberikan kesempatan lebih besar bagi mereka untuk terlibat langsung dalam belajar Bahasa Indonesia dengan kegiatan interaktif seperti diskusi, tanya jawab, dan kerja dalam kelompok. Peningkatan penggunaan Bahasa Indonesia terhadap tumbuhnya keberanian dan kelancaran siswa dalam berbicara, sementara ketepatan tata bahasa masih berkembang secara bertahap. Dengan demikian pembelajaran partisipatif berperan untuk peningkatan kemampuan Bahasa Indonesia bagi siswa diaspora di lingkungan pendidikan nonformal.
Attitudinal Perspectives and Academic Implications of Peer-led Discussions in Grammar Learning Agustina, Sheila; Megawati, Fika; Fediyanto, Niko; Fatima Virgiyanti, Diska
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10184

Abstract

This study investigates the relationship between students' attitudes toward the use of peer-led discussions in grammar class and their academic performance. Peer-led discussions, recognized for promoting active participation and collaborative learning, have been increasingly integrated into language education. However, their effectiveness in enhancing grammar proficiency remains unclear. This research involves 35 students from an English Education Program in a grammar class, with attitudes assessed using a 4-point Likert scale. The findings indicate a generally neutral to slightly negative attitude, with an average score of 2.96. Correlation analysis reveals a very weak positive relationship (r = 0.047) between students' attitudes and their academic performance, which is statistically insignificant (p = 0.788). These results suggest that while the method may foster engagement, it does not significantly improve grammar learning outcomes. The study concludes that the current implementation of peer-led discussions may not effectively meet students' learning needs in grammar instruction. Recommendations for future research include exploring alternative formats that better align with grammar learning objectives and investigating factors that influence students' attitudes more comprehensively.
Co-Authors Abadiyah, Nur Aisyah Bindiya Al-Amien , Mochammad Sandi Amanda, Finsya Rizky Amelia Nugraha Dini Aruma Dwi Cindani Ashurovna, Farmanova Dildora bte Abd Wahid, Nur Farhana Cindy Cahyaning Astuti Dimas Agustiar Syah Dwi Nastiti Fahmawati, Zaki Nur Fatima Virgiyanti, Diska Febrian, Hartini Diaz Febriani, Intan Rahma Feri Tirtoni Fika Megawati Fitrah Mujahidah Ida Agustini Saidi Indah Apriliana Sari Wulandari Indarwati , Risna Joko Susilo Joko Susilo Lely Ika Mariyati Magfiroh , Nailil Muhammad Junaedi Naurah Nabzifa Nur&#039; Ayunin Navia Nurrachma, Febrina Shanti Prasetyo Utomo Rahma, Zamruda Safitri, Silvia Gita Sandy , Mochammad Septa Sari , Wanda Ardita Sarika, Septi Budi Septi Budi Sarika Sheila Agustina Shinta Suyoto Sigit Hermawan Sriyono Sriyono Sriyono Sulthoni, Muhammad Hanani Rusydi Syarifah, Evy Lailatus Talshyn, Alshynbayeva Tamariska , Ulya Utari, Meralda Dwi Vidya Mandarani Wardhana, Edward Eka Wibowo , Sulihing Aji Wiwit Hariyanto Yuli Astutik Yuli Astutik