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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 International Journal of Social Science and Business J-REaLL Indonesian Journal of Cultural and Community Development G-Couns: Jurnal Bimbingan dan Konseling Community Empowerment 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 Journal of Technology and System Information Academia Open
Niko Fediyanto
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

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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
Ray’s Werewolf social life deducting Card-game for learning purposes : Kartu Permainan Werewolf Ray untuk Pembelajaran Yulianto, Raysandi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1040

Abstract

This study presents General Background on the growing integration of game-based learning in English as a Foreign Language classrooms to support communicative competence. Specific Background highlights the need for interactive media that encourage high school students to practice speaking in authentic and low-anxiety contexts. Despite various digital and traditional game applications, Knowledge Gap remains in the development of structured social deduction card games specifically adapted to foster speaking confidence in secondary EFL settings. Aims of this study are to design and describe Ray’s Werewolf Social Life Deducting Card-Game as an interactive speaking learning media for high school students. Results indicate that the game structure, consisting of role-based cards, morning and night discussion phases, and persuasive interaction, creates opportunities for spontaneous verbal expression, collaboration, and critical thinking. Preliminary user feedback suggests increased student engagement and motivation during speaking activities. Novelty lies in the pedagogical adaptation of a social deduction card game into a structured EFL speaking medium with simplified English instructions and role-based communicative tasks. Implications suggest that this card-based learning media can serve as an alternative instructional tool to support communicative language teaching and reduce speaking anxiety in secondary education contexts. Keywords: Game-based Learning, EFL Speaking, Learning Media, Social Deduction Game, Speaking Confidence Key Findings Highlights Role-based interaction facilitates spontaneous oral communication in classroom settings. Cyclical discussion phases support collaborative reasoning and verbal argumentation. Card-based design provides structured yet flexible integration into secondary language lessons.
Short Video Media and Vocabulary Development in Young EFL Learners: Video Pendek dan Pengembangan Kosakata pada Pelajar Bahasa Inggris sebagai Bahasa Asing yang Masih Muda Setiawan, Muhammad Ade; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1043

Abstract

General Background: Vocabulary mastery is a fundamental component of English language learning, particularly for young learners in multilingual and technology-driven educational contexts. Specific Background: The integration of short video platforms in classroom instruction has become increasingly common, offering multimodal input aligned with cognitive multimedia learning principles. Knowledge Gap: Despite growing interest in digital video use, limited empirical evidence addresses students’ perceptions and vocabulary development within structured short video–based instruction for young EFL learners. Aims: This study aims to examine students’ perceptions of short video use in vocabulary learning and to analyze its contribution to vocabulary development in an English as a Foreign Language classroom. Results: The findings indicate positive student responses toward the use of short videos, highlighting improved vocabulary recognition, contextual understanding, and learning engagement supported by quantitative data analysis. Novelty: The study provides context-specific empirical evidence on short video–mediated vocabulary instruction within young learner settings, integrating perception analysis and structured quantitative measurement. Implications: These results contribute to technology-integrated language pedagogy and offer practical guidance for English teachers seeking to incorporate short video media into vocabulary instruction. Keywords: Short Video Learning, Vocabulary Development, Young EFL Learners, Multimedia Instruction, Student Perception Key Findings Highlights Students demonstrated strong acceptance of video-based classroom activities. Quantitative data showed measurable gains in lexical recognition and contextual usage. Multimedia-supported instruction aligned with cognitive learning principles in classroom practice.
Word Guess Bouquet for Junior High School Vocabulary Learning: Permainan Tebak Kata untuk Pembelajaran Kosakata Siswa SMP Rochmawati, Fivi; Fediyanto, Niko
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1044

Abstract

General Background Vocabulary mastery is a fundamental component of English language learning, supporting learners’ abilities in reading, writing, listening, and speaking. Specific Background Junior high school students often experience difficulties in acquiring and retaining verbs and nouns when instruction relies on conventional memorization-based approaches. Knowledge Gap Existing studies emphasize interactive media, yet limited attention has been given to tangible, game-based visual tools that integrate categorization and contextual use of vocabulary. Aims This study aims to examine the use of Word-Guess Bouquet as an interactive medium for learning English verbs and nouns among junior high school students. Results The findings indicate that the implementation of Word-Guess Bouquet supports students’ vocabulary mastery by encouraging active participation, collaborative learning, and contextual application of words. Students demonstrated improved ability to distinguish and use verbs and nouns during learning activities. Novelty This study introduces a bouquet-shaped visual learning medium that combines guessing, classification, and contextual sentence use within a game-based format. Implications The results suggest that integrating creative, student-centered media such as Word-Guess Bouquet can support vocabulary instruction in EFL classrooms and provide practical insights for teachers seeking interactive alternatives to traditional vocabulary teaching. Keywords : Word-Guess Bouquet, Vocabulary Learning, Verbs and Nouns, Junior High School, Interactive Media Key Findings Highlights Interactive bouquet-based media supported students’ active engagement in vocabulary learning Learners demonstrated clearer differentiation between verbs and nouns during activities Game-oriented visual tools encouraged collaborative and low-anxiety classroom interaction
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.
Pembelajaran Partisipatif: Upaya Mengatasi Keterbatasan Paparan Bahasa Indonesia pada Siswa Diaspora Mujahidah, Fitrah; Fediyanto, Niko
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.
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
Co-Authors Abadiyah, Nur Agustina, Sheila 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 Dwi Nastiti Febrian, Hartini Diaz Febriani, Intan Rahma Feri Tirtoni Ida Agustini Saidi Indah Apriliana Sari Wulandari Indah Apriliana Sari Wulandari Indarwati , Risna Joko Susilo Joko Susilo Lely Ika Mariyati Magfiroh , Nailil Muhammad Junaedi Mujahidah, Fitrah Nur Fahmawati, Zaki Nurrachma, Febrina Shanti Prasetyo Utomo Rahma, Zamruda Rochmawati, Fivi Safitri, Silvia Gita Sandy , Mochammad Septa Sari , Wanda Ardita Sarika, Septi Budi Septi Budi Sarika Setiawan, Muhammad Ade Sigit Hermawan Sriyono 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 Wiwit Hariyanto Wiwit Hariyanto Yuli Astutik Yuli Astutik Yulianto, Raysandi Zaki Nur Fahmawati