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All Journal EXPOSURE JOURNAL ELLITE: Journal of English Language, Literature, and Teaching Indonesian Journal of Cultural and Community Development JOLLT Journal of Languages and Language Teaching Proceedings of The ICECRS Jurnal Pengabdian Mandiri Asshika: Journal of English Language Teaching and Learning Academia Open
Dian Novita
Universitas Muhammadiyah Sidoarjo
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Academia Open

 1 
Analysis of Students Perception in Reading Comprehension of English Texts at Junior High School: Analisis Persepsi Siswa dalam Pemahaman Membaca Teks Berbahasa Inggris di SMP Dwi Pundi Lestari; Dian Novita
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2224

Abstract

The purpose of this study was to identify the difficulties faced by students in reading comprehension of English texts and to identify the factors causing students' difficulties in understanding reading English texts in class VIII-B students of SMP Muhammadiyah 9 Boarding School. This research is qualitative. Data collection techniques used are tests and interviews. This study uses data analysis techniques from Miles and Huberman (1992), there are three steps of data analysis, namely data reduction, data display, and drawing conclusions. Based on the research results, students have difficulty in determining the main idea, understanding vocabulary, making conclusions, and looking for detailed information. The results of interviews regarding the factors that cause students' difficulties in understanding English reading texts are difficulties in understanding long sentences in the text, inadequate teacher intervention, and difficulties in understanding vocabulary, the home environment, and the school environment.
Analysis of Students' Speaking Skill Using Scaffolding Strategy: Analisis Keterampilan Berbicara Siswa Menggunakan Strategi Scaffolding Ayu Kinasih; Dian Novita
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2238

Abstract

Based on observation made by the researcher of the eleventh grade student at SMAN 1 Porong, it discovered that students often find out difficulties while learning English, especially in speaking. These problems are faced by several factors such as unconfidently, lack of courage and seldom practiced. The implementation of scaffolding strategy in EFL learning might be an ideal solution to solve students’ poor speaking skill. This research aims to analyse students’ speaking ability after achieving the scaffolding strategy treatment. Under the descriptive quantitative method, the data were collected through students’ speaking performance. The sample comprised XI IPS 3 which consists of 34 students. The data were taken by giving speaking test in which students were required to retell their past experience after the teacher implemented scaffolding strategy. Here, the test assessed using five aspects of spoken language including pronunciation, grammar, vocabulary, fluency, and comprehension. The result of the study shows that 94 % out of 34 students have good performance in speaking.
PQRST (Preview, Question, Read, State and Test) Strategy in Analyzing Students’ Reading Comprehension of Narrative Text Strategi : PQRST (Preview, Question, Read, State and Test) dalam Menganalisis Pemahaman Membaca Siswa pada Teks Narasi Gladysia Idolani; Dian Novita
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2360

Abstract

The application of strategy in the learning process can be crucial to support the students’ competence. This study is descriptive - survey research data was obtained from the questionnaire. This study aims to determine the use of the PQRST strategy to improve the reading ability of class XI BHS students at SMAN 1 Porong. The participants in this study were 31 students. In this questionnaire, the researcher gave 10 questions related to learning English, especially in reading and learning after being given the strategy. Based on the questionnaire, it was found that student's like to be taught using the PQRST strategy. It can be seen from the questionnaire question, more student's choose Yes than No and only some students choose sometimes. This is reinforced from the results of the questionnaire that the application of the PQRST strategy is able to help students improve their reading skills and students understand the content of the text from reading.
Analysis of Teaching Strategies in Reading Comprehension to Seventh Grade Students in Junior High School: Analisis Strategi Mengajar Dalam Pemahaman Membaca Pada Siswa Kelas Tujuh di Sekolah Menengah Pertama Mochammad Teguh Ade Pranata; Dian Novita
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.2517

Abstract

Reading comprehension is a person's ability to know and understand the meaning contained in a reading text. Teaching strategy is a teacher’s scheme in teaching and learning process to achieve a aim which have plan. The study aimed to explore teaching strategies and implementation in reading comprehension in seventh grade students at SMPN 2 Jabon Sidoarjo. This research method is qualitative research. The subject of this research is an English teacher at SMPN 2 Jabon Sidoarjo. The research instrument is a checklist of observations and interviews. The results of the study found that there were three strategies used by the teacher, Text-Based Instruction, Finding the meaning (scaffolding) and exercise (online learning). With Text-Based Instruction the teacher provides several steps to improve students' reading comprehension skills, Finding the meaning (scaffolding) strategies to help students develop ideas that can be read by students, and exercises (online learning) to hone students' skills while studying at home.
The Influence of Digital Comics in Teaching Grammar for EFL Students during the COVID-19 Pandemic : Pengaruh Komik Digital dalam Pengajaran Grammar untuk Siswa EFL selama Pandemi COVID-19 Rifki Arya Sandika; Dian Novita
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.2853

Abstract

This research aims to identify the influence of digital comic media on EFL students' grammatical knowledge during the COVID-19 pandemic. The approach used in this research is quantitative which data collection techniques used pre-test, treatment, and post-test. This research used 21 students of class VIII-C as research subjects at MTs Maarif NU Ngaban academic year 2021-2022. The results of this study showed mean score on student learning outcomes increased by 61,4%. Moreover, the results of hypothesis testing show the value of Sig. (2-tailed) was 0,000 < 0,005, so H0 is rejected. This means that the results of the research show that there is a significant impact on the use of digital comics as a medium for teaching grammar at MTs Maarif NU Ngaban academic year 2021-2022.
Genre Based Approach Implementation in Narrative Writing Instruction Hanindita Putri Ashari; Dian Novita
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11845

Abstract

General Background: Writing is a fundamental component of English language learning, yet many junior high school students struggle to organize ideas and apply appropriate linguistic structures. Specific Background: The Genre-Based Approach offers a structured teaching cycle that supports students in understanding text types, purposes, and language features, particularly in narrative writing. Knowledge Gap: Although prior studies report improvements in writing performance, limited attention has been given to how teachers address practical classroom challenges during implementation. Aims: This study explores how an English teacher implemented the Genre-Based Approach in teaching narrative texts, identifies the challenges encountered, and examines the strategies used to address them. Results: Using qualitative methods through classroom observations and semi-structured interviews, the study found that the approach was applied systematically through four stages: building knowledge, modelling, joint construction, and independent construction. Major obstacles included low student learning interest and limited English vocabulary, which hindered comprehension and participation. The teacher addressed these issues using adaptive strategies such as digital media, educational games, mixed-language instruction, collaborative group work, and motivational feedback. Novelty: The research provides an in-depth classroom-level analysis of adaptive teaching practices that support Genre-Based pedagogy under real constraints. Implications: The findings underscore the importance of teacher flexibility, scaffolding, and context-responsive strategies to sustain student engagement and support writing development in EFL classrooms. Highlights: Instruction followed a sequential teaching cycle from knowledge building to independent work. Learners’ low interest and restricted vocabulary emerged as primary classroom barriers. Adaptive practices involving media, collaboration, and feedback supported student participation. Keywords: Genre-Based Approach; Narrative Writing; EFL Instruction; Teaching Strategies; Junior High School
Students View Oral Presentations as Drivers of Speaking Development Ainur Rohmah Azhari; Dian Novita
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11887

Abstract

General Background: English speaking proficiency is a crucial competence for academic communication in foreign language contexts, yet many learners struggle with confidence, vocabulary, and pronunciation when speaking publicly. Specific Background: Classroom oral presentations are widely used to encourage active language use, particularly in bilingual programs where students are expected to communicate in English. Knowledge Gap: Despite their frequent use, limited research has examined students’ perceptions of oral presentations through an integrated cognitive, affective, and conative framework at the junior high school level. Aims: This study explores students’ perceptions of the oral presentation method for developing English speaking ability using Schiffman and Kanuk’s three-component perception model. Results: Findings from semi-structured interviews with four eighth-grade students indicate positive perceptions across all components: cognitively, students reported gains in vocabulary, sentence construction, pronunciation, and idea organization; affectively, initial anxiety gradually shifted into confidence and pride; conatively, students demonstrated strong motivation through deliberate preparation, rehearsal, and preference for presenting in English. Novelty: The study offers a comprehensive perspective by simultaneously examining how students think, feel, and act toward presentation activities rather than focusing solely on skill outcomes. Implications: These findings suggest that oral presentations can serve as a holistic pedagogical strategy that supports linguistic development, emotional readiness, and active learning behavior in English as a foreign language classrooms. Highlights: Learners reported growth in vocabulary use, pronunciation accuracy, and idea organization during classroom tasks. Emotional responses shifted from nervousness to confidence after repeated practice opportunities. Participants showed strong preparation habits, including rehearsal, material mastery, and choosing English for delivery. Keywords: Oral Presentation Method; Speaking Ability; Student Perception; EFL Learners; Junior High School
Board Game: Does it Boost Students’ English Daily Activity Expression Mastery? Permainan Papan: Apakah Permainan Papan Dapat meningkatkan Kemampuan Siswa dalam Mengekspresikan Aktivitas Sehari-hari dalam Bahasa Inggris? Layyinatul Af"idah; Dian Novita
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11970

Abstract

This study aims to determine the effect of using board game in improving seventh-grade students’ English daily activity expression comprehension using the simple present tense. Many students’ experience difficulties in expressing daily activy in English, because of their limited vocabulary, lack of fluency in speaking, and low of self-confidence when constructing sentences.To overcome these issues, a pre-experimental design with a one-group pre-test and post-test was applied. The research involved 23 seventh-grade students from a junior high school in Sidoarjo. The procedure included administering a pre-test, delivering three sessions of treatment using a board game, and conducting a post-test. Students' proficiency in vocabulary, grammar, understanding, fluency, and pronunciation were evaluated using the tests to measure their comprehension regarding the daily activity expression. The data were analyzed using the Wilcoxon Signed Rank Test in SPSS. The results showed a significant increase in students' speaking scores from a mean of 67 in the pre-test to 81 in the post-test, with a significance value of 0.000, indicating the rejection of the null hypothesis. These findings suggest that board game has an impact in enhancing students’ English daily activity expression mastery. Besides improving students’ speaking skills, board game also creates a fun, relaxed atmosphere that motivates students to speak more confidently. Thus, board games can be considered a useful in teaching English expressions, especially in describing daily activity.
KWL Plus Strategy Improves Ninth Grade Reading Comprehension Achievement Indah Nur Fita; Dian Novita
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12224

Abstract

General Background: Reading is a complex cognitive process requiring integration of linguistic skills, prior knowledge, and comprehension strategies. Specific Background: Many junior secondary students struggle to understand English texts, particularly recount texts, due to low interest, limited practice, and difficulty grasping content meaning. Knowledge Gap: Although various instructional strategies exist, the KWL Plus strategy has not been implemented at the studied school, leaving uncertainty about its classroom outcomes in this context. Aims: This study investigates whether the KWL Plus strategy improves ninth-grade students’ reading comprehension achievement compared with conventional instruction. Results: Using a true experimental pretest–posttest design with experimental and control groups, both groups showed significant score gains, but the experimental group achieved a higher mean increase (14.040) than the control group (7.083), with significance values of 0.000. Novelty: The study provides empirical evidence from a setting where the strategy had not previously been applied, demonstrating stronger gains under structured metacognitive instruction. Implications: The findings suggest that incorporating KWL Plus into English reading lessons can support more active learning, deeper text understanding, and improved academic performance in junior secondary classrooms. Highlights: Students receiving the intervention achieved substantially larger score gains than peers in conventional classes. Statistical testing confirmed meaningful differences between initial and final assessments in both groups. Structured metacognitive activities promoted stronger engagement with recount texts. Keywords: KWL Plus strategy; Reading Comprehension; Ninth Grade Students; True Experimental Design; English Language Learning
Co-Authors Ainur Rohmah Azhari Ali Mustofa Ayu Kinasih Dona Nur Faizah Dwi Pundi Lestari Dwita Laksmita Rachmawati Fabiola Dharmawati Kurnia Fika Megawati Gladysia Idolani Hanindita Putri Ashari Indah Nur Fita Layyinatul Af"idah M Hasymi Hamdani Mochammad Teguh Ade Pranata Rahmadyanti Yusnitasari Rifki Arya Sandika suseno, edy Thalia Hafitsa Mulya Tri Linggo Wati Yufenti Oktafiah