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All Journal Voices of English Language Education Society Attractive : Innovative Education Journal Madani : Journal of Social Sciences and Social Science Education J-Shelves of Indragiri (JSI)
Feri Ferdiyanto
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Essay Writing Performances at the Tertiary Level:The Case of Indonesian EFL Learners Achmad Kholili; Feri Ferdiyanto
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i1.1916

Abstract

Some methods and approaches have been put into practice by stakeholders, including both teachers and lecturers in the teaching and learning process of English, specifically writing. Nevertheless, writing English is still burdensome for some learners, particularly EFL learners. For this reason, the survey study was conducted to point out the mistakes made by the students in composing an essay. Eleven EFL learners, coming from non-Anglicized linguistic and cultural backgrounds at the Institut Ilmu Keislaman Zainul Hasan Genggong, Probolinggo, East Java, Indonesia were taken out as the sample of this study. The major instruments distributed were writing prompts and a semi-structured interview. Their writing results were scored with the scoring scale adopted from Jacobs (1981), cited in (Weigle, 2002, p. 116). From the five components in writing, consisting of Vocabulary, Content, Language Use related to the ideas in the text, Organization of the text, and Mechanics, the results demonstrate that Language use (Tense, Preposition, Run-ons, and Articles)and Mechanics (Spelling, Punctuation, and Capitalization) are dominant errors committed by the EFL Learners in writing.
PENGARUH MEDIA AMPLOP MISTERIUS TERHADAP MOTIVASI DAN HASIL BELAJAR IPS SISWA MTs NEGERI 2 PROBOLINGGO Kulsum, Umi; Feri Ferdiyanto
Madani : Journal of Social Sciences and Social Science Education Vol. 1 No. 2 (2023): Juli 2023
Publisher : Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/yvpwgk89

Abstract

Low student learning outcomes can come from students, teachers, low motivation, inadequate facilities and infrastructure, students being less active in the learning process, and a lack of variety in learning methods and learning media used by teachers. The aim of this research is to determine the effect of mysterious envelope learning media on student motivation and learning outcomes in social studies subjects. This research uses a preexperimental design with one group preset-posttest. The sample for this research was class VIII E students at MTs Negeri 2 Probolinggo, totaling 20 students. Data analysis used SPSS 22, namely descriptive analysis, normality test, homogeneity test, paired/dependent t test. The research results obtained from questionnaire data and pretest and posttest scores for class VIII E MTs Negeri 2 Probolinggo students show that there are differences in learning motivation and student learning outcomes between before receiving treatment and after receiving treatment. Because the student learning motivation data has a value of t=52.838> 2.02269, thus H0 is rejected and Hi1 is accepted. And in the pretest-posttest value, the value of t = 23.006 > 2.02269, thus H0 is rejected and Hi2 is accepted. So it can be concluded that there is an influence of the mysterious envelope learning media on students' motivation and social studies learning outcomes.
THE ROLE OF METACOGNITIVE SKILLS IN IMPROVING READING COMPREHENSION AMONG HIGH SCHOOL STUDENTS Feri Ferdiyanto
J-Shelves of Indragiri (JSI) Vol 6 No 2 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i2.2854

Abstract

Metacognitive skills are widely recognized as crucial for developing reading comprehension, yet there remains a gap in understanding the most effective instructional approaches for high school students facing increasingly complex texts. This study aims to address this gap by investigating the impact of explicit metacognitive strategy instruction on reading comprehension among high school students. Using a quasi-experimental design, 100 students were assigned to either an experimental group, which received 12 weeks of structured metacognitive strategy instruction, or a control group, which continued with standard reading instruction. Data were collected through pre-test and post-tests, and analyzed using SPSS to evaluate the effects of metacognitive instruction. Results demonstrated a significant improvement in reading comprehension scores in the experimental group compared to the control group, with an effect size of 0.89, indicating a substantial benefit of metacognitive strategies. Qualitative feedback from the experimental group further revealed increased self-awareness, engagement, and confidence in reading comprehension tasks. These findings underscore the effectiveness of integrating explicit metacognitive strategy instruction into high school curricula to support students’ development of critical reading skills. This study contributes to existing literature by providing empirical evidence on the positive impact of metacognitive skills training in secondary education, suggesting that structured metacognitive approaches can enhance students’ reading comprehension and foster more independent, reflective learning practices.
The Impact of Youtube on Mind Mapping Method on Students English Speaking Skills Nuril Fahmi Ulumiddin; Feri Ferdiyanto; Raudhatul Islam
Attractive : Innovative Education Journal Vol. 7 No. 2 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i2.1915

Abstract

This This study aims to investigate the effect of integrating YouTube with the mind mapping method on students' English-speaking skills. A qualitative descriptive approach was employed, with data collected through observation, questionnaires, and interviews. The participants were seven students from the English Education Study Program at Zainul Hasan Genggong Islamic University who implemented the ABC (Aksi Belajar Cerdas)-based mind mapping method supported by the YouTube platform to enhance their speaking abilities. The findings indicate that the use of YouTube as a supplementary medium in the ABC-based mind mapping method has a positive impact on students’ confidence, fluency, and vocabulary acquisition in spoken English. Additionally, the method fosters greater student engagement and creativity in expressing ideas in a structured manner during classroom discussions. Nevertheless, the study also highlights the potential for distraction when students use YouTube, emphasizing the need for self-awareness and discipline to ensure its effective use for academic purposes. This study contributes to the growing body of research on digital-assisted language learning by demonstrating the effectiveness of combining YouTube with mind mapping techniques to enhance English-speaking skills. It also offers practical recommendations for managing media use in educational settings to maximize learning outcomes.
Co-Authors Achmad Kholili Nuril Fahmi Ulumiddin Raden Mohamad Herdian Bhakti Raudhatul Islam