Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal Voices of English Language Education Society Madani : Journal of Social Sciences and Social Science Education J-Shelves of Indragiri (JSI) Journey: Journal of English Language and Pedagogy
Feri Ferdiyanto
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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.
A Qualitative Inquiry into the Socio-Economic Determinants of English Learning Motivation among University Students Wijaya, Ahmad Krisnawan; Feri Ferdiyanto; Zainuddin, Zainuddin
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3108

Abstract

The present research seeks to explore how certain social and economic factors affect the motivational process of learning English among university students at Islamic Zainul Hasan Genggong University. A qualitative case study was chosen as the research methodology, and data were collected through written interviews with 10 students from the Department of English Education across various semesters. Thematic analysis was used to analyze the data. From the results, it can be noted that students’ motivation is shaped by interactions among factors such as family influence, peer environment, exposure to technology, and economic conditions. Family expectations and cultural norms contribute to instilling a sense of responsibility and commitment to studies in students. Peer involvement and digital communication provide further avenues for exposure to the target language. Financial pressures, on the one hand, make learning difficult owing to the lack of necessary study materials and increased stress, while on the other hand, they motivate the students to learn English so as to secure better job opportunities in the future.
Co-Authors Achmad Kholili Raden Mohamad Herdian Bhakti Wijaya, Ahmad Krisnawan Zainuddin, Zainuddin