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All Journal Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) PROJECT (Professional Journal of English Education) Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan English Focus: Journal of English Language Education Getsempena English Education Journal Pedagogy : Journal of English Language Teaching Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) ABSYARA: Jurnal Pengabdian Pada Masyarakat Journal of English Language and Education ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Pengabdian Masyarakat Bhinneka Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Jurnal Pendidikan Indonesia (Japendi) Innovative: Journal Of Social Science Research Jurnal Penelitian Pendidikan Indonesia Journal of Authentic Research Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Jurnal Cendekia Ilmiah Jurnal Al-Husna Jurnal Cakrawala Akademika Indonesian Journal of Innovation in Education Research Journey: Journal of English Language and Pedagogy Jurnal Inovasi dan Pengabdian Kepada Masyarakat (JIPMas) Explorations in English Learning
Laila Wati
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Students’ Perceptions and Experiences of Using Google Translate as a Supporting Media in Learning Vocabulary at Senior High School Fikni, Zahratul; Usuluddin; Juliani; Wati, Laila
Journal of Authentic Research Vol. 5 No. 3 (2026): August
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4aka6b97

Abstract

This study aims to identify students' perceptions and experiences in using Google Translate as an English vocabulary learning tool at SMK Islam Islahul Ummah NWDI Anggaraksa. This study used a qualitative descriptive approach, with data collected through a Likert-scale questionnaire, semi-structured interviews, and documentation. Participants in this study were 15 10th-grade Management students who completed the questionnaire and 5 informants selected through purposive sampling for interviews. The questionnaire results showed that students' overall perceptions of the use of Google Translate fell into the "very positive" category with an average score of 4.24. Students considered Google Translate an application that was easy to use, accessible anytime and anywhere, and helpful in understanding the meaning of new vocabulary, both in terms of definition and pronunciation. The interview results revealed that students' experiences in using Google Translate varied and were influenced by their individual characteristics. Students who used Google Translate critically and combined it with clear learning strategies experienced increased learning independence and the ability to infer word meaning based on context. In contrast, students who used it passively tended to develop dependence, both cognitively and emotionally. This study concludes that the positive impact of Google Translate on vocabulary mastery is highly dependent on how students utilize the application, thus emphasizing the need for teacher guidance to direct students to use this tool critically and strategically during the learning process.
From Beliefs to Practices: Understanding English Teachers’ Literacy Perspectives in the Indonesian Context Yulia Agustina; M. Adib Nazri; Laila Wati
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 6 No. 1 (2026): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v6i1.2383

Abstract

This study investigated English teachers' beliefs and practices related to literacy teaching in the context of Indonesian education. The primary aim was to understand how teachers' conceptions of literacy are reflected in their classroom teaching practices, as well as to identify factors that influence the alignment or misalignment between beliefs and implementation. This study employed a convergent parallel mixed methods design involving 52 respondents who were recruited simultaneously in August–September 2025 through a Google Form. Quantitative data were analysed using Spearman's rho correlation test, while qualitative data were analysed thematically. The correlation test results showed that the four dimensions (linguistic, cognitive, social, and development) of teacher literacy were positively and significantly interrelated, with the highest correlation between the cognitive and developmental dimensions (r = 0.706), indicating that strong conceptual understanding greatly contributes to classroom practice. Qualitatively, teachers have integrated reading, writing, and speaking, but face the main challenges of low student reading interest and limited basic vocabulary. It is concluded that teacher literacy was a complex construct, where teachers' beliefs are often hampered by contextual constraints in the field. The implications of this study emphasize the need for institutional support and professional training to increase student motivation and provide relevant learning resources.
Fun English Untuk Siswa Kelas Rendah Di Gubuk Daya Kelayu Utara Laila Wati; Siti Maysuroh; Astrid Maulani; Ahmad Yusri
Jurnal Inovasi dan Pengabdian kepada Masyarakat (JIPMas) Vol. 2 No. 1 (2026): May
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/jipmas.v2i1.171

Abstract

This community service program aimed to improve elementary school students’ interest and basic competence in learning English through the implementation of Fun English Activities in Gubuk Daya, Kelayu Utara Village. The program was conducted due to the absence of English instruction in the local primary school, which limited students’ early exposure to the language. The activities were carried out in the form of tutoring sessions using a play-based learning approach that integrated games, songs, picture-based quizzes, and interactive activities focusing on basic vocabulary, simple expressions, adjectives, and colors. The results indicated that students showed improvement in vocabulary mastery, confidence in speaking, and learning motivation. The use of fun and interactive activities created a positive learning environment and encouraged active participation. Therefore, Fun English Activities proved to be an effective alternative strategy for introducing English to young learners in community-based educational programs.
Enhancing Students' Vocabulary Mastery through Kahoot-Based Formative Assessment Zahratul Fikni; Baiq Almalia Lestari; M. Junaidi Marzuki; Laila Wati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2634

Abstract

This study aimed to determine the effect of Kahoot-based formative assessment on students' vocabulary mastery and to describe the relationship between students' Kahoot scores and their post-test results. This study examined the effect of Kahoot-based formative assessment on tenth-grade students' vocabulary mastery at MA NW Kotaraja in the academic year 2025/2026. This studies examine whether the use of Kahoot-based formative assessment significantly improved students' vocabulary mastery, and how students' Kahoot scores related to their post-test results. This study used a pre-experimental design with a one-group pre-test post-test approach. The sample consisted of 22 students selected through purposive sampling from a total population of 92 tenth-grade students. Data were collected through a pre-test, five Kahoot-based formative assessment sessions covering 50 daily activities vocabulary items, a post-test, and brief interviews with six selected students. The pre-test and post-test each consisted of 50 multiple-choice items with a maximum score of 100. Data were analyzed using the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, effect size calculation, and descriptive comparison. Results showed statistically significant improvement in vocabulary mastery with p = 0.028 and effect size r = 0.47, indicating a medium effect. The mean score increased from 60.45 to 77.64. Descriptively, 81.8% of students with high Kahoot scores achieved good or very good post-test results. These findings confirm that Kahoot-based formative assessment effectively enhances EFL students' vocabulary mastery.
Students’ Perceptions of Direct Instruction in Learning Subject–Verb Agreement in Writing Ahmad Yusri; Laila Wati
Indonesian Journal of Innovation in Education Research Vol. 2 No. 2 (2026): July
Publisher : Yayasan Arfah Bin Haji Muhammad Saleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63980/ijier.v2i2.237

Abstract

This study aims to investigate students’ perceptions and identify the benefits and difficulties experienced by students when learning subject–verb agreement through Direct Instruction. The method used in this research used a qualitative descriptive study. The participants were 35 students from the English Education Department of Universitas Hamzanwadi. The data were collected using questionnaires. The findings showed that the Direct Instruction Model was useful for teaching subject–verb agreement because clear explanations, examples, demonstrations, guided practice, and feedback helped students understand and apply the rules, particularly in simple sentences. This study concludes that the Direct Instruction Model improved students’ understanding, carefulness, interest, and confidence in writing. However, more guided practice, contextual exercises, paragraph writing, and self-editing activities are needed to help students apply subject–verb agreement consistently. Since the study used a questionnaire, the findings reflected students’ perceptions rather than direct improvements in writing performance
UNVEILING PATRIARCHAL STRUCTURES AND FEMALE DEFIANCE IN DIAN PURNOMO`S PEREMPUAN YANG MENANGIS KEPADA BULAN HITAM: A FEMINIST ANALYSIS Fikni, Zahratul; Husnu, Muhammad; Nurjaningsih, Fiyola; Wati, Laila
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57034

Abstract

This article investigates the intricate dynamics of systemic patriarchy and women’s resistance as portrayed in Dian Purnomo’s novel, Perempuan yang Menangis Kepada Bulan Hitam. Utilizing Sylvia Walby’s structural theory of patriarchy alongside bell hooks’ feminist perspectives on resistance, the study examines how the protagonist navigates the deeply oppressive cultural tradition of kawin tangkap (bride capture) in Sumba. Adopting a qualitative descriptive methodology, the research analyzes textual data to uncover the underlying mechanisms of male domination and female agency. The findings demonstrate that patriarchal control is systematically enforced through the cultural normalization of subjugation, multi-dimensional gender-based violence, and the institutionalization of forced marriage. In response to this profound oppression, the protagonist exhibits a dynamic trajectory of defiance, evolving from immediate verbal and emotional rejection to strategic silence and, ultimately, open physical rebellion and formal legal confrontation. This study concludes that the novel serves not merely as a fictional narrative, but as a critical socioliterary document that exposes tradition-based violence while emphatically championing women’s inherent capacity to challenge and dismantle entrenched patriarchal frameworks.
Co-Authors Abd. Rasyid Syamsuri Adib Nazri Ahmad Yusri Arfah, Hajriana Asrol Muhtadin Astrid Dwimaulani Astrid Maulani Azizka, Baiq Zara Baiq Almalia Lestari Budiman Budiman Danti, Siti Dwimaulani, Astrid Fairus, Rohima Nurfarahin Ghifrah, Ella Hajriana Arfah Hamburabbi, Muhammad Hamzhani Wathoni Humaira, Intan Islam, Bangun Juliani Laila Nurizmi Lasmini Lasmini, Lasmini Luri Dini Ayu M. Adib Nazri M. Junaidi Marzuki Maisyuri, Maisyuri Maman Asrobi Masyuroh, Siti Maulidin, Maulidin Muawanah Muawanah Muh. Fahrurrozi Muhammad Furqan, Muhammad Muhammad Husnu Muhammad Ihsan Jauhari Muhammad Yazid Munazir, Munazir Munthasir, Sulthan musfichin, musfichin Muslimaini Muti’ain Muti’ain, Muslimaini Nahrul Rizal Najwa Suhartati Nikmah, Wahida Nurhayati Nurhayati Nurjaningsih, Fiyola Nurul Hidayati Nurul Hindri Nurul Yusri Prasetyaningrum, Ari Pratama, M. Iskandar Putri, Nurhidayatika Sabili, Aling Siyan Seftiana, Nisa Siti Husna Maab Siti Maysuroh Siti Zurriyatun Sholihah Sri Wahyuni Suhaini Sukmawati, Lisa Surayya, Ayu Surayya, St. Ayu Tesa Widiya Nurimartina Umarul Dirgan Ramadhan Usuluddin Usuluddin Usuluddin Usuluddin, Usuluddin Wathani, Hamzani Wathoni, Hamzani Wathoni, Hamzhani Yulia Agustina Yulia Agustina Yulia Hairina Zahratul Fikni Zuhroni, Siti Fatimatuz Zulfa, Riang Permata