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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) English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) Klasikal: Journal of Education, Language Teaching and Science 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 SENTRI: Jurnal Riset Ilmiah Jurnal Pengabdian Masyarakat Bhinneka Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Jurnal Pendidikan Indonesia (Japendi) Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Jurnal Penelitian Pendidikan Indonesia Journal of Authentic Research Jurnal Intelek Insan Cendikia 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 Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions 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’ Anxiety in Undergraduate Thesis Writing Ari Prasetyaningrum; St Ayu Suraya; Astrid Dwi Maulani; Laila Wati
English Language in Focus (ELIF) Vol. 8 No. 2 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.2.115-124

Abstract

Undergraduate thesis is the final task that must be submitted by students of the English Study Program at Hamzanwadi University as proof of their achievement in conducting scientific research. However, the process of writing an undergraduate thesis often causes anxiety since the students come from an English as a Foreign Language (EFL) context. This study aimed to analyze the level and types of anxiety. A descriptive quantitative approach was used in this study. The study involved 20 students as participants. The researchers distributed questionnaires to identify the students’ anxiety level and types of anxiety during the process of undergraduate thesis writing. According to the findings from the questionnaires, the students experienced a severe level of anxiety, with the dominant types being somatic anxiety, followed by cognitive anxiety and avoidance behaviour. Therefore, it is necessary to provide strategies to improve students’ competence and self-confidence so that they can produce a qualified final task.
EFL Students’ Reliance on ChatGPT as Writing Support: A Study on Thesis Writing at Hamzanwadi University Muhammad Jihadul Khairi Rizki; Siti Maysuroh; Laila Wati; Ari Prasetyaningrum
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.v7i3.2945

Abstract

The research investigates the use of ChatGPT by EFL learners for their thesis writing in Hamzanwadi University. A sequential explanatory mixed-methods design was utilized whereby quantitative data were collected through questionnaires from 55 participants who are in the eighth semester while qualitative data were obtained from semi-structured interviews conducted with five purposive respondents. The study results showed a high level of functional reliance on ChatGPT with respect to the ability to understand certain complex theories, improve the grammar, and write paragraphs among students. Yet, psychological and cognitive dependence of students were at moderate levels. Hence, students are able to retain their critical thinking abilities and independence in academic pursuits and consider AI as their cooperating language helper rather than cognitive worker's replacement. Such a phenomenon that may be called "Controlled Reliance" proves that expansion of AI technologies application is not a reason for the lack of independent thinking. Therefore, the higher education institutions are encouraged to devise AI literacy courses aimed at enhancing the usage of artificial intelligence rather than prohibitive measures.
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.
USING PODCAST IN TEACHING SPEAKING AT UNIVERSITAS HAMZANWADI Muhammad Ali; Laila Wati; M. Adib Nazri; Yulia Agustina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63635

Abstract

Indonesian English as a Foreign Language (EFL) students persistently struggle with speaking proficiency, a challenge exacerbated by teacher-centered instruction that lacks authentic communicative practice. This study aims to investigate the effect of paired podcast activities—unscripted, collaborative digital audio tasks—on students' speaking proficiency. Employing a quasi-experimental pretest-posttest design, the research involved 46 second-semester students at Universitas Hamzanwadi, assigned to an experimental group (n=29) and a control group (n=17). Data were collected through speaking performance tests evaluated via an analytic rubric (assessing pronunciation, fluency, vocabulary, grammar, and comprehension) and a post-intervention student questionnaire. Wilcoxon Signed-Rank tests revealed significant within-group improvements for both cohorts. While the Mann-Whitney U test indicated no statistically significant difference in post-test scores between the groups (p = 0.378), the experimental group demonstrated a descriptively higher mean gain (2.55 vs. 1.24), predominantly in fluency and vocabulary, alongside a homogenized proficiency variance. Furthermore, a medium practical effect size (Cohen's d = 0.551) and highly positive affective responses (Overall M = 3.65) were recorded. The study concludes that despite sample size constraints limiting statistical superiority, paired podcast activities provide a practically meaningful, highly engaging pedagogical framework that accelerates conversational fluency and facilitates peer scaffolding in EFL classrooms.  
Peran Teaching Factory Pastry dan Bakery dalam Menyiapkan Lulusan Siap Kerja di Industri Pariwisata (Studi Kasus SMK Pariwisata NWDI Aik Bual) Dwi Ayudiya Putriama; Laila Wati; Evilia Rochmi
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 8 (2026): SENTRI : Jurnal Riset Ilmiah, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i8.7039

Abstract

The Pastry and Bakery Teaching Factory programme at NWDI Aik Bual Tourism Vocational School plays a strategic role in preparing graduates to meet the competencies required by the tourism industry. This study aims to analyse the role of the Pastry and Bakery Teaching Factory in developing students' work readiness for the tourism sector. A qualitative research approach was employed using observation, semi-structured interviews, and documentation as data collection techniques. The collected data were analysed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that the Teaching Factory effectively enhances students' work readiness by providing authentic industry-based learning experiences. Students acquire not only technical competencies in pastry and bakery production but also professional attitudes, communication skills, customer service abilities, marketing knowledge, and entrepreneurial competencies. Furthermore, the programme familiarises students with production workflows and business management practices that closely resemble real industrial environments. However, several challenges remain, including limited facilities, production equipment, and business capital, which affect the programme's optimal implementation. Strengthening collaboration with industry partners and improving school production facilities are considered essential to maximise the effectiveness of the Teaching Factory. In conclusion, the Pastry and Bakery Teaching Factory serves as an effective learning model for equipping vocational students with the knowledge, skills, and professional attitudes required to enter the tourism industry.
Co-Authors Abd. Rasyid Syamsuri Ahamd Yusri Ahmad Yusri Ari Prasetyaningrum Arie Prasetyaningrum Asrol Muhtadin Astrid Dwi Maulani Astrid Dwimaulani Astrid Maulani Azizka, Baiq Zara Baiq Almalia Lestari Budiman Budiman Danti, Siti Dwi Ayudiya Putriama Era Rosdiana Febrianti Evilia Rochmi Fairus, Rohima Nurfarahin Fina Islami Ghifrah, Ella Hajriana Arfah Hamburabbi, Muhammad Hamzani Wathoni Hamzhani Wathoni Humaira, Intan Islam, Bangun Juliani Laila Nurizmi Lasmini Lasmini Lasmini, Lasmini Luri Dini Ayu M. Adib Nazri Maisyuri, Maisyuri Maman Asrobi Masyuroh, Siti Maulidin, Maulidin Muawanah Muawanah Muh. Fahrurrozi MUHAMMAD ALI Muhammad Furqan, Muhammad Muhammad Husnu Muhammad Ihsan Jauhari Muhammad Jihadul Khairi Rizki Muhammad Junaidi Marzuki 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 Pratama, M. Iskandar Putri, Nurhidayatika Rabiatun Adawiah Riang Permata Zulfa Sabili, Aling Siyan Seftiana, Nisa Siti Ayu Surayya Siti Husna Maab Siti Maysuroh Siti Zurriyatun Sholihah Sri Wahyuni St Ayu Suraya Suhaini Sukmawati, Lisa Tesa Widiya Nurimartina Ulviani Ulviani Umarul Dirgan Ramadhan Usuluddin Usuluddin, Usuluddin Usuludin Usuludin Wathani, Hamzani Wathoni, Hamzhani Yulia Agustina Yulia Agustina YULIA AGUSTINA Yulia Hairina Yulia Kaswari Yulistiana Yulistiana Zahratul Fikni Zuhroni, Siti Fatimatuz Zulfa, Riang Permata