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All Journal PREMISE: Journal of English Education and Applied Linguistics PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Educatio Pendas : Jurnah Ilmiah Pendidikan Dasar Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) LANGUA: Journal of Linguistics, Literature, and Language Education English Language in Focus (ELIF) ELT in Focus Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Journal of English Language and Education Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Journal of Authentic Research Jurnal Cendekia Ilmiah Langua: Journal of Linguistics, Literature, and Language Education Jurnal Pengabdian Cendekia Jurnal Pengabdian Masyarakat Madani INTERACTION: Jurnal Pendidikan Bahasa Journey: Journal of English Language and Pedagogy
Zahratul Fikni
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT 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 Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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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 (Inpres)
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.
From Policy to Pedagogy: English Teachers’ Lesson Planning and Classroom Enactment of Mindful, Meaningful, and Joyful Learning Romzi, Muhamad Romzi; Junaidi , M.; Yusri, Ahmad; Fikni, Zahratul
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/jar.v5i3.6209

Abstract

This study investigates the implementation of Mindful, Meaningful, and Joyful Learning (MMJL) principles within the Merdeka Curriculum framework in English language teaching at SDN 01 Pijot Utara. The research subjects consisted of a sixth-grade English teacher who served as both the designer of the Teaching Module and the classroom practitioner, along with sixth-grade students as secondary participants. Adopting a qualitative descriptive case study design grounded in Policy Enactment theory, data were collected through document analysis of the Teaching Module and systematic classroom observations. The findings reveal that while the MMJL principles are thoroughly embedded in the macro-structural design of the Teaching Module and successfully enacted during foundational and receptive instructional phases, a significant divergence occurs during productive phases. Activities demanding student autonomy, such as independent writing, reflection, and collaborative summarization, were only partially enacted, largely due to a lack of anticipatory scaffolding in the written plan and the persistence of teacher-centered norms intended to manage classroom silence. The study concludes that although MMJL principles effectively support classroom management and emotional well-being, their potential to drive higher-order intellectual engagement remains constrained by the gap between policy intentions and classroom realities. Practically, this research contributes to curriculum development and teacher training by recommending that Teaching Modules evolve into dynamic pedagogical instruments, supplemented by anticipatory scaffolds and differentiated strategies, to bridge the distance between curriculum vision and practice.
EFL Learners’ Perception in Using Picture Series-Based Storytelling to Develop Reading Comprehension Zahratul Fikni; Murniati Murniati; Astrid Dwimaulani; Yulia Agustina
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.5274

Abstract

In many EFL contexts, students struggle to develop adequate reading comprehension due to limited vocabulary and an over-reliance on teacher-centered instructional methods. This study aims to examine how EFL learners perceive picture series-based storytelling in developing reading comprehension and to identify the contextual difficulties students face when using this strategy. Employing a descriptive qualitative design, empirical data were collected from 16 eighth-grade students at MTs NWDI Loyok through a Likert-scale questionnaire, semi-structured interviews, and participatory classroom observation. The findings reveal that students hold predominantly positive perceptions of the strategy, reporting stronger motivation, greater confidence, and higher engagement when reading is scaffolded by visual and narrative support. However, students also encountered distinct psychological, linguistic, and contextual difficulties, specifically foreign language anxiety when retelling stories, struggles with limited vocabulary, and a loss of concentration due to classroom noise. The study concludes that picture series-based storytelling is a highly useful and motivating strategy for EFL reading comprehension in rural schools, provided that teachers proactively support students with vocabulary preparation and structured classroom management.
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.
LEVERAGING AUGMENTED REALITY (AR) LEARNING MEDIA INTEGRATED WITH ASSEMBLR EDU TO ENHANCE EFL STUDENTS’ VOCABULARY RETENTION Siti Ayu Surayya; Baiq Helmalya Roshita; Zahratul Fikni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60548

Abstract

Vocabulary retention remains a significant challenge in learning English as a Foreign Language (EFL), especially in settings with limited language exposure. Conventional teaching methods are often less interactive and less effective at supporting long-term vocabulary retention. This study aims to determine the effect of Augmented Reality (AR) learning media integrated with Assemblr Edu on the vocabulary retention of EFL students at SMPN 1 Terara. This study used a one group pre-experimental design with a pre-test and post-test involving 30 eighth-grade students selected through cluster random sampling. Data were collected using a vocabulary retention test consisting of 20 items and were analyzed using descriptive statistics, the Kolmogorov-Smirnov and Shapiro-Wilk normality tests, a paired t-test, and Normalized Gain (N-Gain). The results showed that the students’ average score increased from 66.67 on the pre-test to 80.83 on the post-test, with an average difference of 14.17 points. The paired-sample t-test yielded a t-value (29) of 14.167, p = 0.000 (< 0.05), indicating a statistically significant difference between the pre-test and post-test scores, thereby rejecting the null hypothesis (H₀) and confirming the alternative hypothesis (H₁). The N-Gain analysis yielded an average score of 42.38% (medium category). These findings indicate that AR media integrated with Assemblr Edu is quite effective in improving EFL students’ vocabulary retention through interactive, contextual, and immersive learning experiences. Keywords: Augmented Reality, Assemblr Edu, EFL, Vocabulary Retention, Pre-Experimental.
The Effect Of Implementing The Problem-Based Learning (PBL) Model On Enhancing Students’ Active Participation And Critical Thinking Skills Fitri, Ramdani Aidiatul; Sri Wahyuni; Hajriana Arfah; Zahratul Fikni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64160

Abstract

This study investigates the implementation of Problem-Based Learning (PBL) to enhance the micro-cognitive critical thinking processes of vocational students during the pre-writing and drafting phases of English for Specific Purposes (ESP) instruction. Conventional language instruction often isolates learning from authentic vocational contexts, triggering severe difficulties in translating technical ideas into structured texts. Addressing this empirical gap, a qualitative case study was conducted with tenth-grade students in the Agribusiness of Agricultural Product Processing (APHP) program at SMKN 1 Kotaraja. Data gathered through classroom observations, writing artifacts, and retrospective interviews from 32 participants, including six focal students, were analyzed using an interactive qualitative framework. The findings demonstrate that authentic agribusiness problem scenarios embedded within the PBL syntax effectively stimulate Facione’s core critical thinking indicators—interpretation, analysis, evaluation, and inference. Students successfully deconstructed complex agricultural issues, managed cognitive loads collaboratively, and produced coherent argumentative texts. Theoretically and practically, this study proves that integrating PBL into ESP instruction bridges the gap between vocational problem-solving and professional language proficiency, offering a validated pedagogical blueprint for modern vocational education.
THE USE OF YOUTUBE-BASED LEARNING ANIMATION STORYTELLING VIDEOS TO IMPROVE SPEAKING OF SEVENTH GRADE MIDDLE SCHOOL STUDENTS Ariandi, Sopian; Usuluddin; Fikni, Zahratul; Maysuroh, Siti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64985

Abstract

Developing oral communication in EFL contexts is frequently challenged by students’ low speaking proficiency. This pre-experimental quantitative study investigated the extent to which YouTube-based learning animation storytelling videos improve the speaking skills of 30 seventh-grade students (Class VII A) at SMPN 1 Suralaga. Data were collected through oral assessments administered during pre-test and post-test phases, utilizing a rubric that evaluated pronunciation, vocabulary, grammar, and fluency. Results revealed a highly significant improvement in speaking performance, with the mean score surging from 5.83 in the pre-test to 10.33 in the post-test. A paired samples t-test confirmed this structural shift with a massive effect size While all assessed aspects improved, pronunciation and vocabulary exhibited the largest gains. Conclusively, integrating authentic multimodal storytelling media successfully elevates the overall classroom performance standard, bridges linguistic gaps, and cultivates students' speaking confidence.
Co-Authors ., Usuluddin Ahmad Yusri Aini, Muadatul Akma, Muhammad Al Farabi Ali Ilham, Miftahullah Ari Prasetya Ningrum Ariandi, Sopian asri, saidah Astrid Dwimaulani Astrid Dwimaulani Astrid Dwimaulani Baiq Almalia Lestari Baiq Helmalya Roshita Baiq Suprapti Handini Danti, Siti Dewi Kumalasari Dwi Ayudiya Putriama Fairus, Rohima Nurfarahin Fipdayati, Tia Firman Syahid Hidayatulloh Fitri, Ramdani Aidiatul Hafiz, Jumardi Hajriana Arfah Handini, Baiq Suprapti Heki Hamdani Huda, Zulkarnaen Iddiyaturrohmah, Mahyam Jatmika Aripadana Jatmika Aripadana Juliani Junaidi , M. Khaerunnisa Miraja Khaerunnisa Miraja Laila Wati Laila Wati Lailawati, Lailawati M. Adib Nazri M. Era azhari M. Era Azhari M. Fathoni M. Junaidi Marzuki Maman Asrobi Marzuki, M Junaidi Masyuroh, Siti Maulinda, Maulinda Muhamad Husnu Muhammad Aldi Soleh Muhammad Husnu Muhammad Husnu Munawarah Munawarah, Munawarah Murniati Murniati Nadia, Riza Nazri, Adib Nurjaningsih, Fiyola Nurlaela, Bq Peri Adrian Prasetyaningrum, Ari Rangkun Wari Gunawan Rangkun Wari Gunawan Riana, Linda Rohmah, Yunita Aulia Romzi, Muhamad Romzi Sautiana, Sautiana Seri Ulandari Siti Aisyah Siti Maysuroh Siti Maysuroh Sri Wahyuni Suraya, St. Ayu Surayya, St. Ayu Taufik, M. Rama Usuluddin Usuluddin, Usuluddin usuluddin, usuluddin Wathoni, Hamzani Wisnu, Hare Yadi, Yogi Didi Yulia Agustina Zulsapikri, Wiranto