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All Journal SEEIJ (Social Economics and Ecology International Journal) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Borneo Educational Journal (Borju) Jurnal Ilmiah Multidisiplin (JUKIM)
Yella Dezas Perdani
Bina Nusantara University
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penulisan Esai Akademik dan Strategi untuk Lolos Konferensi Internasional Febrina Nadelia; Desi Indrawati; Yella Dezas Perdani
Social Economics and Ecology International Journal (SEEIJ) Vol. 4 No. 1 (2020): March
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/seeij.v4i1.7350

Abstract

Academic writing activities for students are to convey ideas, arguments, and be involved in scientific activities. In academic writing, it is always classified by evidence-based arguments, correct word choice, logic, and structure. Although it is sometimes considered wordy, proper academic writing is one that informs, analyzes, and engages readers directly and critically. Moreover, knowing the stages of academic writing and how to write correctly is also needed in writing essays and motivation letters to pass international conferences selection. Every international conference usually demands conference applicants to prepare their essays and motivation letters comprehensively. Therefore, if students are interested in participating in international conferences, they should try to make interesting essays and motivation letters, both in terms of titles, innovations, and solutions that give new colors in the fields they participate. The purpose of this service through the webinar on academic essay writing and strategies for passing the international conference selection is to provide education and knowledge of writing and scientific thinking skills for students and to motivate and expand their insights to participate actively in international conferences by preparing their essays and motivation letters as the requirements for participating in international conferences. Participants who took part in this webinar were 61 students from Bina Nusantara University Bandung Campus, Pasundan University, UNIBI Bandung, and STIEPAR YAPARI Bandung. There are several series of events held in this webinar. The results of this service showed optimism and positive responses from the participants to make proper and structured writing and encourage their urge to participate actively in international conferences with the initial stages of writing essays and motivation letters.
USING CHAIN MASSAGE GAME TO SUPPORT YOUNG LEARNERS’ VAK LEARNING STYLE Yella Dezas Perdani
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 4, No 2 (2021): JETALL Volume 4 Number 2 2021
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v4i2.10112

Abstract

This research discusses the involving chain massage to accommodate young learners' learning style in which is conducted at grade 4 of one elementary school in Bandung. The aim of this research are (1) involving chain massage games in teaching English to the young learner, especially in grade 4 of an elementary school in Bandung, (2) finding out teacher’s and children’s responses toward the implementation of chain message in TEYL. This research uses a qualitative study where there are 40 students and one English teacher as the participants. The findings of this study show that chain messages can be considered as an effective activity of TEYL.The children seem to learn English more excitedly by game. With regard to the teacher, chain message game creates classroom activities more interesting and joyful because the children’s are involved in. Moreover, this game is also support different learning style of the children, visual, auditory and kinesthetic. However, the teachers found some obstacles in implementing the technique because they still children who easily get bored.
Using Chain Massage Game to Support Young Learners’ VAK Learning Style Yella Dezas Perdani
SELTICS Vol 4 No 1 (2021) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (467.138 KB) | DOI: 10.46918/seltics.v4i1.950

Abstract

The research examined the use of a chain massage game to accommodate the visual, auditory, and kinesthetic learning style of the young learners. It discovered how the teacher prepared and implemented the chain massage games, and how it accommodated and profited the visual, auditory, and kinesthetic students learning style. This research was a qualitative study and used observation and interview as the data collection techniques. The result showed that the teacher prepared and applied the chain massage game very well, could control all the students, and did all the steps she planned in applying the game in the class, and the students learned English excitedly. Furthermore, it was revealed that there were four advantages of using chain massage game. The first advantage is that playing the game fosters interaction between the teacher and students, as well as between students and their classmates. Second, instruction becomes more student-centered. Third, engaging students in the teaching-learning process through the chain message game is successful, especially at the elementary level. The fourth advantage is that the chain massage game enables students to practice new vocabulary.
The Implications of Web-Driven Diary Writing on Students’ Well-Being: A Piloting Study among University Students Christiana Sidupa; Joice Yulinda Luke; Yella Dezas Perdani; Fransisca Hanita Rusgowanto
Borneo Educational Journal (Borju) Vol. 4 No. 2 (2022): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v4i2.1005

Abstract

The present article aims to describe to what extent VBee as a web-driven diary writing app affects university students’ well-being during a month of usage. A descriptive qualitative design is used in this research as the details are described and the data obtained during the research are interpreted. This qualitative research data uses a written survey that is questionnaire. Google survey is free survey by Google to make it more practical for researchers to collect the data from the participants. The participants in the study consist of 13 English-as-a foreign-language learners in their second semester at a private university using VBee. After performing analysis on the data, it is found that mostly the students agree that by using this application they can freely express their ideas, communicate their daily thoughts and experiences, convey the students’ doubts or feelings, and build continuous interactions between students and teachers. Finally, some practical recommendations are noted.
Exploring Students’ Preferences on a Teacher’s Written Feedback in a High School Context Yessi Widyasari; Gita Rahmi; Yella Dezas Perdani
Jurnal Ilmiah Multidisiplin Vol. 4 No. 6 (2025): November: Jurnal Ilmiah Multidisiplin
Publisher : Asosiasi Dosen Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56127/jukim.v4i6.2313

Abstract

Since writing involves complex rules, teachers’ written feedback plays a crucial role. However, students are sometimes dissatisfied because they do not fully understand teachers’ expectations. This study investigates high school students’ preferences regarding the focus and strategy of teachers’ written feedback, emphasizing differences between high and low achievers. Using a qualitative case study design, data were collected through document analysis and semi-structured interviews with one English teacher and nine third-grade students at a senior high school in Bandung, West Java. The findings indicate that students’ language proficiency did not affect their preferences. Both high and low achievers favored form-focused feedback—particularly grammar, vocabulary, and mechanics—over content-focused feedback, influenced by their grammatical difficulties and the teacher’s feedback style. They also preferred indirect feedback strategies, such as underlining, symbols, and codes, because these methods promote self-correction, reflective learning, and long-term retention. However, some students struggled to interpret codes and occasionally appreciated direct feedback. The study highlights the need to balance form- and content-focused feedback and to combine direct and indirect strategies to address diverse learning needs. These findings enhance understanding of students’ feedback preferences in the high school EFL context, offering insights for teachers to design more effective and meaningful feedback.
Co-Authors Christiana Sidupa Desi Indrawati Febrina Nadelia Fransisca Hanita Rusgowanto Gita Rahmi Joice Yulinda Luke Yessi Widyasari