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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching BAHASA DAN SASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AL ISHLAH Jurnal Pendidikan Register Journal INOVISH JOURNAL COUNS-EDU: The International Journal of Counseling and Education Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Journal of Education, Language Innovation, and Applied Linguistics Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY REGISTER JOURNAL Jurnal Pendidikan Islam
Yenni Rozimela
Universitas Negeri Padang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Development of flipped classroom learning assisted by interactive media on geometry materials for class V elementary school Syafni Gustina Sari; Yenni Rozimela; Yerizon Yerizon
Jurnal JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 10, No 1 (2023): MAY
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jpsd.v10i1.a26993

Abstract

Complaints expressed by teachers currently are that the material is dense and the time given is limited. The teacher's limited time in explaining the material certainly requires students to be able to study independently at home to understand and deepen the material being studied. Teachers cannot control students' understanding of learning material provided through media at home. The aim of this research is to produce effective flipped class learning assisted by interactive media in fifth-grade elementary school class material. This research answers the weakness of flipped classroom learning, namely that teachers cannot control student learning of the material provided through learning media. This type of research involves research and development using 4D models. In this article, what is discussed is the effectiveness of flipped classroom learning assisted by interactive media. Based on the results of the research conducted, it can be concluded that the effectiveness of flipped classroom learning assisted by interactive media is 86.50% in the very effective category. Meanwhile, effectiveness was tested using pre-test and post-test results of 0.73 with a high N-Gain test with effective criteria. From the results of this research, it can be recommended that teachers use flipped classroom learning assisted by interactive media because it has been proven to be effective. Future researchers are advised to conduct research on flipped classes with the help of interactive media and other materials.
Optimizing English education curriculum for EFL students: Multimodal approach in academic writing Yana, Dewi; Rozimela, Yenni; Hamzah, Hamzah
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 1 (2024): April 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i1.76028

Abstract

English education faces challenges in academic writing due to technological advancements and multimodal writing. Due to the incompatibility between present curricula and student demands, the study intends to restructure the curriculum to emphasize multimodal writing projects that meet students' needs and multimodal paradigms.  The study was a type of Design and Development Research using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, specifically the Analysis and Design stages. It involved 30 students and three team-teaching lecturers of the English Education Study Program at a private university in Indonesia. The data collection is conducted through a content analysis of the existing syllabus, needs assessment using questionnaires to the students, followed by interviews with the lecturers to further reinforce the data obtained from the questionnaires. Data analysis was conducted using a qualitative methodology that incorporates triangulation techniques and relationship mapping. The research results highlighted the need for curricula that are more tailored to multimodal projects and student needs. It implies that curriculum reconstruction has become crucial to accommodating changing needs and technologies. It is a progressive step in improving the quality of English language education.
EFL teachers perceived productive skills for effective teacher professional development program Rozimela, Yenni; Fatimah, Sitti; Adnan, Aryuliva; Tresnadewi, Sintha
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37277

Abstract

Indonesian EFL teachers English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students low ability to understand teachers talk/explanation and the teachers declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers sustainable English proficiency.
The Reciprocal Teaching and Reading Interest Impact on Students’ Reading Comprehension Wahyudi , Ridwan; Rozimela, Yenni
Elsya : Journal of English Language Studies Vol. 6 No. 3 (2024): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v6i3.22593

Abstract

This study uniquely explores the combined impact of reciprocal teaching and reading interest on reading comprehension, an intersection rarely examined. This study investigates the effectiveness of the reciprocal teaching method and students’ reading interest on reading comprehension in an Integrated Islamic School. A quasi-experimental design was employed, involving 56 students divided into an experimental group (n = 29) and a control group (n = 27). The experimental group received reciprocal teaching, while the control group followed conventional methods. Reading comprehension was assessed using a standardized reading test, and reading interest was measured through a questionnaire. The data were analyzed using t-tests and correlation analysis. The findings revealed that the experimental group performed significantly better than the control group, achieving an average reading comprehension score of 91.92, while the control group scored 77.99. This difference was statistically significant, demonstrating a strong impact of reciprocal teaching on students' comprehension abilities (p < 0.001). Moreover, students with high reading interest in the experimental group demonstrated superior comprehension, with a mean score of 94.31, compared to 91.41 in the control group. The results demonstrate the effectiveness of reciprocal teaching in boosting reading comprehension, especially for students with a strong interest in reading. The study suggests that reciprocal teaching is a valuable method for enhancing reading engagement and comprehension, offering useful insights for educators and policymakers focused on improving literacy outcomes.
Asssesing the Students' Needs on the Use of E Modules in Learning English at High Schools Dewi, Yosa Novia; Rozimela, Yenni; Zaim, M; Masoud, Hamad Msamaa
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i2.10808

Abstract

This study aims to analyze the extent of students' needs for the use of e-modules in English subjects at high schools. Analyzing students' needs for learning media is a process carried out to identify the needs and characteristics of individual students to develop appropriate learning programs by utilizing suitable learning media. In analyzing students' needs for learning media, it is important to consider various factors, such as the most effective and efficient type of learning media to achieve learning goals, students' interests and preferences for learning media, and students' technological abilities. This research is quantitative and was conducted in 2023. The study sample consisted of students from three high schools in West Sumatra. The research instrument was a questionnaire consisting of 42 statements to analyze students' needs, covering three main aspects: (1) Necessities: Language aspects that students must master, (2) Lacks: Language aspects that students have and have not mastered, (3) Wants: Language aspects that students want to learn. The questionnaire used a Likert scale with four response categories: very needed, needed, not needed, and very not needed. Data were analyzed using the class interval technique to categorize the results. The findings revealed that English language skills are highly needed by students, and they are eager to master them. Additionally, English learning media is considered essential by students to support their learning process. The types of learning media students desire include: (1) Electronic learning media that can improve English language skills, (2) Media that utilizes audio-visual elements, (3) Media that is flexible, accessible anytime and anywhere. These results emphasize the importance of developing learning media that aligns with students' needs and preferences to enhance the effectiveness of English learning in high schools.
Designing a Multimodal Workbook for Prospective EFL Teachers in the Academic Writing Context Yana, Dewi; Rozimela, Yenni; Hamzah, Hamzah
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12859

Abstract

Proficiency in multimodal writing is becoming progressively crucial for students, particularly in the realm of academic writing. Nevertheless, the existing learning materials in higher education fail to adequately meet those requirements. Hence, the goal of this study is to create a workbook that will assist students in improving their ability to write using various modes in academic writing classes. This study employs Research and Development, with a specific focus on the Analysis and Design phases of the ADDIE approach. The investigation had a total of 114 participants. We employed triangulation techniques to develop a questionnaire and gathered data in July 2024. Subsequently, we analyzed and displayed the data using descriptive statistics, elucidating its meaning in accordance with the pre-established categories. The requirements assessment revealed that students necessitate support in academic writing, including obtaining credible sources, employing technological tools, completing plagiarism checks, and maintaining citations. Students desire a customizable learning structure that allows them to produce multimodal (digital) texts and engage in activities both individually and collaboratively. The needs analysis determines the structure of the multimodal project workbook, which consists of five sections arranged according to the syntax of project-based learning. To achieve more effective and practical outcomes, it is critical to proceed with the research by carrying out the Development and Implementation stages.
Proposing A Web-Based Interactive Module for Education for Sustainable Development in English for Computer Science Dewi Sari Wahyuni; Yenni Rozimela; Havid Ardi; Mukhaiyar Mukhaiyar; T. Sy. Eiva Fatdha
Register Journal Vol. 16 No. 1 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i1.1-23

Abstract

English for Computer Science (ECS), as part of English for Specific Purposes (ESP), is designed to teach students the English required in computer science. In this paper, the writers proposed to incorporate Education for Sustainable Development (ESD) into ECS to encourage student engagement by presenting current concerns relevant to their life experiences. The work is a position paper in which the writers argue for the importance of building a web-based interactive module for ESD in ECS. Our arguments are supported in the following sections; English for Specific Purposes (ESP), Content Language Integrated Learning (CLIL), English for Computer Science (ECS), Education for Sustainable Development (ESD), Instructional Material limited to Module and E-Module, and related research. The writers propose developing an interactive web-based module for ESD in ECS so that students have more fun while they are studying. It is anticipated that students will be able to study the module at their own pace and according to their capabilities. This module is paperless; it contributes to the Sustainable Development Goals (SDGs). As instructional materials, the module will also assist ECS students in overcoming classroom time constraints and relating what they learn to future concerns, careers, and professionalism.
Textbook Evaluation in Elementary Schools: An Approach Based on Early Childhood Development Fadila, Meisyani Gustri; Rozimela, Yenni; Zainil, Yetti
Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.2.374-387

Abstract

In early English education, textbooks strongly influence children’s language acquisition and development. Yet, many prioritize cognitive skills while neglecting emotional and physical growth, limiting their suitability for young learners. This study evaluates the English textbook My Next Words, developed under Indonesia’s Merdeka Curriculum, through an early childhood development lens encompassing cognitive, emotional, and physical dimensions. Using a descriptive design, data were collected from textbook analysis and semi-structured interviews with five English teachers in Lengayang District, Pesisir Selatan Regency, West Sumatra. The data were then analyzed by measuring the percentage of each dimension of children’s development to present the majority from three dimensions. The results of this study revealed that while the textbook effectively supports cognitive development (74.1%), it provides minimal attention to emotional (18.5%) and physical (7.4%) growth. Teachers further reported that activities were repetitive and cognitively oriented, restricting creativity and hands-on engagement. These findings highlight a significant gap in English for Young Learners (EYL) resources, where textbooks often lack balance across developmental domains. The study contributes to EYL and textbook development by underscoring the need for more holistic materials that foster not only language skills but also children’s emotional and physical growth.
Transforming Entrepreneurship Education Through Islamic Values: A Needs Assessment at an Islamic Higher Education Institution in Indonesia Yunita, Widia; Rozimela, Yenni; Zainil, Yetti
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.224

Abstract

This study conducts a needs assessment to support the development of Islamic value-based edupreneurship teaching materials for English Education students at STAI Hubbulwathan Duri. Specifically, it investigates students’ perceptions, needs, and expectations regarding the integration of Islamic values into entrepreneurial learning. Using a quantitative survey design, data were collected from 111 students through a questionnaire grounded in Albert Bandura’s Social Cognitive Theory. The findings reveal that students strongly recognize the importance of aligning business practices with Islamic ethics and aspire to an entrepreneurial identity that is spiritually meaningful, seeing business as a form of da’wah and social empowerment. However, they also identified shortcomings in current learning materials, including insufficient practical guidance, limited exposure to role models, and the absence of value-based assessment methods. These results highlight an urgent need for redesigned coursebooks that incorporate contextual case studies, hands-on learning opportunities, and evaluation approaches rooted in Islamic principles. As a needs assessment, this study concludes that a revised curriculum is essential for fostering competent, ethical, and socially responsible Muslim edupreneurs.
Refleksi Mandiri dan Berkolaborasi bagi Guru SMP untuk Meningkatkan Kemampuan Memusatkan Pembelajaran pada Peserta Didik Fatimah, Sitti; Rozimela, Yenni; Syamwil, Syamwil
Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 22, No 3 (2022): Suluah Bendang: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sb.03400

Abstract

SMP Pembangunan Laboratorium UNP merupakan mitra pengabdian ini yang memiliki masalah yang perlu dicarikan jalan keluarnya. 1) belum mampu menilai kekuatan dan kelemahan dalam melaksanakan pembelajaran; 2) rendahnya minat praktik berkolaborasi antara sesama guru. Guru-guru belum terbiasa bekerjasama dalam merencanakan dan melaksanakan pembelajaran untuk memperbaiki proses dan hasil pembelajaran. Untuk mencarikan solusinya, guru dilatih melakukan refleksi dengan menggunakan model yang diusulkan oleh Schön yakni reflection in action, reflection on action, dan reflection for action serta praktik kolaborasi yang mengadopsi model lesson study. Melibatkan 12 orang guru yang mengajar Bahasa Inggris, Bahasa Indonesia, IPS, dan IPA pelatihan dilakukan dengan kombinasi teori dan praktik sebanyak enam kali. Pertama, guru diberi penjelasan tentang pelaksanaan praktik reflektif dan kolaborasi. Kedua, guru melakukan praktik reflektif mandiri dan berkolaborasi sesuai model lesson study yang meliputi 1) perancangan pembelajaran bersama, 2) reflection in action, 3) reflection on action and 4) reflection for action bersama sejawat, dan 5) evaluasi. Pada tiap akhir kegiatan dilakukan refleksi secara bersama. Untuk melihat seberapa jauh guru mampu melakukan reflection in action, pengamat (observer) menggunakan lembar observasi. Sedangkan untuk mengetahui persepsi guru terhadap pelatihan ini pengabdi melakukan wawancara dengan semua guru. Secara umum guru memahami konsep refleksi pembelajaran mandiri dan kolaborasi serta menunjukkan kemampuan melakukannya.
Co-Authors A.A. Ketut Agung Cahyawan W Addinna, Ainul Ana Safara Anamaryanti Anamaryanti Anwar, Desvaini Ari Ervansyah Aryuliva Adnan Atmazaki Atmazaki Danisa Warni Delvi Wahyuni Desvalini Anwar Dewi Sari Wahyuni Dewi Yana, Dewi Dewi, Yosa Novia Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Fadila, Meisyani Gustri Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Hamzah Hamzah Harris Effendi Thahar Harwati Hashim Havid Ardi Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indah Sari Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Lafziatul Hilmi M. Zaim M. Zaim Masoud, Hamad Msamaa Meisya Alfino Rosa Melia Nesti Ayu Muhammad Indra Gunawan Mukhaiyar . Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Nenny Mahyuddin Nora Fudhla Novia Dewi, Yosa Nurul Afifah Ramadhana Pingky Rahayu Putri Pipit Rahayu Ratmanida, Ratmanida Refnaldi Refnaldi Reni Astanti RIFA&#039;ATUL MAHMUDAH Ririn Ovilia Rita Endriyani Salendra Ahmad Sari, Syafni Gustina Saunir Saun Saunir Saun Sintha Tresnadewi Sitti Fatimah Sitti Fatimah Sufyarma Marsidin Syamsuarni Syamsuarni Syamwil, Syamwil T. Sy. Eiva Fatdha Tesha Fersty Fadhilah Tri Handayani Ulfa Vazariah Utari Novialita Zulkarnaen Wahyudi , Ridwan Widia Yunita, Widia Witri Handayani Yaswinda Yaswinda Yerizon Yerizon Yerizon Yerizon Yeski Putri Utami Yosa Novia Yuli Tiarina Yulia Dewi Suryani Yulia Rizki Ramadhani Zaim, M Zainil, Yetti Ziamalina Ziamalina