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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 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 JEE (Journal of English Education) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Journal of Education, Language Innovation, and Applied Linguistics Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY REGISTER JOURNAL Jurnal Pendidikan Islam Jurnal bahasa, sastra, seni, dan pengajarannya COUNS-EDU: The International Journal of Counseling and Education Studies in English Language and Education
Yenni Rozimela
Universitas Negeri Padang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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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.
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.
Pelatihan merancang tugas dan latihan berbasis HOTS melalui blended learning bagi guru-guru bahasa inggris dan bahasa Indonesia smp pembangunan laboratorium UNPp Rozimela, Yenni; Anwar, Desvaini
Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Vol 22, No 1 (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.02410

Abstract

Kegiatan pengabdian kepada masyarakat (PKM) ini memberikan pelatihan merancang tugas dan latihan berbasis HOTS (Higher Order Thinking Skill) melalui Blended Learning bagi guru-guru Bahasa Inggris dan Bahasa Indonesia di SMP Pembangunan Laboratorium UNP Padang. Tujuannya adalah agar kemampuan berpikir kritis dan kreatif siswa terasah lebih baik. Karena dilaksanakan selama masa wabah Covid-19, kegiatan PKM yang telah dilaksanakan sebanyak ;ima kali pada bulan September 2021 ini, sebagian besar dilakukan secara daring. Data pengabdian dikumpulkan melalui perolehan hasil tes awal, tes akhir dan dokumen selama kegiatan pengabdian berlangsung. Diakhir PKM diadakan kegiatan   refleksi untuk mengevaluasi pelatihan yang telah diberikan. Kegiatan pengabdian dilanjutkan dengan penulisan laporan dan penyelesaian luaran berupa laporan 100 persen, HAKI, artikel di jurnal Suluh Bendang dan di media massa online Beritaminang.com serta dua buah video kegiatan yang telah telah disebarluaskan melalui channel You Tube.
Effectiveness of Using English E-Module To Motivate and Improve Students’ English Ability of SMAN 1 Nan Sabaris Padang Pariaman Novia Dewi, Yosa; Rozimela, Yenni; Zaim, Muhammad
International Journal of Language Pedagogy Vol. 2 No. 1 (2022)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v2i1.14

Abstract

English has become a core skill that should be mastered by the human resources of a nation in order to be able to compete globally. However, English is still considered by students as a difficult subject to learn. English is still a frightening specter for most students in Indonesia so that students' motivation and learning outcomes are still low. When technology is used wisely and creatively, it may help students become more interested in studying at any time and in any place. As a result the students' motivation in reading and using textbooks will be increased, especially in reading English textbooks. Multimedia technology, for example, has the potential to turn a traditional classroom into a world of infinite imaginary environments. Therefore, it is necessary to use technology-based learning media that can be used by students to increase their motivation and English ability, one of which is the use of e-module. This research is an experimental study with a cross-sectional study design. This research was conducted from July 2021 to March 2022. The application of the e-module was carried out for one semester. The study was conducted at SMAN 1 Nan Sabaris, Padang Pariaman Regency with students and teachers of X class as respondents. The results showed that the use of e-module was effective in increasing the motivation and learning outcomes of the student of X Class of SMAN 1 Nan Sabaris.
Rubric for E-portfolio Assessment: Define the Standard Criteria Handayani, Witri; Rozimela, Yenni; Thahar, Harris Effendi; Sari, Indah
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.60

Abstract

An e-portfolio is an e-learning tool that also can be utilized as an assessment tool. As it supports student-centered learning in the process, it has the possibility to gain the students' skills and acquisition of the subject matter which will be very useful for their future careers. This study aims to design a rubric that makes a standard for students' guidance in learning to assess themselves as part of an e-portfolio application in the classroom and to simplify the lecturers' work in assessing the students' assignments. The rubric designed in this study was arranged based on Rico’s theory of four aspects of a rubric to assess e-portfolios. The element criteria of the rubrics are competence development, content acquisition, learning process reflection, and e-portfolio display. Meanwhile, the levels of functioning are advanced, moderate, and poor. It is an analytic rubric without a numbered scoring scale, yet the lecturers are free to set the level of measurement range to the level of functioning. After the rubric was completed, it was validated by two assessment validators and got the criteria of very valid. After being validated, the rubric was ready to be tested in the experimental group which will be discussed further in the other publication.
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): January
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.
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 Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Fadila, Meisyani Gustri Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Hamzah Hamzah Harris Effendi Thahar Harris Effendi Thahar Harwati Hashim Havid Ardi Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indah Sari Indah Sari Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Jufrizal Jufrizal Lafziatul Hilmi M Zaim M. Zaim M. Zaim Masoud, Hamad Msamaa Meisya Alfino Rosa Meisyani Gustri Fadila 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 Rezky Fakhir Hilmi 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 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