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All Journal Jurnal Cakrawala Kependidikan Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Visi Ilmu Pendidikan JEES (Journal of English Educators Society) Jurnal Pendidikan Bahasa Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi (Penjaskesrek) Jurnal Pendidikan Dasar ICoTE Proceedings An1mage Jurnal Studi Kultural Lectura : Jurnal Pendidikan Journal of English Language Teaching Innovations and Materials (Jeltim) Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Journal of Language and Literature GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Jurnal Alwatzikhoebillah : Kajian Islam, Pendidikan, Ekonomi, Humaniora Journal of English Education Program (JEEP) Jurnal Sinestesia Jurnal Kajian Pembelajaran dan Keilmuan International Journal of Learning and Instruction (IJLI) Journal of Scientific Research, Education, and Technology TELL - US JOURNAL JOEEL (Journal of English Education and Literature) International Journal of Educational Best Practices Jurnal Penelitian Pendidikan Indonesia
Clarry Sada
Universitas Tanjungpura
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Teaching English in Inclusive Primary School: Teachers’ Challenges and Coping Strategies Shilvani, Shilvani; Yohanes Gatot Sutapa Yuliana; Clarry Sada
Lectura : Jurnal Pendidikan Vol. 15 No. 1 (2024): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/lectura.v15i1.16217

Abstract

This research investigated the teachers' challenges and coping strategies in teaching English in ZonaKata Inclusive Primary School in the academic year 2022/2023. This research was designed as qualitative case-study research to discover teachers' challenges and coping strategies when teaching English in inclusive settings. Five teachers who teach grades one through five at ZonaKata Inclusive Primary School participated in the study. The observation, interviews, and a review of the documents showed that the students' emotional-behavioral problems and communication-language features problems are the teacher's challenges during English teaching-learning. Therefore, the coping strategies that the teachers used were through developing and maintaining a good relationship with the students, differentiation (content, process, and product) to accommodate the different needs of the students, and collaboration between teachers in teaching. In short, the combination of these strategies effectively dealt with challenges and is recommended for teaching English in inclusive schools.
Analyzing the Intrinsic Motivation of the Main Character in the Movie Joy Rahmani, Eka Fajar; Empawi, Aprianus Agung; Sada, Clarry
Humanitatis : Journal of Language and Literature Vol 11 No 1 (2024)
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v11i1.3663

Abstract

The film Joy is a motivational movie that inspires viewers to work hard and achieve their dreams. This research examines the intrinsic motivation of the main character based on the Basic Psychological Needs Theory, which suggests that intrinsic motivation is driven by three core psychological needs: autonomy, competence, and relatedness. The study explores how these needs are reflected in the character’s actions and dialogue. Using a descriptive-qualitative method, the movie script is analyzed as a primary data source, using document analysis techniques. Data were collected through an observation table and interpreted through content analysis. The findings reveal that the protagonist’s intrinsic motivation is primarily fueled by the need for competence, as shown in seven key moments where she strives for mastery. Autonomy is also significant, seen in six instances where the character resists external pressures to assert control over her choices. Relatedness, identified in five moments, provides emotional support that sustains her motivation. These results highlight the importance of competence in driving personal achievement, while autonomy and relatedness offer essential support. The study shows how films like Joy depict psychological needs and suggests that such portrayals can inspire viewers to pursue their own goals by fostering autonomy, competence, and meaningful relationships.
DESIGNING VOCA-4N USING ARTICULATE STORYLINE 3 AS A MEDIA TO TEACH VOCABULARY IN READING NARRATIVE TEXT AT NINTH GRADE STUDENT’S MTsN 1 MEMAWAH HILIR Tejakusuma, Irfan; Sada, Clarry; Rahmani, Eka Fajar
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 12, No 1 (2023): Januari 2023
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppk.v12i1.61315

Abstract

This research aims to design Voca-4n using Articulate Storyline 3 as a media to teach vocabulary in reading narrative text at ninth grade student’s MTsN 1 Mempawah Hilir. It was designed based on the teacher’s interview and the current syllabus. The writer applied the ADDIE concept as the research model but only conducted three phases which are analysis, design and development (ADD) without the implementation phase and Evaluate phase. The analysis data were collected through questionaries (need analysis and internal evaluation) to find the actual conditions of students and the teacher. The Design phase was done to prepare the appropriate material to create the media. Develop phase was done to create an essential part of the Voca-4n using software called Articulate Storyline 3. The design product was completed after having an internal validation regarding the student needs and already stated valid to be used. As the result, Voca-4n is usable to support learning reading narrative text to assist students to enrich vocabulary.
Enhancing students’ participation through question and answer on SMAN 2 Sungai Kakap Kubu Raya Sada, Clarry; Wiranto, Irfan Agung
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 1 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020242605

Abstract

The aim of this research is to enhance students’ participation by using question and answer technique. Therefore, the question of the research is how does Question and Answer enhance students’ participation on the 11th grade students of SMAN 2 Sungai KakapKubu Raya in academic year 2021/2022?”. The research was conducted in classroom action research design. The research was conducted in two cycles.  On the first cycle, there were only some students who actively participated in the learning activity. On the second cycle, most of the students were very active. The problem about lack of participation was solved. Therefore, it is concluded that question and answer technique is useful in improving students’ participation.
IMPLEMENTING THE PEER RESPONSE TECHNIQUE TO IMPROVE THE STUDENTS’ WRITING OF A PERSONAL RECOUNT TEXT Budiarsih, Linda; Yuliana, Yohanes Gatot Sutapa; Sada, Clarry
International Journal of Educational Best Practices Vol. 7 No. 2 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.2.253-272

Abstract

This classroom Action Research aims to observe the implementation of the Peer Response Technique to improve the students’ writing personal recount text and their behaviour in writing activity. The participants were the students in class VIII A of SMPN 2 Sungai Raya which consisted of 31 students. Based on the teacher’s direct observation, the students in this class faced some problems in writing a personal recount text. A mixed-method approach was used to collect the data. The observation sheet, field notes, and focus group interview were used to collect the qualitative data and the writing test was used to collect the students’ writing score as the quantitative data. Three cycles were conducted in this research where each cycle consisted of three meetings. The findings of this research have shown that the implementation of the Peer Response Technique in the writing process was effective in improving not only the students’ behaviour in writing activity but also the students’ scores in writing personal recount text. The writing activities that were done in pairs could boost the students’ confidence in writing. They could also have good communication and cooperation in every writing stage that they have to do. The feedback that the students gave to each other’s writing improved their trust and their ability to learn from others’ writing. Ultimately, the peer response could improve the students’ writing personal recount text that was proved by the improvement of the student’s writing score from cycle 1 to cycle 3. 
POSITIVE INTERDEPENDENCE AND PROMOTIVE INTERACTION IN ONLINE COOPERATIVE LEARNING TO SUPPORT WRITING ACHIEVEMENT Nurvianti, Sussi; Riyanti, Dwi; Sada, Clarry
International Journal of Educational Best Practices Vol. 8 No. 1 (2024)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.8.1.38-56

Abstract

This study aimed to get a clear description of how positive interdependence and promotive interaction as two of five key elements in cooperative learning account for the success of students’ achievement in essay writing. A mixed method design was employed to describe if the characteristics of both positive interdependence and promotive interaction were found in the activities performed by the groups and whether these two elements had the potential to support students’ achievement in essay writing. Using Google Classroom as the learning management system to mediate the learning process, there were 52 undergraduate students participated in this study who were divided into 10 small groups consisting of 5-6 students. Data required for this study was collected from both written records of students’ activities in online discussions and the scores achieved by the groups on each task. The findings showed an interesting fact that the characteristics of both of the elements were easily found in all parts of the activities performed by all groups in the online discussions. However, the average scores of their works indicated that there was not any meaningful improvement from the first to the last activities. The result implied that although cooperative learning is possible to be applied in an online classroom setting, it needs proper preparation and well-designed writing tasks to make it possible to support students’ writing achievement.
ENHANCING STUDENTS’ READING COMPREHENSION IN DESCRIPTIVE TEXT THROUGH SUSTAINED SILENT READING Bari, Fathul; Yuliana, Yohanes Gatot Sutapa; Sada, Clarry
JOEEL (Journal of English Education and Literature) Vol 2, No 2 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i2.144

Abstract

The researcher discovered that students did not understand reading descriptive text. Students did not know the meaning of the word. Sustained silent reading was a way to overcome students’ problem with reading. In this study, the researcher utilised classroom action research. The research was conducted in SMP Islam Walisongo Pontianak. The participants of the study were class 7 B with 36 students. For the first cycle based on the observation, implementing Sustained Silent Reading, the researcher watched students reading. The researcher discovered that some students did not earnestly read. Thereupon, the students did not understand reading descriptive text. Students did not know the meaning of the word. For the second cycle, there was something different at that time. The students started to understand what they were reading. The students began to pay attention to the teacher's elucidation about what they required to undertake on reading activity. They had started to enjoy reading descriptive text using sustained silent reading. The conclusion of this research was students could increase their understanding, reading in a descriptive text through sustained silent reading. 
DEVELOPING INSTRUCTIONAL DESIGN FOR TEACHING WRITING PROCEDURAL TEXT USING PROJECT BASED LEARNING bani, Nur; Sutapa, Yohanes Gatot; Sada, Clarry
JOEEL (Journal of English Education and Literature) Vol 2, No 1 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i1.118

Abstract

This research was aimed to develop an Intructional design in teaching procedural text using project based  learning. The instructional design assisted for teaching writing for ninth grade students at SMP Negeri 2 Pontianak. This research applied development research and ADD procedure. On the analysis stage the researcher found the fundamental problems and needs of the students as well as the teacher expectation of writing material. On the designing and developing stage, the researcher collected the sources that needed and developed the instructional design. After the product assessed by the material expert, the instructional design  considered as valid and applicable to use. The researcher hope that, this product can be applied in the classroom. As for the future research, the researcher suggested to conduct the instructional design based on the  needs of the students. Drawing a clear design is needed to lead a good development of product.
LECTURER PRACTICES ON CORRECTIVE FEEDBACK IN ENHANCING STUDENTS WRITING ACCURACY (A Descriptive Study to the 3rd Semester Students Of English Study Program At IKIP PGRI Pontianak) Apriani, Vidia; Ikhsanudin, Ikhsanudin; Sada, Clarry
JOEEL (Journal of English Education and Literature) Vol 2, No 1 (2021)
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/joeel.v2i1.115

Abstract

Corrective Feedback has been the center of attention among language researchers and education experts. The purpose of this study is to find out the types of Corrective Feedback that the lecturer used to correcting the students writing errors. This study was designed in qualitative form. In this study, the participants were two English lecturers and the third-year semester students. These participants were interviewed about their preference of corrective feedback and how they applied corrective feedback in the teaching of writing in their class. In order to obtain the data, the researcher used interview and document analysis. To enrich the findings in this study, the researcher collected the answer sheets from 26 students in two interval periods. The results of the study revealed that grammar was the most corrected elements in writing, with the percentage of 49.25%, followed by vocabulary by 22.39% and organization and mechanic by 19.40% and 8.96%. These figures were consistent with the interview results where the lecturers stated that grammar is their focus for corrective feedback. This study also revealed that corrective feedback is something that the students expected from their lecturers.
The Analysis of Pronouncing Post-Alveolar Fricative Faced by the English Education Students of Tanjungpura University Andra Sunata Pratama; Clarry Sada; Ikhsanudin Ikhsanudin
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1794

Abstract

The objective of this research is to describe the percentage of post-alveolar fricative sound pronunciation acceptability among the English Language Education students in their sixth semester at the University of Tanjungpura. The scope of the study would be limited to the comparison of the first and second formants of the participants with those of the native speaker, whose formants were evaluated utilizing the PRAAT software. The data was gathered from a pronunciation performance test that was conducted via an audio recording procedure. The study involved a total of 15 participants who were categorized into three distinct ethnic groups, including Indonesian Tionghoa, Dayak, and Malay. Each participant pronouncing a set of 20 words, consisting of both voiceless and voiced post-alveolar fricatives. According to the findings of the study, 1) the percentage of voiceless post-alveolar fricative sounds that were considered ‘Acceptable’ was 40.5%, whereas the percentage of those that were considered ‘Not Acceptable’ was 59.5%., 2) the percentage of ‘Acceptable’ pronunciation of voiced post-alveolar fricative sounds was 42%, while the percentage of those that were ‘Not Acceptable’ was 58%. The inference that can be drawn is that students encounter challenges when attempting to articulate post-alveolar fricative sounds. HIGHLIGHTS : The study revealed that 31% of students exhibited exceptional proficiency in voiceless post-alveolar fricative pronunciation, whereas 33% achieved excellence in voiced pronunciation. This indicates a diverse distribution of skill levels among students. The acceptable criteria for pronunciation show that pronunciations that fall within the excellent to fair categories are in agreement with the expectations of native speakers. The correct pronunciation was achieved in around 40.5% of cases for voiceless fricatives and 42% for voiced fricatives, indicating places where pronunciation was considered acceptable. A significant number of sixth-semester English Language Education students had obstacles in pronouncing post-alveolar fricatives. The study proposes the implementation of an appropriate educational setting, the development of phonetic learning awareness, and the investigation of curricular enhancements for addressing pronunciation difficulties.
Co-Authors . Hananiel, . . Karsinah, . . Rita, . . Yuniarti . Zulkarnaen, . Adhisty, Media Dyne Afta, Yuri Agus Supriadi Agus, Yohanes ahmad sabani ahmad sabani, ahmad Albert Rufinus Ali Djamhuri Anak Agung Istri Sri Wiadnyani Andra Sunata Pratama Anisa Agustina, Anisa Anjeli Grasela Apriani, Vidia Aprianus Agung Empawi Arie Lestari Aristo Aristo Astria Yonarita Astria Yonarita, Astria Azman, . bani, Nur Banu, Supartina Margarita BARI, FATHUL Budiarsih, Linda Budiman, Petrus Gito Burhan Burhan Burhan Burhan Darul Hadi dewi novita Dwi Riyanti Dwi Riyanti Dwiputra, Rhevaldi Arif Eka Fajar Rahmani Elly Yana Elly Yana, Elly Emanuel Paskal Empawi, Aprianus Agung Endang Susilawati Endang Susilawati Endang Susilowati Erni, . Etiovia, Rosalyna Yoesi Eusabinus Bunau Fajar Aminullah Firnanda, Sari Fitriana, Dina Gatot Sutapa Gatot Yuliana Gunawan, Iyong Yoga Hamdiah Hamdiah Hamdiah Hamdiah Hedawiyah, Zaevatul Heni, Veronika Hermawan, Uray Ryan Hilda Mutia Sari I Dewa Gde Mayun Permana Ida Ayu Putu Sri Widnyani Ikhsanudin Ikhsanudin . Ikhsanudin Ikhsanudin Ikhsanudin Ikhsanudin Imawati Imawati Imawati Imawati, Imawati Irfan Agung Wiranto Iwan Supardi Januarnita Lindawaty Jembaranita, Sarah Julaisa, . Kalsum, Ifa Kurniati, Lely Ladan, Angela Pratiwi Laksono Trisnantoro Laurensius Salem Leonardus, Leonardus Lihami, Sri Linda Budiarsih Luwandi Suhartono Madarudin Madarudin Madarudin Madarudin, Madarudin Margana, M. Wisnu Marzuki , Mely Yanti Merdekawati, Restu Mita Nur Aflah, Mita Nur Musuwani, Musuwani Musuwani, Musuwani Neviana Wahyuni Noven Armelia Nur Ulyasari Nurliessya, Rachmahditha Mega Nurlisa Nurlisa Nursiati, Nursiati Nurul Kamilati Husain Nurvianti, Sussi Nurwinda Laili Puspitasari Oktavia Erwinarti Indahtriyani, Oktavia Erwinarti Oktavianti, Desy Pakpahan, Marnangkok Paternus Hanye Prisila Duana Intamanjana Puspita, Agustina Ratna Putra, Andreas Dandy Putri, Dewi Sartika Putri, Yara Amanda Ratna Purnama Regina . Regina Regina Rika Yulia Anggraini, Rika Yulia Rosalyna Yoesi Etiovia Ruzani, . Sari, Rika Sellania Oktafiona Sembiring, Rinawati Septiadi, Wahyu Septiana Wulandari Shilvani, Shilvani silvia Siskawati Tini Siti Halimah Sudarsono Sudarsono Sudarsono , Sudarsono Sudarsono Sudarsono Sudarsono Suharta, Yovita Suko F25111002 Sulistyaningsih, Arum Sumarni . Supardi., Iwan Surmiyati Surmiyati . Suryani, Christina Sutapa, Y. Gatot Sutapa, Yohanes Gatot Syafitri, Nuri Syarif Husin Tandang, Amad P Tejakusuma, Irfan urai salam Uray Salam Wahyu Septiadi Wakania, Gregoria Natalie Wakidi Wakidi Wakidi Wakidi Wardah . Wardah Wardah Windy, . Wiranto, Irfan Agung Y Gatot Sutapa Yuliana Y. Touvan Juni Samodra Yanti Sri Rejeki Yeni Mustika Yeti Suyasti, Yeti Yohanes Gatot Sutapa Yohanes Gatot Sutapa Yuliana Yohanes Gatot Sutapa Yuliana Yohanes Gatot Sutapa Yuliana Yuliana, Yohanes Gatot Sutapa Yuliana, Yohanes Gatot Sutapa Yuri Afta Zaevatul Hedawiyah Zainal Arifin