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Students’ Perception Of Application In Writing Of Peer-Assessment: Before And After Revision Fera Zasrianita; Syukri Hamza; Hadi Winata
Nusantara Education Vol. 1 No. 1 (2022): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Peer-assessment has attracted more attention an effective assessment tool in recent years. Peer-assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status; it received attention of various studies due to the growing interest in the student-centered approach as learners need to be involved in the learning process even in the assessment. This research was purposed at elaborating students’ perception of application in writing of peer assessment either before or after revision. Writing skills are the skills you use to write effectively and succinctly. A good writer is someone who can communicate their point to their audience without using too much fluff and in a way that the other person can understand. Writing skills don't just include the physical act. If used effectively, peer assessment – a formative assessment strategy that encourages students to comment on the work of their peers – can improve students’ understanding of success criteria, help them to become more engaged in learning and develop their interpersonal skills, as well as potentially even reducing teacher workload. Conversely, however, peer assessment can hinder students’ learning if poor-quality, insensitive or unhelpful peer feedback is exchanged, and may strain relationships between learners. The subject of this research was students in third semester of the English Department of Fakultas Tarbiyah dan Tadris Universitas Islam Negeri Fatmawati Sukarno Bengkulu. The total number was 32 students. The research design used was qualitative research which measured students’ perceptions of the implementation of peer assessment in writing: before and after revision. The result showed that before revision, students had negative perception toward their own writing. After revision, they had positive perceptions toward peer assessment strategy. Those included usefulness and meaningfulness, nature of feedback, reality of feedback, precision, validity, fairness, and personal goal-setting. Besides that, the score after revision (7.9) was higher than the score before revision (6.62). It meant that the result showed the increasing of students’ score after revision.

Pelatihan Aplikasi Canva Bagi Mahasiswa PGMI Universitas Islam Negeri Fatmawati Sukarno Bengkulu Muhammad Kristiawan; Fitri April Yanti; Nova Asvio; Fera Zasrianita
Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Vol. 6 No. 2 (2023): Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan
Publisher : Universitas PGRI Palembang

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Adanya Merdeka Belajar-Kampus Merdeka, mahasiswa dituntut memiliki soft skill, dan kemampuan di luar bidang studinya. Pengabdian ini bertujuan untuk memberi bekal kepada mahasiswa PGMI agar mampu mengoperasikan aplikasi Canva. Aplikasi ini sangat bermanfaat untuk membuat berbagai macam desain, seperti cover, spanduk, banner, undangan, sertifikat dan lain-lain. Metode pengabdian yang digunakan adalah tutorial, di mana mahasiswa didampingi agar mampu mengoperasikan aplikasi Canva. Mahasiswa yang mengikuti pengabdian ini adalah para mahasiswa PGMI UIN Fatmawati Sukarno. Hasil dari pengabdian ini diharapkan mahasiswa mampu mengoperasikan Canva, dan dapat menerapkannya di lingkungan masyarakatnya, terlebih dapat menjadi bekal membuka usaha.

Does 7E Cycle Model Improve Learning Environment? Evidence from Popular Fiction Classes Andriadi, Andriadi; Arono, Arono; Yunita, Wisma; Zasrianita, Fera; Nadrah, Nadrah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.68-93

The cultivation of 21st-century competencies within a constructivist learning environment opens avenues for students to discover their distinct strengths. Unfortunately, educators frequently neglect effective teaching models, hindering the creation of an ideal learning environment in literary education. This study examined how the 7E Learning Cycle Model impacts student performance in Popular Fiction classes. Additionally, it sought to uncover challenges faced by instructors teaching the Popular Fiction course and explore how they employ the 7E model to establish a conducive learning environment, ensuring successful outcomes in Popular Fiction classes. This study adopted Classroom Action Research. Data gathered through popular fiction analysis test, interview, observation, peer assessment, and other relevant documents. The study was conducted in the English Language Education Study Program of UIN Fatmawati Sukarno Bengkulu. 39 third semester students actively involved in seven week-learning popular fictions by using 7E Cycle Model. The research demonstrated notable improvements in Cycle I and Cycle II, with post-test scores rising from an average pre-test score of 63.23 to 79.59. In Cycle II, 82.01% of students achieved "Good" and "Very Good" ratings, indicating substantial progress. Positive outcomes encompassed active engagement, collaboration, independent knowledge construction, skill development, profound understanding, heightened critical thinking, and real-life context application. These results fostered sustained interest and motivation in the continuous learning cycle. Pedagogically, the study recommends the ongoing integration of the 7E Learning Model into the Popular Fiction curriculum, refining collaborative learning, and integrating technology for enhanced teaching effectiveness while addressing any limitations.

Tactile Learning in Drama: Impacts on Students’ Vocabulary Acquisition and English Learning Engagement Sihombing, Amrina; Zasrianita, Fera; Andriadi, Andriadi; Andri, Saputra
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.20614

Various efforts have been made to enhance vocabulary acquisition and students’ engagement in English classrooms; however, studies that specifically highlight the application of tactile learning integrated with drama activities remain relatively limited. This study seeks to fill that gap. It aims to examine the impacts of tactile learning in drama activities on the English vocabulary acquisition and classroom engagement of eighth-grade students at SMPIT Khairunnas Bengkulu City during the English learning process. It used a case study with quantitative and qualitative approaches. The data were collected by conducting pre-test and post-test, Focus Group Discussion (FGD), Observation, and documentation. There were 87 students as respondents of the research. The result showed that the implementation of tactile learning through drama could improve students’ English vocabulary acquisition. The use of tactile learning approach in drama activities gave positive impacts in improving students’ engagement in English class. The result of the research strengthens opinion that tactile learning in drama activities is an effective and fun learning method to improve students’ English vocabulary acquisition and engagement in English class.

Students’ Perception of Using Podcast Toward English Speaking Ability at Students of English Department UINFAS Bengkulu Ani Sartika; Fera Zasrianita; Hanura Febriani
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1889

This study explores students’ perceptions of using podcasts as a tool to enhance English speaking skills among fourth-semester students at UIN Fatmawati Sukarno Bengkulu. Employing a qualitative descriptive method, data were collected through questionnaires and interviews. The findings reveal that students have generally positive perceptions of podcasts due to their accessibility, authenticity, and flexibility. Podcasts are perceived to contribute significantly to speaking development, particularly in pronunciation, vocabulary, intonation, and confidence. Many students find podcasts more engaging than traditional materials and appreciate the opportunity to listen to native speakers in natural contexts. However, the study also identifies challenges, including difficulties in understanding accents, lack of visuals, and limited access for some students. Although podcasts are not consistently integrated into formal instruction, students report that regular podcast usage improves their speaking fluency and reduces anxiety. The study concludes that podcasts are effective and enjoyable learning tools, but their implementation should be adapted to individual learning preferences and supported by other resources. The results suggest that podcasts hold great potential in technology-integrated language learning and should be more systematically utilized in EFL classrooms.

Students’ Perception of Using TED Talks on Speaking Skill in English language Teaching Lidia Dwi Permatasari; Fera Zasrianita; Hanura Febriani
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 3 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i3.1890

This study aims to explore students’ perceptions of using TED Talks as a medium to improve speaking skills in English Language Teaching. The study was conducted on second-semester students of the English Education Study Program at UIN Fatmawati Sukarno Bengkulu in the academic year 2024/2025. The research employed a qualitative approach with a case study design. Data were collected through questionnaires, interviews, and observations. The findings revealed that most students perceived TED Talks positively. They found the videos to be motivating, informative, and effective in enhancing vocabulary, pronunciation, and speaking confidence. TED Talks also exposed students to authentic language use and public speaking models. However, some challenges were identified, including difficulties in understanding native speakers’ accents, rapid speech, and technical limitations. Therefore, it can be concluded that integrating TED Talks into speaking classes can significantly improve EFL students’ speaking skills if supported by purposeful teaching practices.

Project-Based Learning for Critical Thinking in Young English Learners Class (A Study at Eighth Grade Students of SMPN 11 Bengkulu Tengah) Vera Puspita Sari; Fera Zasrianita; Andriadi Andriadi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2212

This study investigates the effect of Project-Based Learning (PjBL) on the development of critical thinking skills among eighth-grade students in English as a Foreign Language (EFL) classes at SMPN 11 Bengkulu Tengah. Employing a quantitative research design, the study collected data from 21 students in class VIII A using a structured questionnaire consisting of 30 items on a four-point Likert scale. Descriptive statistical analysis was applied to examine students’ perceptions across five indicators: understanding of PjBL, project engagement, motivation, collaboration and communication, and critical thinking skills. The findings reveal that the majority of students responded positively to the implementation of PjBL, demonstrating notable improvement in critical thinking indicators such as identifying problems (90%), using evidence-based reasoning (90%), reflecting before answering (95%), evaluating work results (90%), and recognizing the importance of critical thinking (100%). In addition to cognitive gains, PjBL enhanced students’ collaboration, communication, and confidence, with 90% reporting active participation in discussions and increased motivation. These results suggest that PjBL fosters an interactive, contextual, and learner-centered environment that supports the development of 21st-century skills, particularly critical thinking. The study concludes that PjBL can be an effective instructional strategy for junior high school EFL contexts, although further research employing pre-/post-tests and qualitative methods is recommended to complement these findings.

Analisis Kesalahan Berbahasa Indonesia pada Papan Nama Toko dan Reklame di Pagar Dewa Kota Bengkulu Sendi Olviansyah; Fera Zasrianita; Randi Randi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2542

Penelitian ini bertujuan untuk menganalisis kesalahan berbahasa Indonesia pada papan nama toko dan reklame di Kelurahan Pagar Dewa, Kota Bengkulu. Bahasa sebagai sarana komunikasi memiliki fungsi strategis dalam kehidupan sosial, pendidikan, dan ekonomi, serta mencerminkan identitas dan budaya bangsa. Namun, praktik penggunaan bahasa Indonesia di ruang publik sering mengalami penyimpangan, terutama dalam hal ejaan, tanda baca, dan diksi, akibat pengaruh bahasa sehari-hari, bahasa asing, dan kurangnya pemahaman kaidah kebahasaan formal. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi kasus, melibatkan observasi, wawancara, dan dokumentasi sebagai teknik pengumpulan data. Analisis data mengikuti model Miles dan Huberman yang mencakup reduksi, penyajian, dan penarikan kesimpulan, serta divalidasi melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa kesalahan paling dominan terdapat pada ejaan dan tanda baca, seperti penggunaan singkatan “DLL” yang seharusnya “dan lain-lain”, tanda ampersand (&) yang seharusnya “dan”, serta penulisan kata tidak baku seperti “souvenir” yang seharusnya “suvenir”. Kesalahan tersebut umumnya disebabkan oleh kurangnya pemahaman masyarakat terhadap Pedoman Umum Ejaan Bahasa Indonesia (PUEBI) dan Kamus Besar Bahasa Indonesia (KBBI), pengaruh bahasa lisan, serta minimnya perhatian terhadap kaidah kebahasaan formal. Penelitian ini menekankan pentingnya peningkatan kesadaran berbahasa melalui pendidikan, sosialisasi, dan regulasi, sehingga papan nama dan reklame tidak hanya menjadi media informasi dan identitas usaha, tetapi juga sarana edukatif yang mendukung pelestarian bahasa Indonesia yang baik dan benar.

EXPLORING STUDENT PERCEPTIONS: CHALLENGES AND ENJOYMENT IN WRITING PROCEDURAL TEXT AT SEVENT GRADE OF SMP N 36 BENGKULU UTARA Nadratul Azmi; Fera Zasrianita; Dedi Efrizal
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11832

This study aims to analyze students' perceptions and to examine the challenges and enjoyment experienced by seventh grade students in writing procedural texts at SMP N 36 Bengkulu Utara. The research employed a mixed methods approach by integrating quantitative and qualitative data. Quantitative data were collected through questionnaires distributed to 54 seventh grade students, while qualitative data were obtained through interviews to support and clarify the questionnaire results. The findings indicate that students generally hold positive perceptions of procedural text writing, particularly because the learning materials are closely related to daily activities. However, students still face several challenges, especially in linguistic aspects such as limited vocabulary, grammatical accuracy, and sentence construction in English. In addition, psychological factors, including low self-confidence and fear of making mistakes, also influence students' writing ability. On the other hand, students experience enjoyment in writing procedural texts, especially when they receive positive feedback and appreciation from the teacher.

Students’ Perception of Application in Writing of Peer-Assessment: Before and After Revision Fera Zasrianita; Syukri Hamza; Hadi Winata
Nusantara Education Vol. 1 No. 1 (2022): Nusantara Education
Publisher : PT. Islamic Research Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66325/nusantaraeducation.v1i1.28

Peer-assessment has attracted more attention an effective assessment tool in recent years. Peer-assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status; it received attention of various studies due to the growing interest in the student-centered approach as learners need to be involved in the learning process even in the assessment. This research was purposed at elaborating students’ perception of application in writing of peer assessment either before or after revision. Writing skills are the skills you use to write effectively and succinctly. A good writer is someone who can communicate their point to their audience without using too much fluff and in a way that the other person can understand. Writing skills don't just include the physical act. If used effectively, peer assessment – a formative assessment strategy that encourages students to comment on the work of their peers – can improve students’ understanding of success criteria, help them to become more engaged in learning and develop their interpersonal skills, as well as potentially even reducing teacher workload. Conversely, however, peer assessment can hinder students’ learning if poor-quality, insensitive or unhelpful peer feedback is exchanged, and may strain relationships between learners. The subject of this research was students in third semester of the English Department of Fakultas Tarbiyah dan Tadris Universitas Islam Negeri Fatmawati Sukarno Bengkulu. The total number was 32 students. The research design used was qualitative research which measured students’ perceptions of the implementation of peer assessment in writing: before and after revision. The result showed that before revision, students had negative perception toward their own writing. After revision, they had positive perceptions toward peer assessment strategy. Those included usefulness and meaningfulness, nature of feedback, reality of feedback, precision, validity, fairness, and personal goal-setting. Besides that, the score after revision (7.9) was higher than the score before revision (6.62). It meant that the result showed the increasing of students’ score after revision.

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