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All Journal Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah PREMISE: Journal of English Education and Applied Linguistics TELL - US JOURNAL Jurnal Pengabdian Masyarakat Ilmu Pendidikan
Ag. Bambang Setiyadi
Lampung University
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pelatihan Penggunaan Spss Bagi Mahasiswa Doktor Pendidikan Dalam Implikasinya Pada Riset Kuantitatif Handoko, Handoko; Haenilah, Een Yayah; Siregar, Rabiyatul Adawiyah; Maulina, Dina; Setiyadi, Ag. Bambang
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 3 No. 2 (2024): November 2024
Publisher : Jurusan Ilmu Pendidikan - Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmip.v3i2.764

Abstract

This community service is motivated by the author's desire to enhance research skills in quantitative studies for Doctoral students in the Education Program at the University of Lampung. The aim of this community service activity is to provide training to students, lecturers, and staff of the Doctoral Education Program (PSDP) at the Faculty of Teacher Training and Education (FKIP) Unila in the use and application of SPSS software in quantitative research. The expected outcome for participants is the ability to independently use and process qualitative research data using SPSS software. The Doctoral Education Program (PSDP) is tasked with preparing students to master various fields of quantitative research, equipping them with the knowledge and skills to strengthen, develop, and produce high-quality research. The ability to conduct research, particularly in quantitative methods, is essential for carrying out daily professional tasks. The results of this community service activity indicate that the SPSS training program for doctoral students in education successfully enhanced the skills and proficiency of PSDP students in using SPSS software for qualitative research topics in the field of education.
A MODIFIED SEMANTICS MAPPING STRATEGY BASED ON AN INTERACTIVE APPROACH TO ENHANCE THE STUDENTS' VOCABULARY ACHIEVEMENT Budiarte, Agus; Setiyadi, Ag. Bambang; Nainggolan, Flora; Sumarta, Ryan Puby
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10719

Abstract

Vocabulary plays an important role in mastering language. Many students have low capability in vocabulary mastery. In this research, the authors aim to improve students' vocabulary mastery by teaching the students through a modified semantics mapping strategy based on an interactive approach. The authors employed quantitative research with an experimental design. The subjects of this research were the second-grade students of SMPN 37 Bandar Lampung. A vocabulary test is used as the instrument of this research. The data were obtained from the pre-test and post-test. Independent group t-test in SPSS was used to analyze the data. The results show a statistically significant difference in vocabulary achievement between the experimental and control classes. It is revealed from the t-value, which is higher than the t-table with a significance level of less than 0.05 (9.865>2.005) (0.000<0.05). As a result, the hypothesis is accepted. This indicates that a modified semantic mapping strategy is better than a semantic mapping strategy in enhancing students' vocabulary achievement. Furthermore, using a modified Semantics Mapping Strategy based on teaching vocabulary is more effective in encouraging students to be involved in teaching-learning activities than using Semantics Mapping Strategy.
Local wisdom-infused experiential learning and its effects on reading literacy: a meta-analysis Huda, Tiyas Abror; Setiyadi, Ag. Bambang; Haenilah, Een Yayah; Rusminto, Nurlaksana Eko; Sinaga, Risma Margaretha; Hamid, Mustofa Abi
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22069

Abstract

Numerous meta-analysis studies have been undertaken on the topic of culturally embedded learning. Insufficient study has been undertaken on culturally integrated learning as a means to enhance reading abilities. The objective of this study is to assess and evaluate the impact of learning enriched by local culture on reading proficiency. This research was conducted using meta-analysis. The document search conducted using Google Scholar yielded 14 document papers published between 2019 and 2023. The research design included a contrast group with random effects model, incorporating a corrected effect size. The investigation employed Jeffreys’s Amazing Statistics Program (JASP) software to compute means aggregate errors, generate forest plots, and assess publication bias. The research reported a statistically significant difference (SE=2.091) between the groups that used local knowledge and standard methods in the learning process. The findings also indicated that incorporating local culture has a significant and favorable impact (with a p value of less than 0.05, namely 0.001) on reading proficiency. This demonstrates that incorporating local culture into the learning process is successful in enhancing students' reading proficiency. Therefore, this study recommends that teachers incorporate local culture as a subject in their teaching to enhance students' reading proficiency.
Music Preferences and Language Anxiety among Introverted and Extroverted EFL Students Suta, I Putu Wirya; Setiyadi, Ag. Bambang; Mahpul, Mahpul
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 1 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i1.89784

Abstract

Language anxiety has been recognized as a significant impediment to effective language acquisition, and music may affect this anxiety. This research investigates the correlation between musical tastes and language anxiety in introverted and extroverted EFL students. Data were acquired from 46 students using surveys utilizing a quantitative design. The Eysenck Personality Inventory (EPI) classified participants as introverts or extroverts, while an adapted Foreign Language Classroom Anxiety Scale (FLCAS) assessed language anxiety. The Study of Music Preferences (STOMP) questionnaire was employed to ascertain their favored music genres. SPSS was employed to analyze the data and investigate the correlation between musical preferences and language anxiety among introverted and extroverted students. The results demonstrate that both introverts and extroverts favor "Upbeat & Conventional" music, with no statistically significant relationship between personality traits and music preferences (p = 0.496). Moreover, whereas introverts displayed greater language anxiety than extroverts, this disparity was not statistically significant (p = 0.312). Additionally, the findings regarding musical preferences and anxiety levels suggest that while students may prefer certain genres, these choices do not significantly affect the anxiety encountered during language learning activities (p = 0.388). The research highlights the intricate interplay among personality, music, and anxiety, indicating that elements outside personality features may affect musical preferences and anxiety levels. The findings underscore the necessity of establishing supportive educational settings customized to individual requirements to improve language acquisition and alleviate anxiety. Additional investigation is advised to examine the intricate relationships among these variables.
Development and Validation of the Joyful Learning of Reading Scale for EFL Student Elisa, Lusi; Setiyadi, Ag. Bambang; Sumarti
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.27554

Abstract

This study develops and validates the Joyful Learning of Reading Scale (JLR), an instrument designed to measure the enjoyment, engagement, and intrinsic motivation of students in the context of reading English as a Foreign Language (EFL). The research utilizes a quantitative approach, with the scale being tested for its psychometric properties using Rasch Model analysis. A sample of 244 EFL students from Indonesian universities participated in the study, providing data on their experiences with reading activities. The results confirm that the JLR scale is both valid and reliable, as evidenced by a Cronbach’s alpha of 0.92 and a Person Separation reliability of 0.88. The scale effectively captures the emotional and cognitive dimensions of reading, showing that it can measure a range of student engagement and motivation levels. By using the JLR scale, educators can assess how well their teaching strategies promote Joyful Learning, helping to create more engaging and motivating learning environments. The study highlights the importance of fostering intrinsic motivation and enjoyment in reading, as these factors significantly contribute to improving students' reading comprehension and overall academic performance. The JLR scale, therefore, serves as an important tool for enhancing the quality of EFL education.
INTEGRATING THE LISTEN-READ-DISCUSS (LRD) STRATEGY WITH WORDWALL TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ READING COMPREHENSION Prastyawati, Masita Eka; Setiyadi, Ag. Bambang; Suparman, Ujang
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9563

Abstract

Abstract This study aimed to examine the effectiveness of integrating the Listen-Read-Discuss (LRD) strategy with Wordwall as a game-based learning in improving students’ reading comprehension. A quantitative approach with a cluster random sampling was used. The research was grounded in the constructivist theory of language learning, which emphasized active involvement and contextualization in text understanding. The subjects were two randomly selected seventh-grade classes from SMP PGRI 2 Sukadana, with one serving as the experimental group that received the integrated LRD and Wordwall treatment, and the other as the control group that used the original LRD strategy. Data were collected using pretests and posttests and were analyzed through an independent t-test. The results indicated that the experimental group made considerably greater improvements in reading comprehension scores compared to the control group. The statistical analysis showed a significance level from the 2-tailed test that was less than 0. 05 (p 0.001) and also, t-value is higher than t-table with the significance level of higher than 0.05 confirmed the effectiveness of the LRD and Wordwall integration in enhancing vocabulary mastery, student engagement, and active classroom participation. These results supported the incorporation of interactive learning tools as a complement to original strategies in English language instruction.Keywords: Game-based learning, Listen-Read-Discuss, Wordwall, reading comprehension, vocabulary
Co-Authors Budiarte, Agus Dina Maulina Een Yayah Haenilah Elisa, Lusi Flora Nainggolan Handoko Handoko Mahpul Mahpul, Mahpul Mustofa Abi Hamid Nurlaksana Eko Rusminto Prastyawati, Masita Eka Rabiyatul Adawiyah Siregar Risma Margaretha Sinaga Sumarta, Ryan Puby Sumarti Suta, I Putu Wirya Tiyas Abror Huda, Tiyas Abror Ujang Suparman