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All Journal Jurnal Pendidikan Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan JURNAL EDUCATION AND DEVELOPMENT Journal of English Teaching, Applied Linguistics and Literatures (JETALL) PANYONARA: Journal of English Education Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Education: English Journal for Teaching and Learning
Wildan Isna Asyhar
Universitas Islam Kadiri
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Best Practice: A Video Mediated Teaching of Phonology Drs. Musta’in, M.Pd.; Wildan Isna Asyhar, M.Pd.
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 3 No 1 (2021): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (179.492 KB) | DOI: 10.32503/edulink.v3i1.1506

Abstract

A narrative inquiry as the approach of qualitative research is conducted in this research to know how the implementation of a video as a teaching media of Phonology and what the problems that the students face in using a video as the learning media of Phonology. This research involves 28 students of the second grade. The subject of research is the students of an English department in Education of UNISKA Kediri. The result is that there are four categorized problems that students face. Students felt that; (1) a native speaker in the video speaks too fast; (2) the pronunciation is unclear; (3) there are some new words or terms; (4) it is difficult to imitate the intonation and stressing of a word and sentence. However, the students can solve problems. Besides that, they get some advantages their ability in some aspects and are aware of the current issue; (1) the first is that the video is easy accessible; (2) the second one is that the video also is appropriate with the current issue so the students, beside learn about phonology, also aware of the current issue; (3) the other one is the students can learn and practice whenever with (out) the guidance of the lecturer; (4) the last advantage that we can offer is the students can listen the native speaker easily because they can play back the video when they cannot catch the word or meaning.
BEST PRACTICE: A VIDEO MEDIATED TEACHING OF PHONOLOGY Musta'in Musta'in; Wildan Isna Asyhar
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 4, No 2 (2021): JETALL Volume 4 Number 2 2021
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v4i2.8915

Abstract

Abstract: A narrative inquiry as the approach of qualitative research is conducted in this research to know how the implementation of a video as a teaching media of Phonology and what the problems that the students face in using a video as the learning media of Phonology. This research involves 28 students of the second grade. The subject of research is the students of an English department in Education of UNISKA Kediri. The result is that there are four categorized problems that students face. Students felt that; (1) a native speaker in the video speaks too fast; (2) the pronunciation is unclear; (3) there are some new words or terms; (4) it is difficult to imitate the intonation and stressing of a word and sentence. However, the students can solve problems. Besides that, they get some advantages their ability in some aspects and are aware of the current issue; (1) the first is that the video is easy accessible; (2) the second one is that the video also is appropriate with the current issue so the students, beside learn about phonology, also aware of the current issue; (3) the other one is the students can learn and practice whenever with (out) the guidance of the lecturer; (4) the last advantage that we can offer is the students can listen the native speaker easily because they can play back the video when they cannot catch the word or meaning. 
NEED ANALYSIS OF ENGLISH COURSE OF THE STUDENTS OF UNISKA KEDIRI Wildan Isna Asyhar; M. Syaichul Muchyidin; Irwan Sulitiyanto
Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan Vol 13, No 1 (2022): Jurnal Ilmiah Pena Volume 13 Nomor 1 Mei 2022
Publisher : STKIP Pembangunan Indonesia Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54776/jip.v13i1.311

Abstract

English is one of courses that must be studied in UNISKA Kediri and it is one of obligation subject of national curriculum at UNISKA Kediri. All faculties have this course to develop the quality of the students and different faculty has their purpose itself, so the English they use called English for Specific Purpose (ESP). English for Specific Purpose (ESP) is the course to get the goal based on the faculty. To get the goal, it needs the analysis of the goal. in other word, different faculty must be different goal. the research uses qualitative approach which describes the phenomenon faced. To get the data, it needs some instruments; such as document and doing interview.  The rubrics or the data evaluation here is the goal of material, to know the goal of the material and the method used, the researcher gets from the students of UNISKA Kediri, and the subjects are the students of UNISKA Kediri. The results of the research shows that every faculty has its own interest of English to support their quality, so here are the results (1) Functional Language Use; (2) language Material must contain basic grammar on arranging the structure of sentence, expression use, and vocabulary use based on their faculty or study program; (3) the ability of language use containing reading, writing, listening, and speaking ;namely, reading 35%, writing 25%, listening 20%, and speaking 20%; (4) the use of teaching method, constructivism approach.
THE EFFECT OF ENVIRONMENT AND LEARNING STYLE ON STUDENTS' PERFORMANCE THROUGH MOTIVATION AS A MODERATOR VARIABLE Firadiba, Charisma; Asyhar, Wildan Isna
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 1 (2023): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v5i1.3416

Abstract

This research aims to interpret the research analysis: (1) to know the simultaneous effect of environment, learning style, and motivation on students' performance; (2) to know the partial effect of environment, learning style, and motivation on students' performance; (3) to know the significant effect of environment and learning style partially on students' performance through motivation as a moderator variable. This research used the quantitative approach as the research design and involved 218 students of the tenth grade of MAN 1 Mojokerto as a sample. The data was collected by using a questionnaire. These results showed that: (1) There is a simultaneous effect of environment, learning style, and motivation on students' performance which f- count is 53,333 > f- table 3,177. (2) There is a partial effect of environment, learning style, and motivation on students' performance (3) The indirect effect of environment and learning style is more significant than the direct effect. The conclusion is that the Ho of each hypothesis is rejected.
TEACHERS’ CREATIVITY TO HELP STUDENTS IN ACHIEVING DAILY ENGLISH CONVERSATION GOAL OF D-BEATS (DYNAMIC – BOARDING ENGLISH ARABIC TAHFIDZ SCHOOL) Lestari, Dwi April; Asyhar, Wildan Isna
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 2 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i2.2760

Abstract

D-BEATS is a boarding school which activity is learning tahfidz and the language use either English or Arabic in daily conversation. English use is primary language in this research. In boarding school exists a class of morning conversation which class is giving vocabularies. The English teachers teach English in morning conversation by questioning and role-play. The teachers use those ways in order to make the students usual to make question and appear new vocabularies in any activity. In process of daily conversation, the students face the challenges such forget and limit the vocabulary, a chance to speak Indonesian if out of monitoring, and the basic challenge is when another person speaks Indonesian other person will respond in Indonesian too. English teacher helps the students to speak English in daily activity by activating the language department. It works like each student becomes a spiyer to spy about the use of English in whole daily activity. For whomever who breaks the language they will be noted by spiyer and reported to the language department to get punishment. The environment in boarding of D-BEATS like other teachers who live in boarding like Tahfidz teacher, Arabic teacher, and canteen keeper, they also try to service the students with English. The learners’ reflection after getting the teachers’ creativity shows that the students’ effort to speak English as often in daily conversation, speak English every day, every time, except free day language, feel free to speak English.
THE EFFECTIVENESS OF USING PEER ASSESSMENT TECHNIQUE IN TEACHING SPEAKING AT FIRST GRADE OF MAN 4 KEDIRI Rahendra, Judith Aditya; Asyhar, Wildan Isna
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 3 No 1 (2021): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v3i`1.1457

Abstract

Peer assessment is an innovation in the field of assessment which aims to improve the quality of learning. Peer assessment is one approach to obtain information that might help determine the value of the individual. This research was intended to know the effectiveness of using Peer Assessment in teaching speaking at first grade of MAN 4 Kediri. This research used a quantitative approach, while the design used was the posttest-only control group design. In this research used two classes, there is an experimental group and control group. The experimental group used the peer assessment method, and the control group was taught using the conventional method. To collect the data, post speaking tests in the experimental and control groups were administered. Data were analyzed using mean scores, standard deviation, and independent-sample t-test. The result of this research showed that the t-test was higher than t – table with a degree of freedom. It can be concluded that using peer assessment in teaching speaking is effective.
THE EFFECTIVENESS OF HELLO ENGLISH APPLICATION TO TEACH VOCABULARY Wahyudi, Slamet Agung; Muchyidin, M. Syaichul; Asyhar, Wildan Isna
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4949

Abstract

The purpose of this research is to know the effect of Hello English application on student’s vocabulary achievement in XI grade students of SMAN 2 pare. Using the correct instructional media and approaches can assist students in mastering English vocabulary. Researchers are interested in studying the possibilities of the Hello English application being reviewed as an effective learning media. To design this research, quantitative research technique was used to design this research. The experimental group was taught with Hello English application, whereas the control group was not. As data collecting methods, pretest and posttest were used. The results indicated a considerable difference between the classes that used application and the other ones. This is evidenced by the disparity in average scores. The average pre-test score for the experimental class was 71.50 and the control group was average score 70.33 and post-test 84.50 in experimental class while in control class 79.67. In addition, the use of independent t-test findings was determined to be 0.004. That is less than 0.05. It can be concluded that teaching vocabulary using Hello English application is effective.
THE CORRELATION BETWEEN STUDENTS’ PERCEPTION ON GERAKAN LITERASI SEKOLAH AND STUDENTS’ READING ENGLISH ACHIEVEMENT OF SMAN 4 KEDIRI Fadhila, Madarina; Putri, Kristanti Yuntoro; Asyhar, Wildan Isna
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 2 (2023): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v5i2.4115

Abstract

This research aims to describe and analyze: (1) to find out students’ perception of the program Gerakan Literasi Sekolah, (2) to find out the reading English achievement of students’, (3) to find out the correlation between Gerakan Literasi Sekolah and students’ reading English achievement at SMAN 4 Kediri. This research used the quantitative approach as the research design. Then, the data collected by using questionnaire and document. This research carried out 194 students of eleventh grade of SMAN 4 Kediri as the sample. The result showed that: (1) the results of the students' perceptions of the Gerakan Literasi Sekolah took a sample of 194 students. The questionnaire consists of 20 questions, with a total of 3.880 answers. Data analysis of the average number of students answered "yes" a total of 3.578, answered "no" a total of 302. So, from the result it can have a positive impact on students' reading desire. (2) the result of student reading English achievement shows a total of 194 students. A minimum student score of 75 with a total of 2 students or 1.0% and a maximum student score of 92 with a total of 1 student or 0.5. The average score of the dominant students is 83 with a total of 65 students or 33.5%. So, from the result can the score of students reading English is positive with good results. (3) the result of the students' perceptions of the Gerakan Literasi Sekolah on students' reading English achievement have a significant effect 0.031 < 0.05 on the t-test. So, from the result can be concluded that Ha is accepted.
STUDENTS PERCEPTION IN USING CHAT-GPT TECHNOLOGY TOWARD LEARNING ACTIVITIES Nagata Zamzami; Erwin Hari Kurniawan; Wildan Isna Asyhar
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 2 (2024): Vol 12 No 2 Mei 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i2.5832

Abstract

The aim of this study is to know the benefits and students' perceptions of using Chat-GPT Technology toward learning activities. It is to describe the students’ perception of using Chat-GPT technology toward learning activities in class with the lecturer. The data was collected through a questionnaire and interview. Furthermore, the subject in this research was students in the Language Education Study Program in Teacher Training and Education Faculty in Universitas Islamic of Kadiri, academic year 2023/2024. The respondents were 40 students of English language education FKIP UNISKA-Kediri. Collecting data from interviews and questionnaires served as the first step in the data analysis process. According to the research findings, students expressed satisfaction with Chat-GPT's speed and accuracy of responses, ease of use, benefits, and improvement of knowledge. They also expressed satisfaction with Chat-GPT's ability to increase efficiency and effectiveness of time and improve learning activities. A few students even felt inspired to write scientific papers using the ideas they received from Chat-GPT. On the other hand, students felt there were concerns about unfair selection and the risk of plagiarism that could undermine critical thinking skills. Given the positive perception given by students about the use of Chat-GPT in learning, regulations on using Chat-GPT should be given to teachers before allowing students to use Chat-GPT so that student controls and restrictions in using Chat-GPT are not excessive so that learning activities can run orderly, fairly and responsibly.
TEACHERS PERCEPTION IN USING CHAT-GPT TECHNOLOGY TOWARD TEACHING ACTIVITIES Danang Sunarjati Priyohartono; Wildan Isna Asyhar; Syaichul Muchyidin
JURNAL EDUCATION AND DEVELOPMENT Vol 12 No 2 (2024): Vol 12 No 2 Mei 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i2.5853

Abstract

The aim of this study is to know the benefits and teachers perceptions of using Chat-GPT Technology toward teaching activities. It is to describe the teachers perception of using Chat-GPT technology toward teachers activities in class with the students. The data was collected through a interview and questionnare. Furthermore, the subject in this research was teachers in the Language Education Study Program in Teacher Training and Education Faculty in Universitas Islamic of Kadiri. The respondents were 3 teachers in the English Education Department Teacher Training And Education Faculty Kadiri Islamic University who are actively involved in teaching activities. Collecting data from interviews and questionnaires served as the first step in the data analysis process. According to the research findings, teachers expressed satisfaction with Chat-GPT's ability and accuracy of responses, ease of use, benefits, and improvement of knowledge. They also expressed satisfaction with Chat-GPT's ability to increase efficiency and effectiveness of time and improve learning activities. The teachers feedback following their experience with ChatGPT provides insights into the determinants that impact their willingness to include AI-driven digital resources for individualized instruction inside the English language educational setting. An essential determinant is the substantiation of efficacy, specifically in relation to personalized education and enhanced student results. the teachers observed the concrete advantages of ChatGPT's customized tasks, such as a reduction in grammatical mistakes,and the tool's ability to accommodate teacher searching material. In this research, a lot of information is given about how and what university teachers think about ChatGPT. Administrators and teachers at universities need to think about the advantages and disadvantages of using ChatGPT technology in higher education and find ways to balance them out so that the technology is still useful.
Co-Authors Danang Sunarjati Priyohartono Drs. Musta’in, M.Pd. Dzu Al Mirroh Erwin Hari Kurniawan Erwin Hari Kurniawan Fadhila, Madarina Fika Ar-rizqi Naf’ihima Firadiba, Charisma Irwan Sulistyanto Irwan Sulitiyanto Lestari, Dwi April M Syaichul Muchyidin M. Syaichul Muchyidin Muchyidin , M Syaichul Muchyidin, M. Syaichul Muchyidin, M. Syasichul Muhammad Dandy Dwi Pramuditia Ghyfari Muhammad Muhammad Musta&#039;in Musta&#039;in Naf'ihima, Fika Ar-Rizqi Nagata Zamzami Prasetya, Angga Eka Putri, Kristanti Yuntoro Rahendra, Judith Aditya Riftasandha, Allaika Sintiya, Kharisma Devi Syaichul Muchyidin Wahyudi, Slamet Agung