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All Journal Journal of ELT Research Esteem Journal of English Study Programme Edumaspul: Jurnal Pendidikan
Sidik Indra Nugraha
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy Elih Sutisna Yanto; Sidik Indra Nugraha
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (923.963 KB) | DOI: 10.22236/JER_Vol2Issue2pp66-83

Abstract

The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.
Students’ Motivation in Learning Listening by Using YouTube: Case Study Umi Quina Indah Wati Poeryono; Yousef Bani Ahmad; Sidik Indra Nugraha
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (604.383 KB) | DOI: 10.33487/edumaspul.v5i2.1874

Abstract

Motivation is a critical component in encouraging language learning. Gifted language learners might also underperform due to a lack of motivation. This study aims to determine what factors impact students' motivation to learn listening through YouTube. employing a case study, the experience of 8 Universities of Singaperbangsa Karawang students was gathered by means of questionnaire and interview. The findings enable students to strive to enhance their listening abilities and discover new vocabulary, as well as speed and comprehension pronunciation. Furthermore, giving audio and pictures on YouTube makes studying more engaging and allows students to memorize the words or phrases they hear. it seems that students' motivation in learning to listen using YouTube is influenced by factors in intrinsic and extrinsic motivation. Abstrak Motivasi adalah komponen penting dalam mendorong pembelajaran bahasa. Pembelajar bahasa berbakat mungkin dapat berkinerja buruk karena kurangnya motivasi. Penelitian ini bertujuan untuk mengetahui faktor-faktor apa saja yang mempengaruhi motivasi siswa belajar mendengarkan melalui YouTube. Dengan menggunakan studi kasus, pengalaman 8 mahasiswa Universitas Singaperbangsa Karawang dikumpulkan melalui angket dan wawancara. Temuan memungkinkan siswa untuk berusaha untuk meningkatkan kemampuan mendengarkan mereka dan menemukan kosa kata baru, serta kecepatan dan pemahaman pengucapan. Selain itu, memberikan audio dan gambar di YouTube membuat pembelajaran lebih menarik dan memungkinkan siswa untuk menghafal kata atau frasa yang mereka dengar. Nampaknya motivasi siswa dalam belajar menyimak menggunakan youtube dipengaruhi oleh faktor motivasi intrinsik dan ekstrinsik
Understanding Demotivating Factors on EFL Students in Online Learning Siti Maemunah; Sidik Indra Nugraha; Acep Bahrum Kamil
Edumaspul: Jurnal Pendidikan Vol 5 No 2 (2021): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (520.738 KB) | DOI: 10.33487/edumaspul.v5i2.1889

Abstract

Demotivation is a complex problem that many foreign language (FL) learners faced, and it is caused by a variety of factors including the teacher, poor self-esteem, and previous bad language learning experiences(BABA KHOUYA, 2018). This study aimed to understand the demotivating factors on EFL students in online learning. The participants of this study were three students of the third grade of senior high school in Karawang. This study used a qualitative case study design to address the research objectives. The data for this study was gathered through semi-structured interview questions as an instrument of this study. The collecting data was obtained through Google meeting. The result of this study revealed that there are two demotivating factors on EFL students in online learning. Those are the teacher’s methods and learning material. In this case, the researcher found out that those factors are from the external factors. In the teacher’s method, there are two aspects that demotivate EFL students in online learning. The first aspect is because the teacher always speaks English all the time during learning. The second is because the teacher did not evaluate the students’ assignments. The last factor is the learning materials, the students get difficult to understand the materials during online learning. Keywords: demotivation factors, online learning.
EXPLORING PROBLEM-BASED LEARNING IMPLEMENTATION IN TEACHING SPEAKING TO SECONDARY SCHOOL STUDENTS Amalya, Lala Vyona; Sidik Indra Nugraha; Hilmansyah Saefullah
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wsnjje47

Abstract

This study investigates the application of Problem-Based Learning (PBL) in developing speaking skills among secondary school students, focusing on both instructional implementation and the obstacles encountered. Conducted at a public junior high school in Karawang, Indonesia, the research adopts a qualitative case study approach, utilizing classroom observations and teacher interviews as primary data sources. The study analyzes the integration of five core PBL stages: problem identification, analytical discussion, independent inquiry, synthesis of findings, and reflective evaluation. Results indicate that the teacher successfully implemented each phase, fostering greater student participation and enhanced speaking confidence. Nonetheless, several impediments such as students’ low motivation, limited command of English, and insufficient learning resources posed challenges to optimal learning outcomes. The study concludes that while PBL offers considerable potential to improve oral communication skills, its success is contingent upon thorough instructional planning and robust institutional support.
Co-Authors Acep Bahrum Kamil Amalya, Lala Vyona Elih Sutisna Yanto Hilmansyah Saefullah Siti Maemunah Umi Quina Indah Wati Poeryono Yousef Bani Ahmad