Article Per Year (5 Year)
p-Index From 2021 - 2026
2.293
P-Index
This Author published in this journals
All Journal International Conference on Education and Language (ICEL) Wahana Didaktika International Multidiciplinary Conference on Social Sciences (IMCoSS) Journal of English Literacy Education Sriwijaya University Learning and Education International Conference ELT-Lectura Borneo Journal of English Language Education Community Development Journal: Jurnal Pengabdian Masyarakat JOURNAL OF LANGUAGE ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Dedikasi untuk Negeri Journal of Innovation in Teaching and Instructional Media Journal of Applied Linguistics and English Education Papanda Journal of English Education EXPOSE (Journal of English Education and for Specific Purpose) google scholar The Journal of English Literacy Education Proceeding UMSurabaya
Bastian Sugandi
Universitas Muhammadiyah Lampung
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
TEACHING ENGLISH THROUGH ENGLISH MOVIE: ADVANTAGES AND DISADVANTAGES Armilia Sari; Bastian Sugandi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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

Abstract

Technological advances in globalization era demand all English teachers to be more creative and innovative in using instructional media. Movie or film is one of audio-visual media that teachers can use to improve students English skills. There are some advantages of using English movie in English teaching. For example, movie can keep students interest in learning English, movie c and speaking skills, and movie and vocabulary. However, teaching English through English movie also has some bad effects or disadvantages. For example, it takes long time to watch a movie so that students may get bored, students prefer watching actors or actresses to focusing on the main instructional goal, fiction movie can cause students think and imagine something illogically, and movie can cause students imitate bad scenes from the actors or actresses. To overcome the bad impacts of movie, English teachers should consider some solutions. For example, teachers should use short English movie to save time in learning, teachers should always remind students the main instructional goal before and after watching the movie, teachers should select a good educational English movie.
Socratic Seminar: A Strategy for Critical-Thinking-Oriented Speaking Instruction in the Deep Learning Approach Dyah sih pratiwi; Bastian Sugandi
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/aar1ns88

Abstract

This study investigated the effectiveness of the Socratic Seminar in improving students’ speaking skills and fostering critical thinking. An explanatory sequential mixed-methods design was employed, with a quasi-experimental approach as the primary quantitative component. The participants were 30 vocational high school students, comprising 15 students in the experimental group and 15 in the control group. Data were collected through speaking tests, questionnaires, interviews, and observations. The Socratic Seminar was implemented as the intervention in the experimental group, with CAR used as a reflective process during implementation. The paired-samples t-test showed a significant improvement in speaking performance, t(14) = 7.9553, p = 0.00000146 < 0.05. An independent-samples t-test showed a significant difference in post-test speaking performance between the experimental and control groups, t(28) = 2.97, p = .006, with a large effect size (Cohen’s d = 1.08). The mean score increased from 2.80 to 3.56, with a mean difference of 0.76 Qualitative findings indicated that the Socratic Seminar encouraged students to express ideas, provide reasons and evidence, engage in reflective dialogue, and participate actively in discussions. The findings demonstrate that the Socratic Seminar is an effective strategy for integrating speaking development and critical thinking within a deep learning-oriented context.
Co-Authors . Husnaini Ahmad Syafiq Ahmad Syafiq Armilia Sari Armilia Sari Asih, Nirmala Bubakak Sammania Chuzaimah D. Diem Dimas Bayu Pratama Eko Saputra Eryon, Eryon Fakhrunnisa, Fakhrunnisa Fini Widya Fransiska, Fini Widya Finny Widya Fransiska Idawati Idawati Indah Nurhidayati, Indah Kamiliya, Zainina Luthfi Khayati Machdalena Vianty Nuari, Angela Ika Rizky Pratiwi, Dyah Sih Rama Rilvano Mazel salamah salamah SEPTY ANGGRAINY Sulastri Sulastri Widya Puspita Sari