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All Journal DIKSI LingTera Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning LLT Journal: A Journal on Language and Language Teaching IALLTEACH (Issues In Applied Linguistics & Language Teaching) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) JOLLT Journal of Languages and Language Teaching WAHANA LITERASI: Journal of Language, Literature, and Linguistics REGISTER JOURNAL
Sugirin Sugirin
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Boosting Young EFL Learners' English Vocabulary Acquisition by Utilizing Puppet Pictures as Storytelling Media Brilianti, Amalia Eka; Sugirin, Sugirin
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.21622

Abstract

Students' interest becomes the most important aspect of successful teaching and learning. One way to attract students' interest in participating in the lesson is by using fun learning media like puppet pictures. This study explores how employing puppet pictures as a storytelling and sharing medium can improve students' vocabulary acquisition. The present study employed a pre-experimental approach to assess the vocabulary proficiency level achieved through puppet image storytelling media. The group, which had a pre-test and post-test, was considered a single sample for teaching using puppet visuals and storytelling medium. The research subjects consisted of first-grade students enrolled at Ariya Metta Elementary School. The evaluation instruments utilized consisted of a pre-test and post-test, designed based on phase A of the Merdeka curriculum. These instruments were employed to evaluate the enhancement or notable increase in vocabulary scores, employing puppet image narrative media. The pre-test and post-test data were calculated using a statistical analysis program. The data statistics from the descriptive analysis and matched sample statistics showed that the average score of the pre-test (57.86) increased to the post-test score (88.57). In addition, the paired sample T-test yielded a p-value of 0.000, less than the significance level of 0.05. The result indicates that the Null Hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. Ultimately, puppet storytelling media had a significant impact on enhancing pupils' vocabulary development.
Needs Analysis on Developing Mobile-Phone Based Learning Materials to Accelerate Students’ Mastery of English Vocabulary Sugesti, Nunik; Sugirin, Sugirin; Priyana, Joko; Wulandari, Ella
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.9127

Abstract

Due to their important role of a skilled and productive workforce for the nation's economy and progress, vocational high school graduates need special attention and efforts to improve their quality, including the English communication skill to support the mastery of their area of expertise. Their English mastery is greatly influenced by their mastery of vocabulary. So, developing mastery of English vocabulary needs to be done with various efforts, including utilizing information technology services in the form of mobile phone-based learning materials. In line with this, this research was aimed at conducting needs analysis on developing such materials.  The data were collected by using three questionnaires distributed to 76 students of Mechanical Engineering of vocational high schools, 13 English teachers from 6 vocational high schools, and 7 respondents who were vocational high school graduates in five districts/cities in Special Region of Yogyakarta. The research employed the quantitative (descriptive statistics) and qualitative data analysis (interactive analysis techniques). The results of data analysis, which included the list of required vocabulary, forms of activities, and other aspects that reflected the ways how the materials were presented, were then used as a basis for preparing the syllabus, grid, and initial draft of teaching materials.The data also included the types of services offered by the mobile-phone learning.
Improving reading comprehension through the development of critical thinking of students at madrasah aliyah Mustopa, Arif Zaenal; Sugirin, Sugirin
LingTera Vol. 7 No. 1 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i1.6445

Abstract

This research aims to develop the reading comprehension skills in English written texts of Grade XI students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung through the development of critical thinking in teaching process. This research was collaborative classroom action research. The subjects were the 11th grade students of Madrasah Aliyah Al-Ikhlash Cicalengka, Bandung. The data were collected through pretest and posttest, observation, field notes, and interviews. The students were introduced with the concept of critical thinking starting with the concept of position, agreement, disagreement, and argument as well as the categorization of the opinion and fact in the text. Finally the students were asked to do some tasks and give their opinion related to the position of the writer and their background knowledge. The result showed that there was an improvement in teaching processes. In the first cycle, the students' involvement in classroom activity was improved. There were about 70% of the students who actively involved in the process and it increased in the second cycle. In expressing opinion, the students could actively express their opinion related to the text being discussed both in written and orally.  The improvement also occurred in students' reading comprehension skills score. The result of paired t-test showed that there was significant different in comparison of pretest and both posttests 1 and 2. The result showed that the significant value of 0.000 was smaller than the significant level of 0.05 or 5%. This means that the improvement was significant. The result proved that improving reading comprehension skills could be achieved by developing critical thinking in teaching reading process.
Nurturing Heutagogy: Implementing Montessori Philosophy in English Language Acquisition within an Islamic School Context Jinabe, Megan; Margana, Margana; Sukarno, Sukarno; Sugirin, Sugirin
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.260-285

Abstract

The Montessori method has become a trend in Early Childhood Education, particularly in terms of the students’ language acquisition within the Self-Directed Learning (SDL) framework. While SDL, as proposed in heutagogy, is theoretically ideal for language learning, practical implementations in a faith-based culture are not well understood. Therefore, this research analyses the teaching of the English language in a new educational context: a Montessori classroom in Indonesia that incorporates Islamic principles. Utilizing a qualitative case study approach, this research identifies the synergistic conditions that foster language development and describes the observable pathways of language acquisition within this context. Evidence gathered from classroom observations and teacher interviews identified three pillars that underpin success in this particular classroom environment: (1) radical autonomy, which offers personally meaningful language input; (2) a low anxiety classroom, which encourages spontaneous language production; and (3) a synergistic Islamic classroom environment, which strengthens self-discipline and independence in contrast to the Islamic faith. A specific four-stage sequence of acquisition was identified within this meticulously designed environment. The integration of Islamic character-building with Montessori pedagogy underscores the holistic development of the child and the language itself. This research adds value by addressing pedagogical needs at the cultural level, and, in doing so, establishes a conceptual framework that outlines the stepwise progression of learners within a framework of self-determination.
Co-Authors Abd. Syakur Agus Riyadi Anita Triastuti Brilianti, Amalia Eka Ella Wulandari Elyza, Ferlya Esti Junining Febrisera, Lazarus Goestina Goestina, Goestina Indah Permatasari Jamilah Jamilah Jinabe, Megan Joko Priyana M. Sukarno Margana Margana Mustopa, Arif Zaenal Na?mah, Inayatun Nunik Sugesti Phalychan, Bounmy Putri Dini Meutia Sabat, Yulianto Setyowati, Hanie Ika Setyowati, Pramudita Mei Sibakhul Milad Malik Hidayatulloh