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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Scripta-English Department Journal VISION Vision: Journal for Language and Foreign Language Learning English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Journal of English Education and Teaching (JEET) JOLLT Journal of Languages and Language Teaching Abdibaraya: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Surya Edukasi (JPSE) Indonesian Journal of Education and Learning Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal
semi sukarni
semisukarni@yahoo.com
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

Abstract

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.  The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes.  The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.
Implementation of Reciprocal Teaching Strategy for reading comprehension skills of XII students Kurochman, Alvinisha Arofah; Pangestuti, Fitri Endah; Sukarni, Semi; Purwanto, Heru
Jurnal Pendidikan Surya Edukasi (JPSE) Vol. 11 No. 1 (2025): Jurnal Pendidikan Surya Edukasi (JPSE)
Publisher : LPPM Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/jpse.v11i1.5976

Abstract

This study explores the implementation of the Reciprocal Teaching Strategy to enhance students' reading comprehension skills in Hortatory Exposition texts. Conducted as a Classroom Action Research (CAR) over two cycles in Class XII-7 at SMA Negeri 5 Purworejo during the 2023/2024 academic year, the study involved 35 students (25 females and 10 males). Data were collected through pre-tests, post-tests, observations, and documentation, analyzed using simple descriptive quantitative methods, and presented in table and chart. The findings reveal a significant improvement in reading comprehension, with average scores increasing from 63 (Cycle I) to 81 (Cycle II). This growth highlights the effectiveness of the Reciprocal Teaching Strategy, particularly when supported by interactive instructional media such as videos. The strategy's integration of predicting, questioning, clarifying, and summarizing fosters critical thinking and active student engagement, addressing challenges in understanding both explicit and implicit textual information. These results underscore the strategy’s potential for advancing reading comprehension and its applicability in 21st-century learning contexts.
Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sukarni, Semi
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.337-354

Abstract

Collaboration becomes a supporting component of professional learning. Teachers’ experiences become the determining factor of the attainment a professional learning program. This study is aimed at exploring the experiences of teachers of two schools with different qualification by answering the following questions: (1) How are the programs of collaborative professional learning enacted to enhance the teachers’ teaching strategy and digital literacy?, (2) How do the teachers’ experiences in their collaborative professional learning impact on their policy of professional learning? This study is a qualitative case study. In order to answer its questions, this study involved 8 language teachers –Arabic, English, Indonesian, and Javanese language- from 2 schools. Teachers from a reputable school were paired up with those from an undistinguished school to engage in a collaborative professional learning program focusing on teaching strategy and digital literacy. Data analysis involved content analysis convention of Krippendorff (2013). The program is a need-based program, which is put in different social context and built to make each participant familiar, collaborate to learn, to practice, and to implement. Putting the program into different social context facilitates participants to learn through attention, retention, reproduction, which then influences their policy of professional learning.
Figurative Languages Found in  Paint My Love Greatest Hits Lyrics Ratna Putri Krisnisa; Sukarni, Semi; Zulia Chasanah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1912

Abstract

Language is a fundamental tool in communication and expression, including in the realm of music. Songs, as a form of art, often use figurative language to convey messages more emotionally and aesthetically. However, not all listeners are able to understand the hidden meaning behind the lyrics, especially when figurative language is used. This study aims to examine the use of figurative language in the album Paint My Love Greatest Hits by referring to Frederik's theory. This study uses a qualitative approach to analyze the types and meanings of figurative language found in song lyrics. Data were obtained from all songs in the album. The results of the analysis show that the most frequent type of figurative language is symbols (42.86%), while the least frequent are hyperbole, litotes, metonymy, and paradox. These findings reveal that figurative language plays an important role in enriching the meaning and emotional depth of song lyrics.
Improving Students’ Speaking Skills Through Contextual Teaching and Learning Model of Students' 21st Century Astuti, Tri Puji; Sudar, Sudar; Sukarni, Semi
Scripta : English Department Journal Vol. 12 No. 2 (2025)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v12i2.5282

Abstract

This classroom action research aimed to improve the speaking ability of first-year students at SMP Negeri 1 Kebumen through the Contextual Teaching and Learning (CTL) model, targeting the enhancement of student’s 21st century skills. The study was conducted in class VII A, involving 30 students as the sample. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using both qualitative and quantitative methods, including speaking tests, observation sheets, and student interviews. The instruments employed for data collection were validated for reliability and consistency. The implementation of the Contextual Teaching and Learning (CTL) model can significantly improve students’ speaking skill as well as foster their 21st century skills, such as engagement, critical thinking, and communication. The results indicated a significant improvement in the students' speaking skill, as evidenced by the increased mean scores from the pre-test to the post-test in both cycles. Additionally, the students demonstrated enhanced engagement, critical thinking, and communication skills. Findings confirm that the CTL model is effective in improving student’s speaking skill and simultaneously strengthening their 21st century skills. Therefore, the CTL model can be recommended as a valuable strategy for enhancing both linguistic proficiency and essential competencies in junior high school students.
The Effectiveness of Audiobook in Teaching Question Tags: Experiences Learned from Expanding Countries Masykuri, Edi Sunjayanto; Androsova, Svetlana V.; Sukarni, Semi; Wan, Au Thien; Mamadova, Ilahe
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.v11i4.8855

Abstract

The choice of instructional media is pivotal, requiring innovation and practicality. One such medium that has demonstrated considerable promise is the Audiobook, whose effectiveness has already been demonstrated in the context of ELT in Azerbaijan. Building upon this precedent, the present study seeks to adapt this medium for implementation in Indonesia, employing distinct instruments and datasets. The overarching aim of this research endeavor is to assess the viability of Audiobooks as an instructional medium for teaching question tags to ninth-grade students in Indonesia. To rigorously investigate this question, the research design adopts a quantitative approach, utilizing an experimental methodology. The study selects two classes from the ninth-grade population as the sample, encompassing a total of 56 students. Data analysis techniques encompass both descriptive and inferential methods, with the Mann-Whitney U-test applied.. The findings reveal a noteworthy outcome: the achievement of students in the experimental group, exposed to Audiobook-based instruction, surpasses that of the control group. Crucially, this difference is statistically significant, as evidenced by the z-value exceeding the critical z-table value (6.198 > 1.96). Consequently, it is possible to conclude that Audiobooks serve as an effective method for teaching question tags to ninth-grade students in Indonesian junior high schools. These results contribute to the growing body of evidence supporting the integration of innovative media, such as Audiobooks, into ELT practices. Moreover, they underscore the adaptability and potential transferability of such instructional approaches across diverse educational contexts, emphasizing the importance of pedagogical innovation in fostering effective language learning.
TPACK Competence and Technology Use Among in-Service EFL Teachers Sukarni, Semi; Chasanah, Zulia; Maskuri, Edi Sunjayanto; Laksono, Puji; Anua Jah, Nurain Jantan
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13833

Abstract

In the context of teacher professionalism, the ability to effectively integrate technology into teaching practices is now part of the basic competencies that must be possessed. One of the conceptual frameworks that are widely used to measure and assess this competency is Technological Pedagogical and Content Knowledge (TPACK). Therefore, this study aims to (1) describe how in-service English teachers integrate technology into their EFL teaching, and (2) explain the perceptions of these teachers regarding their TPACK competency. The research is a mixed-method study that combines quantitative and qualitative data collection using observation and questionnaires. Thirty teachers consisting 11 male and 19 female involved in this study.  The quantitative data were analyzed using descriptive analyses, while the qualitative data were analyzed using thematic analysis by presenting themes and codes.  The finding of the study shows that in-service English teachers have "good" competence of TPACK as shown in the mean of the questionnaire result is 3.94 which belongs to the good category. Among 7 TPACK categories, TPK is the highest with the mean 4.14, on the other hand, PCK is the lowest with a mean 2.94. There are 16 types of ICT integrated in their lesson. PPT, blog, Pinterest, and YouTube are mostly used their English lesson with 100% on the other hand, Link Tree and Elsa Speak is the lowest used. Overall, these findings underscore the importance of further training that focuses not only on the use of technology, but also on how it can be effectively linked to content and pedagogical approaches in the context of English language learning.
English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity Sukarni, Semi; Sudar, Sudar; Tarwiyah, Siti
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity. Objectives: This study aims at exploring the Vocational High School English teachers’ perception of its importance as well as its complexity of teaching HOTS. Methods: A mix-method approach of data collection and analysis was applied in this study. The data were obtained from 40 VHS teachers, the members of the English teacher association of Wonosobo regency, Central Java, Indonesia by using one set of close-ended questionnaires and in-depth interviews. Findings: The result indicates 1) VHS English teachers have  a very high perception of the importance of teaching HOTS for their students; 2) a high perception of the complexity of applying HOTS resulted from the students’ unreadiness and teachers’ lack of competence in integrating HOT in English class. Conclusion: A very positive perception of the importance of teaching HOTS among VHS teachers. It is in constrast with the high perception of the complexity of applying HOTS. Training HOTS is needed for planning, implementing and assessing HOTS. Keywords: complexity, HOTS, importance, teachers’ perception, vocational high school.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202220
Workshop Merancang Pembelajaran dan Asesmen dalam Implementasi Kurikulum Merdeka bagi Guru SMK Kabupaten Wonosobo Sukarni, Semi; Sudar, Sudar; Rokhayati, Titi
Abdibaraya Vol 2 No 02 (2023): Abdibaraya: Jurnal Pengabdian Masyarakat
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/abdibaraya.v2i02.1024

Abstract

The objectives of community service that have been implemented by the English Language Education Master's Study Program service team include: (1) Sharing knowledge about designing English language learning for Phase E & F (SMK) based on the Curriculum Merdeka; (2) Sharing knowledge about appropriate methods, media and materials to be used in learning English based on the Curriculum Merdeka; (3) Sharing knowledge about assessments in accordance with the Merdeka Curriculum English Phase E & F Learning Outcomes; (4) Reviewing teaching modules for learning English for Phase E & F (SMK) based on the Merdeka Curriculum. The service partners are vocational English teachers in the Wonosobo Regency MGMP group which will be held at SMK 2 Wonosobo. Service activities were held in face-to-face meetings and attended by 42 English teachers. This activity was carried out with maximum results with good cooperation between the Community Service Team, the Institute for Research and Community Service (LPPM) Muhammadiyah University Purworejo and all English teachers in the Wonosobo Regency Vocational School English Language MGMP group. Keywords: Asesment, learning design , Merdeka Curriculum, workshop
Kemampuan Identifikasi Masalah Mahasiswa PPG dalam Jabatan Bidang Studi Bahasa Inggris Universitas Muhammadiyah Purworejo Abdul Ngafif; Sukarni, Semi; Kirana, Agnya Nindya
Indonesian Journal of Education and Learning Vol. 9 No. 1 (2025): Oktober 2025
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v9i1.3278

Abstract

Identifikasi masalah merupakan kegiatan awal yang dilakukan dalam proses mencari dan menemukan sumber masalah, dimana seorang guru dituntut mampu melakukan identifikasi masalah. Tujuan dari penelitian ini adalah untuk mengetahui sejauhmana mahasiswa PPG dalam jabatan Universitas Muhammadiyah Purworejo mengidentifikasi masalah Bahasa Inggris. Penelitian ini menggunakan metodologi kuantitatif deskriptif. Metode pengumpulan data menggunakan dokumen hasil penilaian di LMS PPG Daljab 2023. Tagihan identifikasi masalah pada siklus 1 dan 2 diunggah ke LMS. Penilaian menggunakan rubrik yang ada di LMS PPG Daljab 2023. Seluruh mahasiswa PPG Daljab angkatan 3 Bahasa Inggris tahun 2023 dari Universitas Muhammadiyah Purworejo adalah subjek dari penelitian ini. Analisis dilakukan menggunakan statistik kuantitatif deskriptif. Hasil penelitian menunjukkan terdapat peningkatan sebesar 2,23 poin dari rata-rata nilai di siklus 1 sebesar 80,57 meningkat di siklus 2 menjadi 81,68 dan termasuk dalam kategori baik. Jadi, bisa disimpulkan bahwa seluruh mahasiswa PPG Dalam Jabatan Angkatan 3 Tahun 2023 sudah mampu melakukan identifikasi masalah dengan baik.Kata Kunci: PPG, Identifikasi masalah, Bahasa Inggris
Co-Authors Abdul Ngafif Androsova, Svetlana V. Anua Jah, Nurain Jantan Chasanah, Zulia Dewi, Nuna Mustikawati Edi Sunjayanto Masykuri, Edi Sunjayanto Endah Lestari Heru Purwanto Junaedi Setiyono Kirana, Agnya Nindya Kurochman, Alvinisha Arofah Kusuma, Akbar Tanjung Laksono, Puji Mamadova, Ilahe Maskuri, Edi Sunjayanto Pangestuti, Fitri Endah Ratna Putri Krisnisa Siti Tarwiyah Siti Ulfah Sudar Sudar Titi Rokhayati Tri Puji Astuti Wan, Au Thien Wardhani, Niken Zulia Chasanah