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Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

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Investigation of Cultural Values in English Textbooks for Junior High School Students Sri Arfani; Juhana Juhana; Hanna Sundari; Wisma Yunita
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2696

The purpose of this study was to identify the embodiment of cultural values in English textbooks for junior high school students. This research used a qualitative approach with a content analysis method. The research data was in the form of a collection of discourse texts in the form of monologues, dialogues and exercises. The data were taken from two books entitled Scaffolding and In Focus, published by the Book Center of the Ministry of National Education. It is grade X. The data analysis procedure used in this research was qualitative content analysis. The process of validity was done through credibility, transferability, triangulation, dependability, and confirmability. The results showed that the dominant cultural value was the optimistic value of 43%. Then followed by the brotherhood value of 23.80%, the social value of 19% and the freedom value of 14%. Each cultural value found also describes some more specific values. The value of freedom contains character values, namely the value of independence and hard work. The value of brotherhood contains character values, namely friendliness and responsible; the optimistic value contains character values, namely courage, creativity, discipline, and curiosity, and social values contain character values, namely cooperation. This study concluded that English textbooks had the important value of increasing students’ character as cultural values.

EMPOWERING STUDENTS’ WRITING SKILL AND CREATIVITY THROUGH IMPLEMENTING GENRE-BASED APPROACH Dadang Romawi; Andang Saehu; Hanna Sundari
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.9565

This study focused on investigating the ways the English teacher implemented a Genre-Based Approach to improving students’ writing skills and creativities. The case study was conducted in MAN 1 Cianjur. The respondents were 36 students and an English teacher. There were six students chosen to be interviewed in this study. The instruments of data collection were carried out by observing the teaching-learning process of the Genre-Based Approach and interviewing the students relating with their creativity. The result of the observation showed that the EFL teacher implemented the Genre-Based Approach properly. It was proved that the teacher implemented the steps well, and the students’ average scores improved from 70 to 90. Based on the interview, the Genre-Based Approach could help students to be creative by fulfilling fluency including producing great idea, providing solution or feedback, and having option to respond. Besides that, it could help them to fulfill the flexibility including producing various ideas and answers, looking for different alternatives, and changing perspectives. Moreover. It could help them to make an original text including producing new and unique expressions, thinking novel and unusual ideas, and combining unusual ideas. Furthermore, I could motivate them to elaborate on the text well including developing ideas and providing details and clarity by stating the end of the story, impression, and conclusion in the last paragraph of recount text.Keywords: Genre Based Approach; Creativity; Writing skill.

LANGUAGE ACQUISITION STRATEGY INVENTORY FOR AUTONOMOUS LEARNERS: DISPLAYING STUDENTS' ACADEMIC WRITING SKILLS THROUGH BLENDED LEARNING [INVENTARIS STRATEGI PEMBELAJARAN BAHASA UNTUK PEMBELAJAR MANDIRI: MENUNJUKKAN KEMAMPUAN MENULIS AKADEMIK SISWA MELALUI PEMBELAJARAN BLENDED] Yundayani, Audi; Sundari, Hanna; Alghadari, Fiki
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10225

The pedagogical implementation of blended learning, which advances students' autonomous learning and mastery, shapes academic writing performance in higher education. Nevertheless, more study is needed to examine how autonomous learning and language acquisition strategies affect college students' academic writing products in blended learning settings. The current study examines the academic writing performance of students in language learning and autonomous learning strategies they employed through blended learning. This is a mixed-method research design which twenty-seven students in higher education participated in this study. They were evaluated using questionnaires on autonomous learning and strategy inventory language learning and writing tests. The study found that the academic writing scores of the participants ranged from 50.5 to 96, which was indicative of low autonomy. A range of 51 to 94.5 scores suggests that learners are highly autonomous. In addition, 39.51% of participants preferred memory strategies, 14.81% preferred compensatory strategies, and 2.47% preferred cognitive strategies. In the study, 11.11% of participants implemented affective strategies, 4.94% employed social strategies, and 27.16% employed metacognitive strategies. Moreover, the study found the preferred strategies employed by participants to develop their academic writing skills through varying engagement and retention strategies related to language knowledge, which, in turn, influence their academic writing performance. It is essential to take these preferences into account when creating a language learning strategy inventory for English academic writing courses in higher education, as this will foster autonomous learning. Additionally, the development of engaging blended learning activities is expected to enhance students’ academic writing skills. Abstrak Bahasa Indonesia Implementasi pedagogis pembelajaran campuran, yang mendorong pembelajaran mandiri dan kemampuan mahasiswa, memengaruhi kinerja penulisan akademik di perguruan tinggi. Namun, diperlukan penelitian lebih lanjut untuk mengkaji bagaimana pembelajaran mandiri dan strategi akuisisi bahasa memengaruhi produk penulisan akademik mahasiswa dalam lingkungan pembelajaran campuran. Penelitian ini mengkaji kinerja penulisan akademik mahasiswa dalam pembelajaran bahasa dan strategi pembelajaran mandiri yang mereka terapkan melalui pembelajaran campuran. Metode penelitian campuran dilakukan dengan melibatkan 27 mahasiswa dengan menggunakan kuesioner tentang pembelajaran mandiri, inventaris strategi pembelajaran bahasa, dan tes menulis. Temuan penelitian menunjukkan bahwa peserta umumnya menunjukkan tingkat otonomi belajar yang rendah dalam proses penulisan artikel akademik mereka. Selain itu, ditemukan preferensi yang bervariasi terhadap strategi pembelajaran bahasa, dengan kecenderungan yang jelas terhadap penggunaan strategi berbasis memori dibandingkan dengan strategi kognitif, sosial, atau afektif. Pola ini menunjukkan bahwa peserta lebih mengandalkan strategi yang melibatkan retensi informasi daripada strategi yang mendorong interaksi, refleksi, atau regulasi emosional dalam proses penulisan. Selain itu, penelitian ini menemukan strategi yang disukai oleh peserta dalam mengembangkan keterampilan menulis akademik mereka melalui berbagai strategi keterlibatan dan retensi yang berkaitan dengan pengetahuan bahasa, yang pada gilirannya mempengaruhi kinerja menulis akademik mereka. Penting untuk mempertimbangkan preferensi belajar mahasiswa saat mengembangkan rencana pembelajaran menulis akademik bahasa Inggris di perguruan tinggi, karena hal ini akan mendorong pembelajaran mandiri. Selain itu, pengembangan aktivitas pembelajaran campuran yang menarik diharapkan dapat meningkatkan keterampilan menulis akademik mahasiswa.

The Vocabulary Profile in Maritime English Textbooks: A Comprehensive Content Analysis: English Darwin, Muhammad; Saehu, Andang; Sundari, Hanna
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.37-47

This study investigated the vocabulary profile of the Maritime English (ME) textbook Effective Communication at Sea: Mastering SMCP for Maritime Safety and Efficiency (Batu, 2024). Employing a mixed-methods corpus content analysis, a 35,000-token corpus was processed through AntConc to determine lexical frequency across K1, K2, and K3 (off-list/technical) levels, alongside a qualitative semantic audit of polysemic terms and SMCP alignment. Results reveal a distinctive lexical distribution of 72.5% K1, 8.0% K2, and 19.5% K3 tokens, indicating a high technical density optimized for vocational training. Grammatical analysis shows a heavy dominance of nouns (60%) and verbs (30%), reflecting the action-oriented nature of maritime commands. The study confirmed the presence of critical polysemic shifts in high-frequency words (e.g., bridge, draft, head), where meanings deviate drastically from general English. Finally, qualitative evaluation confirms that the textbook achieves high functional integration of IMO-mandated Standard Marine Communication Phrases (SMCP) across both internal and external communication categories. These findings establish a data-driven "70-10-20" vocabulary profile model for the design and audit of vocational maritime instructional materials

The Effect of Hemingway Editor Application and Teacher Feedback on the Students' Writing Performance at SMAK Santo Paulus Jember Triyanto, Septian Bagas; Sundari, Hanna; Juhana, Juhana
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.1994

This study investigated the effect of the Hemingway Editor application and teacher feedback on students’ writing performance at SMAK Santo Paulus Jember. The study employed a quasi-experimental non-equivalent control group design with multiple measurements. Fifty-four twelfth-grade students participated and were assigned to an experimental group (n = 27) and a control group (n = 27). The control group received teacher feedback only and was assessed twice (pre-test and final post-test). The experimental group was assessed three times: pre-test, post-test 1 after using the Hemingway Editor only, and post-test 2 after receiving the combined treatment of the Hemingway Editor and teacher feedback. Students completed a procedure-text writing task, and their work was scored using an analytic rubric adapted from Jacobs et al. Descriptive statistics were used to summarize performance at each measurement point. Normality was examined using the Shapiro–Wilk test, and the analysis proceeded with non-parametric tests when the normality assumption was not fully met. The Wilcoxon Signed-Rank Test indicated a statistically significant improvement in writing performance across the relevant measurement points, and the between-group comparison at the final measurement point showed a meaningful difference favoring the experimental treatment. Overall, the findings suggest that the Hemingway Editor application can support students’ writing development, and its impact is strengthened when combined with structured teacher feedback.

THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN MERDEKA CURRICULUM ON TEACHING STRATEGIES AND STUDENTS’ LEARNING MOTIVATION IN ENGLISH CLASSROOM Miranty, Dini; Sundari, Hanna; Puspitasari, Maya
ELLTER Journal Vol. 7 No. 1 (2026): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v7i1.23170

This study investigates the impact of Differentiated Instruction (DI) within the Merdeka Curriculum on teaching strategies and students’ learning motivation in an English classroom at a public senior high school. A qualitative descriptive case study design was employed involving two English teachers and twelve students. Data were collected through classroom observations, interviews, and documentation. The findings indicate that teachers implemented DI through four main dimensions: content, process, product, and learning environment. Various strategies such as group discussions, project-based learning, and interactive activities were applied to accommodate students’ diverse abilities. The implementation of DI enhanced students’ engagement, confidence, and participation in English learning. However, challenges such as limited time, lack of diagnostic assessment skills, and insufficient training affected the consistency of implementation. Overall, DI contributes positively to student-centered learning and increases learning motivation, although further professional development is needed for optimal implementation.

Pelatihan Implementasi Strategi Metakognitif Dalam Pembelajaran Bahasa Inggris Daring/Bauran Pada Guru MTs Rina Husnaini Febriyanti; Hanna Sundari
AMMA : Jurnal Pengabdian Masyarakat Vol. 1 No. 06 (2022): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

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

The community service was conducted in MTs Al Falah Al Anshoriyah with the address in Jl. Dukuh V No.1A, RT.2/RW.5, Dukuh, Kec. Kramat jati, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta,Indonesia, and aimed to provide a training of implementing metacognitive strategy specifically in online English Language Teaching/ Learning. The main activity of this community service shared and highlighted the knowledge regarded to metacognitive strategy that was explored in conceptually and practically understanding for the teachers in MTs Al Falah Al Anshoriyah. The employed method in this activity was Community Language Learning which pointed the discussion process among the participants to obtain the teachers’ voices in confirming their pedagogical or experience issues and related to the training topic. Due to the pandemic condition, activities were carried out online through the Zoom conference media. The results and implications of this activity to the teachers were to gain new insights on how to apply and build metacognitive strategies for their students, especially in online/blended learning.

From Critical Reading to Academic Writing: A Qualitative Case-Study of Reading-to-Writing Transfer in an EFL Classroom Venny Eka Meidasari; Hanna Sundari; Rina Husnaini Febriyanti; Mashadi Said
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14490

The ability to transform insights from reading into academic writing is a key component of academic literacy in higher education. However, many English as a Foreign Language (EFL) learners experience difficulties transferring critical reading practices into their written work. However, while previous studies have examined source integration and synthesis in writing, fewer studies have investigated how learners’ actual reading practices shape the transfer of knowledge into writing. This study explores how EFL students in university perceive critical reading and how their reading practices are reflected in their academic writing. Using a qualitative case study approach, the research involved four students enrolled in an academic reading and writing course. Data were collected through structured interviews, annotated reading documents, and students’ academic writing products. The analysis employed thematic analysis and cross-case comparison to examine patterns of reading-to-writing transfer. The findings reveal that while participants demonstrated strong conceptual awareness of critical reading, their enacted reading practices tended to focus on surface-level textual features such as structure, organization, and linguistic forms. These reading behaviors were reflected in their writing, where the transfer from reading to writing occurred primarily through structural imitation and citation practices rather than deeper synthesis of sources. The results highlight a differentiated model of transfer, ranging from surface-level reporting to genre-oriented transfer, integrative framing, and emerging synthesis.

The English Teacher Readiness in Implementing The Emancipatory Curriculum at A Private School in Indonesia Dienha Habibie; Hanna Sundari
Journal of English Language Learning Vol. 8 No. 2 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i2.12911

This study investigates the readiness of English teachers in implementing the Emancipatory Curriculum at SMK Perjuangan Bangsa Ligung, Majalengka, by highlighting the importance of teacher readiness in educational reform. Using a qualitative case study methodology, data were collected through structured interviews, classroom observations, and document analysis involving four English teachers at the school where the study was conducted. The results showed varying levels of readiness among teachers, with some effectively using active and participatory learning models, while others faced challenges in creating an interactive classroom environment. Factors such as adequate training and technological support have a positive effect on readiness, while resource and time constraints pose significant challenges. The discussion emphasized the need for continuous professional development and institutional support to improve teachers' abilities and ensure successful curriculum implementation, ultimately contributing to improved student engagement and learning outcomes Keyword: Teacher Readiness, Emancipatory Curriculum, Learning Models, Educational Challenges

Co-Authors Achmad Muhajir Agung Ahmad Syahida Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Amrina Rosyada Ancila Putri Perwitasari Andang Saehu, Andang Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu â€˜Aathifah, Alya Baron, Rifari Budi Abudin Dadang Romawi Damayanti Damayanti Darwadi, Rina Husnaini Febriyanti Darwin, Muhammad Dasmo Dasmo Defina Dienha Habibie Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Febriyanti, Rina Husnaini Fiki Alghadari Gustaman Saragih Hidayat, Nur Hayati Ira Miranti, Ira Irfan Hadi Irfan Hadi Irwan Herika Juhana Juhana Juhana, Juhana Juhana, Juhana Kristanto, Dionisius Destyawan Leonard Leonard Lestarai, Feby Herdini Livia Septiani Lutfiansyah Lutfiansyah Malik, Aulia Ananda Mashadi Said Maya Puspitasari, Maya Miranty, Dini Mohammed H. Alaqad Mutmainah Mutmainah Nadiva, Umi Najemi, Silvia Nanik Retnowati Nilandari, Ary Ningrat, Yuliati Nunung Prasetyo Nur Syamsiah Nurhayati Nurhayati Nurhayati Nurhayati Nurmala Hendrawaty Nurmala Hendrawaty Oom Rohmah Syamsudin Puji Astuti, Nina Rezki Adriani Riani Noor Yoshania Rifari Baron Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti, Rina Husnaini Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Sinta Herawati Sofiah, Vivi Sri Arfani Suciati Suciati Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tono Suwarno Suwarno Triyanto, Septian Bagas Venny Eka Meidasari Vinesya Yuslia Fatma Widya Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Wisma Yunita Yusuf, Fazri Nur Zainal Rafli, Zainal Zuhairi, Aminudin ‘Aathifah, Alya

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