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All Journal Cakrawala Pendidikan Language Circle : Journal of Language and Literature International Journal of Education BAHASA DAN SASTRA Lingua Cultura Englisia Journal English Review: Journal of English Education PUJANGGA: Jurnal Bahasa dan Sastra EXPOSURE JOURNAL Journal of English Language Studies AL ISHLAH Jurnal Pendidikan Jurnal Pemberdayaan Masyarakat Madani (JPMM) Langkawi: Journal of The Association for Arabic and English Indonesian EFL Journal Jurnal SOLMA Indonesian Journal of English Language Teaching and Applied Linguistics ELT-Lectura Journal on Education JTP - Jurnal Teknologi Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Deiksis JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Faktor Jurnal Ilmiah Kependidikan Logat: Jurnal Bahasa Indonesia dan Pembelajaran Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) SOSCIED RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Rangkiang: Jurnal Pengabdian Pada Masyarakat English Journal JOLLT Journal of Languages and Language Teaching Jurnal PkM (Pengabdian kepada Masyarakat) JEdu: Journal of English Education Journal Of Academia In English Educations (JADEs) Linguistic, English Education and Art (LEEA) Journal JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia RANGKIANG: Jurnal Pengabdian Pada Masyarakat AMMA : Jurnal Pengabdian Masyarakat EduInovasi: Journal of Basic Educational Studies INFERENCE: Journal of English Language Teaching International Journal of English Language and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian Journal of English Language Teaching and Applied Linguistics
Hanna Sundari
Universitas Indraprasta PGRI
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WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW Setiyowati Setiyowati; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v4i2.6552

Abstract

The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.
Examining Debate in Developing Higher-order Thinking Skills: A Case of English Language Class in Senior High School Context Susianti Rosalina; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 5, No 1 (2022): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v5i1.7625

Abstract

The concept of higher-order thinking skills (HOTS) has become an important issue in 21st-century learning. One of the skills reflecting higher-order thinking skills is critical thinking that also becomes another important concept that has recently been studied in some researches. The number of previous studies supporting the influence of debate as a beneficial pedagogy on the development of critical thinking skills have been conducted through some researches. However, the studies contradicting the issue also need to be concerned to consider the influence of debate particularly in enhancing critical thinking in English language class. Having conducted a study by using a quantitative method and objective assessment, the purpose of the present study was to find significant effect of debate on the development of students’ higher-order thinking skills in English language class. The study was conducted in public senior high school 1 in Bogor, West Java, Indonesia, involving 68 students divided into two groups. The result shows that there was no significant mean difference of the scores obtained, despite the higher scores achieved by the experimental group in which the group using debate, since the th is lower than the tt(1.21 < 1.669). In other words, the study reveals that debate does not have significant effect on the development of higher-order thinking skills. Some possible reasons are then discussed and illustrated.
INTEGRATING ARTIFICIAL INTELLIGENCE-BASED LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT THE ELEMENTARY SCHOOL LEVEL Rina Husnaini Febriyanti; Hanna Sundari
RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 5, No 2 (2023): RANGKIANG: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/rangkiang.2023.v5i2.7012

Abstract

ABSTRACTThis study presents a community engagement initiative conducted at SDN Citayam, an elementary school located in Kampung Baru RT 03/05, Desa Citayam, Kecamatan Tajur Halang, Kabupaten Bogor, West Java. The primary objective of this initiative was to provide training to educators on the implementation of Artificial Intelligence-based learning media in English language teaching. The activities encompassed both theoretical and practical aspects, elucidating the application and optimization of Artificial Intelligence-based learning media within the context of English language instruction. The participants involved in this community engagement program were the teachers teaching at SDN Citayam. The methodology employed for the training program was Community Language Learning, which fostered a collaborative environment for discussion, knowledge sharing, and reflection on the theoretical concepts and practical implications in the teaching process. This community engagement initiative was conducted during the second semester of the Academic Year 2022/2023. Keywords: Learning Media, Artificial Intelligence, English Language Teaching  
The Analyzing of Sign in Exploring Jakarta Textbook, for Class 2, Elementary School. Malik, Aulia Ananda; Salsabila, Salma; Sundari, Hanna
JEdu: Journal of English Education Vol 3, No 3 (2023): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v3i3.8918

Abstract

Textbooks are an important component in teaching and learning activities. At schools, language textbooks have roles to deliver the content materials and to facilitate students in producing and using the language, at the same time, textbooks can be a tool to present values and ideology through texts, dialogues, and images. The special characteristics of semiotic illustrations on the books, specifically a character of teacher in this case, can affect learners visual perceptions. Semiotic factors in the form of illustrations in a textbook can be analyzed or studied. The purpose of this current research is to analyze picture of sign provided by the teachers on the visual illustration in the textbook Exploring Jakarta, Elementary School, and used the visual illustration as the sample for the research through a visual semiotic analysis. To collect data (markers) and visual materials in the textbook, qualitative research method was employed. Based on Peirce's semiotic theory as data analysis of material (signified), then the representamen (signifier), object (referent), and interpretant are applied.
The Contributing Factors of Students' Speaking Anxiety in EFL Classroom Presentation ‘Aathifah, Alya; Sundari, Hanna; Retnomurti, Ayu Bandu
JADEs Journal of Academia in English Education Vol 4 No 2 (2023): 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.v4i2.6883

Abstract

The purpose of this study was to analyze the characteristics of students who experience anxiety in speaking English in the presentation class and to analyze the external factors that cause students' speaking anxiety in the presentation class at SMA Negeri 51 Jakarta class XI IPS 4. This study used a thematic qualitative descriptive analysis. by using the theory of Rogers (2008) in analyzing the characteristics of anxiety and Tanveer (2007) in analyzing the external factors that cause anxiety. The first data was obtained from the results of observations which were carried out once by documenting class presentation activities then the researcher analyzed them, and the second data was obtained through interviews conducted online using WhatsApp chat which were conducted outside school hours. In the first data, the researcher found that there were characteristics of anxiety in class XI IPS 4 students which could be seen from three aspects, namely physical aspects, emotional aspects, and psychological aspects. Meanwhile, the second data found that external factors causing students' speaking anxiety in class XI IPS 4 in the presentation class were caused by two components, namely the audience component and the material component.
Cultural categories and Dimensions in Kurikulum Merdeka English Textbooks for Junior High School: A Textbook Analysis Sofiah, Vivi; Sundari, Hanna; Supeno, Supeno
JADEs Journal of Academia in English Education Vol 5 No 1 (2024): 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.v5i1.8456

Abstract

This research aimed to investigate the cultural categories and dimension inculded in Kurikulum Merdeka English textbook ‘Work in Progress’ issued by the Ministry of Education for Senior High School grade ten. The reseacher focus on analyzing the content in form of pictures. Thre are 79 pictres being analized from 6 chapters in total. The cultural categories theory by Chao (2011) and cultural dimension theory by Moran (2001) used to analyzed the cultural content on the book. From the 79 pictures being analyzed, there was 53% included in Universality across Culture (UC), 36% Source Culture (SC), 6% International Culture (IC), 5% intercultural Interaction (ICI), and 0% Target Culture (TC). Meanwhile, for the cultural dimension, 47% were in ‘product dimension, 23% in ‘person’ dimension, 21% in ‘practice’ dimension, 6% in ‘perspective’ dimension, and 3% in ‘community’ dimension. The researcher conclude that the English Tetxbook ‘Work in Progress’ for Senior High School grade ten need more consideration to the cultural content because it does not have a balance portion of cultural categories and dimension that can affect cultural bias and awarness into students perseption. The study underscores the need for greater attention to cultural content within the "Work in Progress" English textbook.
English Teachers’ Perceptions and Practices of Differentiated Instruction (DI) in the Merdeka Curriculum Mutmainah, Mutmainah; Sundari, Hanna; Juhana, Juhana
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.8261

Abstract

This research project investigated the use of DI by teachers and confirmed their practices to learn more about teachers' perceptions using a qualitative approach. Four research instruments were used to collect data in this investigation: document analyses, classroom observations, questionnaires, and interviews. Document analyses and classroom observations were employed to obtain data concerning teachers' actual practices of DI. In the meantime, a questionnaire has been used to obtain data on teachers' perceptions and practices regarding DI. Finally, interviews have also been conducted to determine teachers' perceptions of DI. The result of the study revealed that the participants exhibited high proficiency in using DI strategies in their classrooms. The assessment considered various dimensions, including understanding DI concepts and objectives, adapting instruction to diverse student needs, evaluating students through diagnostic assessments, and aligning teaching strategies with individual learning profiles. However, there was room for improvement, especially in tailoring instruction based on diverse learning profiles. Furthermore, the English teachers' perceptions of DI significantly shaped their instructional practices. While there was a solid theoretical understanding and commitment to personalized instruction, practical challenges and systemic constraints impacted the seamless integration of DI principles. The teachers' commitment to addressing these challenges, demonstrated through varied instructional practices, underscored the dynamic interplay between perceptions and the complex reality of implementing DI in the classroom. Keywords: English Teacher, Differentiated Instruction (DI), Merdeka Curriculum, Perceptions and Practices
Profiling Vocational School Students' Word Knowledge Level: A Study in Jakarta Timur Wiranty, Glenda Mutia; Andang Saehu; Hanna Sundari; Mohammed H. Alaqad
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.1718

Abstract

 students are expected to acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. Nevertheless, only a few studies are refocusing on vocational school students. Therefore, this study descriptively analyzed the word knowledge level of vocational school students. This study was conducted online with 173 vocational school students in grades 10th and 11th. The result shows that above 70% of 173 participants successfully answered the 4,000 up to 5,000-word level, equivalent to K4 and K5 in vocabulary level. In contrast, the rest participants can answer the 1,000 up to 3,000-word level. The results indicate that the participants passed the requirements for communicative and academic purposed. This study also proposed the relevance of VLT results through post-graduate plans and gender diversity. The relevance becomes teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their goals and needs.EFL students must acquire 2,000 to 3,000-word levels for general communicative purposes and 4,000 to 5,000-word levels or more for academic purposes. With such an enormous number of words, teachers must examine students’ word knowledge levels through the Vocabulary Level Test (VLT) before teaching and learning to determine relevant learning materials based on students’ needs and goals. Many related studies focus on senior school students. However, this study draws on vocational school students as they commonly work after graduation, and the ability to communicate with the English language is needed. Therefore, this study descriptively analyzed the result of the Vocabulary Level Test in 173 vocational school students majors. The result shows that more than in all 70% of participants successfully answered the 4,000 up to 5,000word level. Meanwhile, the rest of the participants could answer 1,000 to 3,000 words. The relevance of this study is the teachers’ consideration and recommendation to create meaningful and valuable teaching and learning materials based on their needs, as well as the students’ scores in VLT. 
EFL Reading Comprehension through Digital Storytelling in Multimodal Digital Literacy Hidayat, Nur Hayati; Sundari, Hanna; Zuhairi, Aminudin
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24799

Abstract

EFL UNIVERSITY STUDENTS’ ARGUMENTATION ABILITY IN ACADEMIC WRITING: A TEXT ANALYSIS OF TRANSITIVITY SYSTEM FROM GENDER PERSPECTIVE Pratiwi, Widya Rizky; Sundari, Hanna; Juhana, Juhana
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i1.14399

Abstract

Building arguments for academic writing, such as constructing justification for a research proposal, is regarded a complex task. Moreover, it is believed that male and female authors use and produce the language differently, including perhaps providing thesis and arguments for research. Extensive research on rhetorical analysis of students’ theses has been widely conducted; however, little we know the way they state their claims from gender perspectives. To fill the void, this study aims to explore how Indonesian male and female authors construct and state their arguments in Introduction section for justifying their research from the perspectives of argumentation ability, underpinned by the concepts of transitivity system of SFL approach. Informed by qualitative descriptive research paradigm particularly text analysis, ten Introduction sections from selected English thesis proposals written by male and female authors at a university in Banten Province, Indonesia were subject to analyze. The finding of the research shows that either male students or female students expressed their arguments of their research topic and justification in almost similar fashion. The most frequent processes over the clauses were material process, relational process (attributive and identifying), and mental process (male: 59%, 20%, 11%; female: 49%, 20%, 14%). These findings underscore the common strategies employed by students, regardless of gender, in establishing their research objectives and setting the stage for their academic work. Such insights can be of significance for educators and researchers aiming to guide students in optimizing their academic writing skills, particularly in crafting compelling Introduction sections for thesis proposals.  
Co-Authors Achmad Muhajir Agung Ahmad Syahida Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Amrina Rosyada Ancila Putri Perwitasari Andang Saehu Andang Saehu Andang Saehu, Andang Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu ‘Aathifah, Alya Baron, Rifari Budi Abudin Damayanti Damayanti Darwadi, Rina Husnaini Febriyanti Dasmo Dasmo Defina Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Febriyanti, Rina Husnaini 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 Maya Puspitasari, Maya 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 Romawi, Dadang Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Sinta Herawati Sofiah, Vivi Sri Arfani, Sri Suciati Suciati Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tono Suwarno Suwarno Vinesya Yuslia Fatma Widya Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Wisma Yunita Yusuf, Fazri Nur Zainal Rafli, Zainal Zuhairi, Aminudin ‘Aathifah, Alya