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Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

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Formulation of Educational and Social Values in English Textbook ‘When English Rings a Bell’ Dionisius Destyawan Kristanto; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 6, No 2 (2023): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v6i2.19975

The purpose of this research is to describe the educational and social values in English textbooks by analyzing the evidence from the text or scripts contained in the learning content. The data collection technique in this study used a descriptive-qualitative method, content analysis obtained from the learning content in textbooks in the form of text. To analyze the value of education, the writer used the theory from Elmubarok. Meanwhile, to analyze social values, the writer used the theory from Zubaedi. After calculating, calculating, and analyzing the contents of the textbook, the writer found that the values of education appeared 30 times. The value of honesty appeared 1 time (3.33%), the value of self-discipline appeared 1 time (3.33%), the value of respect appeared 1 time (3.33%), the value of not selfishness appeared 1 time (3.33%), the value of love/affection appeared 8 times (26.67%), and the value of kind and friendly appeared 18 times (60.00%). Meanwhile, social values appeared 137 times. The value of discipline appeared 1 time (0.73%), the value of helping each other appeared 58 times (42.34%), and the value of caring appeared 78 times (56.93%). This implies that the educational and social values contained in English textbooks have a significant influence in order to build the character of students evenly so that they have the criteria as a 'Pancasila student profile'.

THE INFLUENCE OF LEARNING MOTIVATION AND VOCABULARY MASTERY TOWARDS WRITING NARATIVE TEXT ACHIEVEMENT Elis Solihat; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 1, No 3 (2018): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v1i3.5533

ABSTARCT: The purpose of this study was to determine the effect of learning motivation and vocabulary mastery together on the ability to write English narrative on private junior high school students in Bogor city, the influence of learning motivation on the ability to write English narrative on private Junior High School students in Bogor city, and the influence of mastery vocabulary on the ability to write English narrative in private Junior High School students in Bogor city. Respondents in this study amounted to 90 students who were randomly selected in several private Junior High Schools in Bogor city. The research method used is a survey method with three variables, namely learning motivation (X1), vocabulary mastery (X2), and English narrative writing ability (Y). The results showed: 1) There was a significant influence of learning motivation and vocabulary mastery together on the ability to write English narrative for private Junior High School students in Bogor city. This is evidenced by the acquisition of Sig. 0,000 <0,05 and fh = 13,905. 2) There is a significant effect of learning motivation on the ability to write English narrative for private Junior High School students in Bogor city. This is evidenced by the acquisition of Sig. 0,000 <0.05 and th = 3,764. 3) There is a significant influence on vocabulary mastery on the ability to write English narrative for private Junior High School students in the Bogor city. This is evidenced by the acquisition of Sig. 0.011 <0.05 and th = 2.600. From the results of the research obtained, it can be recommended that learning motivation and good vocabulary mastery are needed to achieve the ability to write narrative in English. Keyword: learning motivation, vocabulary mastery, to write English Narrative ABSTRAKTujuan penelitian ini adalah untuk mengetahui pengaruh motivasi belajar dan penguasaan kosakata secara bersama-sama terhadap kemampuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor, pengaruh motivasi belajar terhadap kemmapuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor, dan pengaruh penguasaan kosakata terhadap kemampuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor. Responden dalam penelitian ini berjumlah 90 orang siswa yang dipilih secara random pada beberapa sekolah SMP Swasta di Kota Bogor. Metode penelitian yang digunakan adalah metode survei dengan tiga variabel yaitu Motivasi belajar (X1), Penguasaan kosakata (X2), dan Kemampuan menulis naratif bahasa Inggris (Y). Hasil penelitian menunjukan: 1)Terdapat pengaruh yang signifikan motivasi belajar dan penguasaan kosakata secara bersama-sama terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan Fh = 13, 905. 2) Terdapat pengaruh yang signifikan motivasi belajar terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 3,764. 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,011 < 0,05 dan th = 2,600. Dari hasil penelitian yang diperoleh dapat direkomendasikan bahwa untuk mencapai kemampuan menulis naratif bahasa Inggris diperlukan motivasi belajar dan penguasaan kosakata yang baik. Kata Kunci: Motivasi belajar, penguasaan kosakata, menulis naratif bahasa Inggris

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

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

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.

The Effectiveness of Google Sites in Differentiated Instruction to Increase Students’ Learning Motivation and Reading Comprehension on English Narrative Texts Silvia Najemi; Lidwina Sri Ardiasih; Hanna Sundari
ELT-Lectura Vol. 11 No. 2 (2024): 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/elt-lectura.v11i2.21768

This research explores the impact of using Google Sites for Differentiated Instruction on the learning motivation and reading comprehension of Grade XI students at SMK Negeri 4 Banjarmasin. The study aims to enhance literacy by integrating digital media into English narrative text instruction. A quasi-experimental design was employed, with an experimental group using Google Sites and a control group using conventional methods. Data were collected through pre-tests and post-tests measuring reading comprehension and questionnaire to describe learning motivation. The Independent Sample T-Test, Mann Whitney Test and N-Gain, and Multivariate Analysis of Variance (MANOVA) were used for statistical analysis. The results indicated that the experimental group showed significant improvements in both learning motivation and reading comprehension compared to the control group. The use of Google Sites provided a personalized and engaging learning experience, contributing to these positive outcomes. In conclusion, integrating Google Sites into Differentiated Instruction effectively enhances students' motivation and reading comprehension. This approach addresses individual learning needs and leverages technology to create a more interactive educational environment. The study suggests broader implementation of digital tools in education to improve literacy skills and student engagement.

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

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

EFL University Student’s Writing Anxiety in Essay Development Sundari, Hanna; Febriyanti, Rina Husnaini
Deiksis Vol 16, No 2 (2024): Deiksis
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/deiksis.v16i2.22187

Among the numerous research of writing anxiety in EFL writing instruction, the investigation of writing anxiety during the creation of argumentative essay remains limited. This current research, therefore, was purposed to examine the levels and specific manifestations of writing anxiety for the development of argumentative essay. Guided by descriptive quantitative research framework, 53 university students in writing course were asked to fill out the Second Language Writing Anxiety Inventory (SLWAI) in a small-scale survey. The results shows that 78% of students experienced moderate levels of anxiety when engaged in the development of argumentative essays, with only a small percentage reporting high or low level of anxiety (11%). An analysis of the anxiety levels across all respondents revealed a prevailing trend of moderate anxiety. Moreover, cognitive anxiety was the predominant category, followed by somatic anxiety and avoidance behavior respectively.

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

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

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

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.

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 Baron, Rifari Budi Abudin Damayanti Damayanti Darwadi, Rina Husnaini Febriyanti Dasmo Dasmo Defina Dionisius Destyawan Kristanto Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Febriyanti, Rina Husnaini Gustaman Saragih Hidayat, Nur Hayati Ira Miranti, Ira Irfan Hadi Irfan Hadi Juhana Juhana Juhana, Juhana Juhana, Juhana Leonard, Leonard Lestarai, Feby Herdini Livia Septiani Lutfiansyah Lutfiansyah Malik, Aulia Ananda Maya Puspitasari, Maya Mohammed H. Alaqad Mutmainah Mutmainah Nadiva, Umi 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 Silvia Najemi 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

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