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Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

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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

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

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

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

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.

The Students' Perception on Utilizing Spotify Podcast for Improving EFL Speaking Skill: - Suryanti, Dwi Retno; Sundari, Hanna; Widya
International Journal of English Language and Pedagogy Vol. 2 No. 1 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i1.7825

The purpose of this research was to figure out what students thought about using podcasts to improve their speaking skills. To investigate students' perceptions, the researcher utilized a qualitative technique using a basic interpretative design. This research included two students. They are from various high school students in the academic year 2022/2023. The information was acquired through a semi-structured interview. The researcher used thematic analysis to get the data. According to the findings of this research, researchers classified two aspects: speaking skills and podcast benefits. The findings should indicate that students had a favorable opinion of the use of podcasts in learning to speak. Students considered podcasts to be engaging media since they have a variety of materials or themes to which they may listen and practice their speaking whenever they want. The researcher also hopes that students will agree that podcasts are useful for speaking achievement, such as increasing vocabulary and word pronunciation.

How do EFL university student-writers prepare their draft? An analysis of writing strategy use in EFL writing instruction Sundari, Hanna; Febriyanti, Rina Husnaini
Englisia: Journal of Language, Education, and Humanities Vol 9, No 2 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i2.10374

The use of writing strategy across writing levels in a virtual EFL writing course was still rarely found in the literature. To fill this gap, therefore, this current research aims at exploring writing strategy in EFL writing instruction. Informed by a research framework of descriptive case study, university student-writers who regularly attended a virtual academic writing course filled out the online writing strategy inventory (Yang & Plakans, 2012) and submitted the argumentative essays. The findings show that the writing strategy was diverse across levels. At the stage of before drafting the essay, all student-writers reread task requirement and understood the type of essay and organization, searched for valid references, and tried to avoid plagiarism. Moreover, student-writers with higher levels also summarized ideas, analyzed sentences and contents, and made writing plan. At drafting the essay, they double checked the requirement, revised the essay, reread the essay and the sample texts, and provided valid arguments. However, student-writer with lowest level was not used those strategies. At the stage of after drafting, student-writers in all levels applied similar several writing strategies. However, not all of them added new points from sample texts, references, and lecture. To the student-writer with the lowest level, several writing strategies were not applied. This may indicate that student-writers with higher levels have writing awareness to use writing strategy effectively to improve their essay. Then, it can be drawn a conclusion that the more writing strategies used during drafting the essay, the more score and the higher quality of the essay was possibly achieved.

Utilizing Mobile Application for Learning English Speaking Skills in IDLE Context: Nadiva, Umi; Sundari, Hanna; Muhajir, Achmad
JADEs Journal of Academia in English Education Vol 5 No 2 (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.v5i2.8549

This paper has the purpose of reporting students’ perceptions of the utilization of a mobile application for learning English speaking skills, Cakap Application, particularly in informal digital learning environment. To examine students’ perceptions, a qualitative technique was applied using a descriptive research design. The participants are from different high school students as well as the users of Cakap application. The information was obtained by a semi-structured interview with the questions grounded by the concepts of Speaking, IDLE, and TAM. After analyzing the data with thematic procedure analysis, it was revealed the generated themes: utilization and the benefits of the mobile application, Cakap, in improving speaking skills. The participants expressed that this application has simple access and provides feedback from the mentor expert that leads to benefits in speaking skills. This application also gives a pronunciation model and vocabulary building that benefit the improvement of speaking skills

Implementasi Pelatihan Penggunaan Audible flashcard Pada Pembelajaran Bahasa Inggris Bagi Guru Sekolah Luar Biasa Darwadi, Rina Husnaini Febriyanti; Sundari, Hanna
Jurnal SOLMA Vol. 13 No. 3 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v13i3.16513

Background: Penguasaan pembelajaran bahasa Inggris baik bagi peserta didik ataupun pengajar di Sekolah Luar Biasa merupakan hal yang tidak mudah untuk diimplementasikan dikarenakan proses untuk mencapai target belajar berbeda dengan kelas regular. Beragam faktor seperti dari segi kognitif, fokus, interaksi, komunikasi, minat, motivasi, emosi, kecemasan, keterlibatan antara siswa dan pengajar, konten materi, dan media belajar memberikan pengaruh pada proses dan hasil pembelajaran bahasa Inggris. Oleh karena itu, dibutuhkan media pembelajaran yang menarik, mudah didapatkan, dan dapat menstimulus minat serta motivasi siswa SLB, salah satunya adalah Audible Flashcard. Tujuan dari kegiatan pengabdian masyarakat ini untuk memberikan pelatihan kepada para pengajar di SLB Mahardika Depok dan disimulasikan kepada beberapa siswa SLB tersebut. Metode: Metode kegiatan pengabdian kepada masyarakat menggunakan empat tahapan yakni sosialisasi, pelaksanaan, penerapan teknologi, dan evaluasi. Hasil: Dengan langkah membuat rencana kegiatan pengabdian masyarakat dan disertai dengan analisis kebutuhan melalui observasi, hasil kegiatan pengabdian masyarkat ini menunjukkan para guru menyatakan respon yang positif dalam keikutsertaan pada pelatihan PkM ini. Kesimpulan: Peserta guru mengungkapkan adanya peningkatan pengetahuan mengenai media pembelajaran berbasis multimodalitas, seperti Audible Flashcards. Mereka juga menyatakan rasa percaya diri dan efikasi untuk menggunakan media pembelajaran serupa di masa mendatang.

EFL students' deadlock in argumentative writing: Voices in gender perspective Juhana, Juhana; Sundari, Hanna; Pratiwi, Widya Rizky
Jurnal Cakrawala Pendidikan Vol 42, No 3 (2023): Cakrawala Pendidikan (October 2023)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v42i3.59407

Writing difficulty and constraints have gained much attention nowadays, particularly in the EFL context. However, the writing difficulties of EFL male and female writers perceived in developing an argumentative essay were still under-researched. To fill the void, this concurrent mixed method study aimed to scrutinize the variation and frequency and explore the perceptions of being argumentative writers among 113 EFL university students in Jakarta, Indonesia. Online questionnaires were distributed through a survey and the framework of interpretative phenomenological analysis (IPA), and the interviews were conducted concurrently. The findings illustrated that EFL male and female writers experienced almost similar major difficulties, including argumentative text genre, language use, difficulty in source/reference, problems in the cognitive process, and other technical difficulties. Further, to be argumentative writers, female writers tend to feel various combinations of feelings and apply more learning strategies. In contrast, male writers express more on the cognitive process of essay completion. However, either male or female writers become more aware of their weaknesses in the English language, such as reading skills.

EFL Teachers’ Perceptions and Experiences in Implementing Differentiated Instruction (DI) in The Merdeka Curriculum at Vocational Schools in Riau Islands Province Agustean, Nevi Santy; Sundari, Hanna; Puspitasari, Maya
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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

The study addresses the challenges of implementing Differentiated Instruction (DI) in vocational schools in Indonesia, particularly in the Riau Islands. The objective is to examine how teachers adapt DI to students'' diverse needs and the impact of DI training, especially among the few Guru Penggerak-certified educators. This study utilizes a qualitative research design with a case study approach. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Purposive sampling was used to select three teachers from different schools, focusing on their perceptions and practices related to DI within the Merdeka Curriculum framework. The study concludes that while Differentiated Instruction (DI) is being implemented effectively by English teachers within the Merdeka Curriculum, there are variations in its application. Teacher training is crucial in enhancing DI practices, but challenges remain in material access, school culture, and alignment with modern trends. Recommendations include expanding DI-focused professional development, improving resource availability, and fostering a more supportive school culture for DI integration.

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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