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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 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 POLYGLOT Jurnal Pemberdayaan Masyarakat Madani (JPMM) Langkawi: Journal of The Association for Arabic and English Indonesian EFL Journal 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 ELLTER Journal 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) JELL (Journal of English Language Learning 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 INFERENCE: Journal of English Language Teaching Diskursus: Jurnal Pendidikan Bahasa Indonesia
Hanna Sundari
Universitas Indraprasta PGRI
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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

Abstract

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
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

Abstract

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

Abstract

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.
CULTURAL CONTENT REPRESENTATION IN READING PASSAGES ON THE BIG ENGLISH TEXTBOOK FOR PRIMARY STUDENT Puji Astuti, Nina; Sundari, Hanna; Baron, Rifari
INFERENCE: Journal of English Language Teaching Vol 7, No 2 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i2.26042

Abstract

TRAINING ON DESIGNING BEST PRACTICE SCHOLARLY WRITING TO ENHANCE ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT Rina Husnaini Febriyanti; Hanna Sundari; Oom Rohmah Syamsudin; Rifari Baron
Jurnal Pemberdayaan Masyarakat Madani (JPMM) Vol. 9 No. 1 (2025): Jurnal Pemberdayaan Masyarakat Madani (JPMM) (DOAJ & SINTA 4 Indexed)

Publisher : Fakultas Ekonomi dan Bisnis Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPMM.009.1.04

Abstract

Teacher professional development is essential for a teacher to achieve teaching goals, whether in implementing the instruction or pedagogic dimensions. One of the efforts in developing teaching professionalism is designing a scholarly writing. However, in crafting a scholarly writing, a teacher encounters several challenges and difficulties, such as time management, research methodologies, designing instruments, generating research ideas or topics, etc. These issues were found in the Subject Teacher Discussion Forum (MGMP) of English teachers in Bekasi City as partners in this community service. Hence, in this community service event, the teachers were trained to design a scholarly writing in Best Practice research and the Situation, Task, Action, and Result (STAR) technique. The community service employed the Community-Based Participatory Research (CBPR) method. The result of the community service program (PkM) revealed that almost all the participants were motivated to write a scholarly writing.
Semiotic Analysis and Personality of the Main Character in the Film Lady Bird and the Edge of Seventeen Lestarai, Feby Herdini; Sundari, Hanna; Baron, Rifari
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28215

Abstract

The purpose of this research is to identify semiotic data as well as the personality of the main character in the films Lady Bird and The Edge of Seventeen. The method used in this research is descriptive qualitative. This research uses Roland Barthes' Semiotics theory, which is divided into 3 types of meaning, namely Denotative, Connotative, and Myth. The data analysed are 31 visual data of Lady Bird and 33 visual data of The Edge of Seventeen. The visual data includes scene footage, facial expressions, body language, colours, clothing, and others. This research also uses the Hippocrates- Galenus Personality Typology to analyse the main characters' personalities in Lady Bird and The Edge of Seventeen, which is divided into four personality types, including Sanguinis, Phlegmatis, Choleric, and Melancholic. In the results of the analysis of the main character's personality in the film Lady Bird, 27 conversation units were foun,d consisting of 4 conversation units of sanguinis personality (17%), 13 conversation units of choleric personality (48%), and 10 conversation units of melancholic personality (37%). So it can be concluded that the main character in Lady Bird has a choleric personality. Meanwhile, the results of the personality analysis of the main character in the film The Edge of Seventeen have been found as many as 25 conversation units consisting of 8 conversation units of sanguinis personality (32%), 1 conversation unit of plegmatis personality (8%), 8 conversation units of choleric personality (32%), and 8 conversation units of melancholic personality (28%). So, it can be concluded that the main character in the film The Edge of Seventeen has a dominant sanguine and choleric personality. 
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 Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

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

Abstract

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.   
EFL Students' Perspectives as Peer Reviewers in Virtual Writing Contexts: A Case Study in Indonesian Higher Education Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Rahman, Arif; Arfani, Sri
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14891

Abstract

The studies of peer review in EFL composition class have received considerable attention in the literature. However, little understanding of how students as reviewers perceived peer review in a virtual learning environment as part of remote assessment. Due to the expansion of technology and the implementation of hybrid learning, language instructions were shifted from an on-site (face-to-face) learning mode into a blended learning system, including language assessment activities. Although existing research on peer review has been extensive, peer review from a peer reviewer perpectives in the virtual setting is still infrequent. This research aims to investigate EFL students' perspectives as peer reviewers in virtual writing contexts in Indonesian Higher Education. The current study was conducted in an exploratory case study approach. The participants were 41 students. The instruments were open-ended questionnaires and in-depth interviews. In addition, the comment analysis from the peer reviewers was investigated from the rubric of the peer review form. The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly in the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts.  The findings revealed that almost all the peer reviewers voiced positive repertoires regarding the experiences in peer review in a virtual learning environment, and the comment analysis found mostly the micro and macro meanings and strength comments as the crucial parts in delivering review to the peer reviewees’ artefacts. The current study implies sharing recommendations for implementing peer review in the virtual writing context with proper preparation before the realization.
Investigating Online Collaborative Grammar Learning Via Google Docs and Whatsapp: Indonesian EFL Undergraduate Students Views Febriyanti, Rina Husnaini; Sundari, Hanna; Baron, Rifari; Arfani, Sri
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.5143

Abstract

Acquisition of grammar is essential in English instruction because it is the foundation of learning its language, yet EFL learners often face obstacles, particularly in online settings. At the same time, recently, technology has rapidly embraced and offered various platforms or applications as learning aids in the English education field. The incorporation of technology facilitation is believed to boost the student’s grammar competency. However, the delving of students’ views of grammar learning online and collaboration is still infrequent. In an attempt to fill the gap, the current study investigated the students’ views on utilizing Google Docs and WhatsApp in online collaborative grammar learning. This descriptive qualitative case study examined 99 participants consisting of 17 males and 82 females of Indonesian EFL undergraduate students at a private university in Jakarta, Indonesia, who viewed Google Docs and WhatsApp in online collaborative grammar learning. The data was collected by questionnaire and interview and then analyzed descriptively. The findings revealed that the students' views positively influenced their substantive feelings, collaboration, teamwork skills, confidence, autonomy, and self-regulation. Grounded by the findings, the current paper illustrates recommendations for conducting online collaborative grammar learning integrated with Google Docs and WhatsApp for the learner and the instructor in preparing a syllabus and technical procedure. The result of the current study implied that both the platform and application offer the potential to be adopted in online or hybrid collaboration instruction.
The Effectiveness of Google Sites in Differentiated Instruction to Increase Students’ Learning Motivation and Reading Comprehension on English Narrative Texts Najemi, Silvia; Ardiasih, Lidwina Sri; Sundari, Hanna
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

Abstract

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.
Co-Authors Acep Musliman Achmad Muhajir Agung Ahmad Syahida Agus Gumilar Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Ancila Putri Perwitasari Andang Saehu, Andang Anisa Mahendrawati Mahendra Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu ‘Aathifah, Alya Baron, Rifari Budi Abudin Dadang Romawi Damayanti Damayanti Dasmo Dasmo Defina Dewiwati Dewiwati Dian Novita Sari Dienha Habibie Dwi Wahyu Auwalia Syahruramadhan E. Zaenal Arifin Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Fiki Alghadari Fitri Setiawati Gustaman Saragih Haki Mariyam Sholikah Suganda Hasbullah Hermi Romika Sihotang Hidayat, Nur Hayati Indah Maharani Febrianti 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 Muhammad Sulhan Mutmainah Mutmainah Nadiva, Umi Najemi, Silvia Nanik Retnowati Nilandari, Ary Ningrat, Yuliati Nunung Prasetyo Nur Syamsiah Nurhayati Nurhayati Nurhayati Nurhayati Nurjanah 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 Risyandi Rosyada, Amrina Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Sinta Herawati Sofiah, Vivi Sri Arfani Suciati Suciati Supena Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tatan Zainal Mutakin Tono Suwarno Suwarno 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