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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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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.
EMPOWERING STUDENTS’ WRITING SKILL AND CREATIVITY THROUGH IMPLEMENTING GENRE-BASED APPROACH Romawi, Dadang; Saehu, Andang; Sundari, Hanna
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

Abstract

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.
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.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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. 
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.
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.  
The Effect of Local Wisdom-Based Reading Materials on Students’ Motivation in Learning English and Speaking Skills at SMP Kartini 1 Batam Irwan Herika; Audi Yundayani; Hanna Sundari
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i3.4749

Abstract

The issue in this research is framed by students' low motivation to learn English and slow progress in speaking the language. This study aims to determine if using local wisdom-based reading materials affects students' motivation to learn English and their speaking ability because changes are needed to improve their ability. Data collection tools use questionnaires and tests. Data analysis uses SPSS 24 statistics. This type of research is Quasi Experimental with a Nonequivalent Control Group Design. There are two classes for the sample, namely: experimental class and control class. Analysis tests carried out; descriptive test, paired T test. The respondents were 8th graders of SMP Kartini 1 Batam in academic year 2023/2024, totaling 40 students as the population and sample. The research results show that: (1) The results of descriptive tests in the experimental class show that reading material based on local wisdom can motivate students' English learning. The results of the paired T-test show that there is a significant difference on students’ learning motivation in the experimental class compared to the control class. (2) The results of descriptive tests in the experimental class show that reading material based on local wisdom can improve students' speaking skills. The results of the paired T-test showed a significant difference between the speaking skills of students in the experimental class and in the control class. The results show, there is a positive and significant influence of using Local Wisdom-Based Reading Materials to students' motivation in learning English and students' speaking skills.
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

Abstract

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.    
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.
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