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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-journal) Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal of Development Research ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pengabdian Dharma Laksana JURNAL KOULUTUS Jurnal ABDINUS : Jurnal Pengabdian Nusantara Education and Linguistics Knowledge Journal (Edulink) Proceedings Series on Social Sciences & Humanities Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Jurnal Pendidikan Guru Sekolah Dasar Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Pengabdian Masyarakat Nusantara Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Proceeding International Conference on Education
Yunik Susanti
Universitas Nusantara PGRI
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Jogo Tonggo, Model Pendampingan Belajar dan Bermain Bahasa Inggris pada Anak-Anak Selama Pendemi Di Pare, Kediri Nurhajati, Diani; Kencanawati, Dewi; Susanti, Yunik; Putri, Octavia Annike
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 5 No 2 (2021): Volume 5 Nomor 2 Tahun 2021
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v5i2.16147

Abstract

The Covid-19 pandemic has affected all aspects of life, including the implementation of teaching and learning process at school, from kindergarten up to university. All of the teaching and learning process must be carried out via online to avoid contact with many people, so that it can reduce the spread of the virus. The condition has an impact on the implementation of Rural Community Service (Kuliah Kerja Nyata/KKN) at University of Nusantara PGRI Kediri. The students can carry out the activity in the area where they live. Realizing the fact, the Community Service team adopted the program from the local government of Central Java Province, namely Jogo Tonggo. It is a program, which involves the society to be more aware and care to their neighbors, who have problems dealing with Covid-19. The idea was adopted by the team to share knowledge and experiences with children in the area where the English department student carried out the KKN. The activity was carried out at Tulungrejo Village, Pare District, Kediri. The children in the area, who missed the offline learning, were invited to join the program once a week. They were not only introduced the importance of health protocols, but also played and learned English and other subjects from their school with the student’s guidance. The purpose of the activity is to motivate them to stay enthusiastic about learning, and to reduce their activity of using too much gadget. The output of the program was the compilation of an manual to carry out English activities for children.
The Implementation of Assessments Based on Merdeka Curriculum in Teaching Writing at Phase E Iman Asrori, Chandra; Susanti, Yunik; DewiKencanawati
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/cy1f5654

Abstract

English learning in Merdeka Curriculum provides opportunities for students to communicate with global citizens from different cultural backgrounds. By mastering English, students will have greater opportunities to interact using a variety of texts. Phases E and F of English learning focus on strengthening oral and written language skills, targeting CEFR B1 proficiency. Descriptive text is chosen for written language because students often struggle with it in high school. Therefore, assessment that refers to the process and assessment standards is needed to determine if students have effectively and efficiently achieved the learning objectives. Merdeka Curriculum prioritizes formative assessment. This study aims to describe the process of implementing the assessment and identify its strengths and challenges. This study uses a qualitative research approach with case studies. The subjects of the study are an English teacher, Mr.S, and one class, X-1, of 34 students at SMAN 6 Kediri. Data sources include the English teacher and the teaching-learning process. Data validity uses technique triangulation. The findings on the assessment process include planning and implementation. For planning, the teacher creates teaching material, teaching module, teaching support tool. For implementation, formative assessments, including diagnostics, practice, discussion, written tests, and reflection sections, are carried out as intended, but summative assessment, a written test section, is not. Strengths include the implementation of different types of assessments, achievement of Pancasila student profile, and achievement of English learning outcomes in writing and presenting elements at Phase E. Challenges include inappropriate time allocation, inappropriate assessments, and insufficient student understanding.
IMPROVING ELEVENTH-GRADE STUDENTS’ SPEAKING SKILLS THROUGH DEBATE ACTIVITIES DESIGNED WITH ROLE-PLAY Aprillia Putri; Yunik Susanti; Rika Riwayatiningsih
JURNAL KOULUTUS Vol. 9 No. 1 (2026): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/v4kkd865

Abstract

Speaking is an important skill in learning English. However, some students find it difficult to express their ideas and communicate their messages confidently. The present study focused on the effect of role-play discussion exercises on students’ speaking skills. This study was quantitative pre-experimental one group pre-test post-test design with 22 eleventh grade students of SMAN 6 Kediri. Data were collected through interactive speaking assessments and analysed with descriptive statistics and a paired-sample t-test. The results showed that the mean score was increased from 64.36 to 78.18 at significance level 0.001 (p < 0.05). The results indicated that the role-play debate activities significantly enhanced the students’ speaking skills and helped them to communicate meaningfully in EFL classrooms.
PERAN FITUR REPLAY, PLAYBACK SPEED CONTROL, DAN TRANSKRIP PADA PODCAST SPOTIFY DALAM MEMFASILITASI KETERAMPILAN MENYIMAK BAHASA INGGRIS Nilna Nabila; Yunik Susanti; Dewi Kencanawati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

This study aimed to investigate students' perceptions of Spotify podcast features in facilitating listening skills. The research focused on three Spotify podcast features, namely Replay Feature, Playback Speed Control, and Transcript Feature, and their contributions to five listening aspects: pronunciation, grammar, vocabulary, meaning, and pragmatic context. This study employed a quantitative descriptive design using a questionnaire distributed through Google Forms. The participants were students who had experience using Spotify podcasts as a medium for learning English listening skills. The findings revealed that students generally had positive perceptions toward the use of Spotify podcast features. Among the three features, the Transcript Feature was perceived as the most facilitating feature, obtaining the highest percentage (83%), followed by the Replay Feature (81%) and Playback Speed Control (80%). In terms of listening aspects, meaning emerged as the aspect most facilitated by Spotify podcast features. Furthermore, the findings indicated that Spotify podcast features were effective in supporting students' listening comprehension through repeated exposure, adjustable listening speed, and written transcripts. However, students still experienced challenges, particularly in grammar and pragmatic context, which were identified as the most difficult aspects of listening comprehension. The study concludes that Spotify podcast features can serve as valuable technology-based learning tools for facilitating listening skills. Therefore, English teachers and learners are encouraged to integrate Spotify podcasts into listening activities to provide authentic language input and promote independent learning.
EXPLORING EFL STUDENTS’ LISTENING STRATEGIES THROUGH YOUTUBE MUSIC SONGS AT SMAN 1 KEDIRI Joel Prawito Agung Samudro; Dewi Kencanawati; Yunik Susanti
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

EFL learning at the senior high school level continues to face various challenges, particularly in the acquisition of listening skills due to limited exposure to authentic input. In language acquisition, employing systematic listening strategies is essential as it enables learners to consciously process complex spoken input, overcome acoustic barriers, and regulate their own learning pace. To address this issue, the utilization of audio-based digital media, such as English songs on YouTube Music, has emerged as a popular and accessible autonomous learning resource among adolescents. The aims of this research are 1) to identify the types of strategies employed by students when using YouTube Music songs to develop their English listening skills; and 2) to describe how students implement those strategies when using YouTube Music songs for listening skills. This research used a qualitative approach with a case study design carried out at SMAN 1 Kediri. The subjects of this research were 10 senior high school students of Class XI-D in the academic year 2025/2026 who were active users of YouTube Music songs. Data were collected using open-ended questionnaires and guided interviews. Data analysis techniques included data reduction, data display, and conclusion drawing and verification. Data validity was checked using the data triangulation method. The findings reveal that YouTube Music songs develop listening skills through four strategies: repetition, subtitles/lyrics, note-taking, and comprehension techniques. Students implement these by combining actions like replaying for translation, text cross-referencing, adjusting device placement, and mimicking pronunciation. This media successfully fosters low-anxiety, autonomous, and self-regulated learning.
STUDENTS' SELF-DIRECTED VOCABULARY LEARNING THROUGH DUOLINGO: MOTIVATION, STRATEGIES, AND LEARNING CONSISTENCY Naufal Fahmi; Dewi Kencanawati; Yunik Susanti
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Self-directed vocabulary learning has become increasingly relevant in digital language learning environments, particularly as mobile applications provide learners with flexible opportunities to practice English beyond formal classroom settings. Duolingo offers a gamified learning environment that enables learners to engage in vocabulary practice through short lessons, immediate feedback, progress tracking, and motivational features. This study aims to explore students’ self-directed English vocabulary learning through Duolingo by examining the strategies they employ, the factors that motivate their learning, and the ways they maintain learning consistency. This research employed a qualitative approach with a case study design involving five junior high school students from MTsN 1 Kediri who actively used Duolingo for independent English vocabulary learning. Data were collected through open-ended questionnaire worksheets, non-participant observation, and documentation of students’ Duolingo learning activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that students developed self-directed vocabulary learning routines by integrating Duolingo into their leisure time and employing various strategies, including translation, note-taking, contextual guessing, and pronunciation practice. Students’ learning motivation was supported by personal goals, gamified features, progress tracking, and peer competition. The findings also indicate that the daily streak feature played a particularly important role in maintaining students’ learning consistency, while social support and technical conditions influenced their learning experiences. Despite these motivating factors, students encountered obstacles including unstable internet connections, device limitations, application bugs, and the heart/energy system. Overall, Duolingo provided a flexible digital environment that supported students’ autonomous vocabulary learning by combining self-directed strategies, motivational mechanisms, and routine-based learning practices.
FLIPPING THE CLASSROOM WITH AI: ENHANCING EFL STUDENTS’ SPEAKING SKILLS THROUGH SMALLTALK2ME Intan Putri Cahyani; Yunik Susanti; Suhartono
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

This study investigates the effect of integrating SmallTalk2Me AI within a flipped classroom model on students’ English speaking skills. A pre-experimental design with a one-group pretest-posttest structure was employed at SMA Negeri 1 Purwoasri, East Java, Indonesia. The sample consisted of 22 eleventh-grade students from class XI SAINKES 6, selected through cluster sampling. Students’ speaking skills were assessed across five components grammar, vocabulary, comprehension, fluency, and pronunciation using Brown’s (2004) speaking rubric. The intervention followed a three-stage flipped classroom procedure: pre-class independent study via instructional video, in-class communicative practice, and post-class self-study using SmallTalk2Me AI for personalized feedback. Data were collected through speaking tests and analyzed using a paired-sample t-test. The results showed a substantial improvement in students’ speaking performance, with the mean score increasing from 39.82 (pre-test) to 79.82 (post-test). The paired-sample t-test indicated a statistically significant difference (p = .000 < .05). These findings demonstrate that integrating SmallTalk2Me AI into a flipped classroom is an effective strategy for improving EFL speaking skills among senior high school students.
PENGARUH PENGGUNAAN DEEPL TRANSLATOR TERHADAP PENGUASAAN KOSAKATA SISWA SEKOLAH MENEGAH ATAS Refadia Yudha Kalista; Rika Riwayatiningsih; Yunik Susanti
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

This study aimed to examine the extent to which students’ vocabulary mastery improved after being taught using DeepL Translator and to determine the significance of its effect on the vocabulary mastery of eleventh-grade students at SMAN 6 Kediri. This study employed a quantitative approach with a pre-experimental one-group pre-test and post-test design. The population consisted of 432 eleventh-grade students, with one class consisting of 36 students selected through simple random sampling as the sample. The research instrument was a vocabulary test consisting of 25 multiple-choice items administered as a pre-test and post-test. The treatment involved the use of DeepL Translator in vocabulary learning activities. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test with a significance level of 0.05. The results showed that the students’ mean score increased from 77.00 in the pre-test to 85.22 in the post-test, indicating an improvement of 8.22 points. The paired-samples t-test yielded a significance value of 0.000, which was lower than 0.05, indicating a statistically significant difference between the pre-test and post-test scores. The findings suggest that the guided use of DeepL Translator can support vocabulary learning by providing contextualized translation and alternative word choices, particularly in developing students’ understanding of word meaning, contextual meaning, and appropriate word use.
MENGAPLIKASIKAN GAMIFIKASI DALAM PEMBELAJARAN KOSAKATA: DAMPAK EDUCANDY TERHADAP PENGUASAAN KOSAKATA DI KALANGAN SISWA SEKOLAH MENENGAH ATAS Naia Shafira Indriani Arbeta; Yunik Susanti; Rika Riwayatiningsih
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Penelitian ini mengkaji pengaruh Educandy, sebuah platform pembelajaran berbasis permainan, terhadap penguasaan kosakata siswa kelas X di SMAN 4 Kediri. Dengan menggunakan desain pre-eksperimental kuantitatif yang melibatkan satu kelompok serta tes awal dan tes akhir, para peneliti mengukur kemahiran kosakata siswa sebelum dan sesudah penerapan Educandy. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam penguasaan kosakata siswa, terutama dalam hal pengucapan, penggunaan kata, dan kelas kata. Analisis statistik menegaskan bahwa Educandy cocok digunakan dalam pengajaran penguasaan kosakata. Oleh karena itu, Educandy dianggap sebagai media yang efektif dan tepat untuk pengajaran kosakata serta direkomendasikan untuk diintegrasikan ke dalam proses pembelajaran di kelas. Disarankan pula untuk mempertimbangkan perangkat yang digunakan untuk mengakses Educandy, seperti laptop, tablet, atau layar LCD, karena ukuran font mungkin terlalu kecil jika menggunakan ponsel pintar. Penelitian selanjutnya disarankan untuk melibatkan ukuran sampel yang lebih besar dan desain penelitian yang lebih kuat, serta melakukan studi yang berfokus pada aspek-aspek kosakata yang menunjukkan peningkatan terbatas dengan menyesuaikan bahan pembelajaran agar secara khusus menargetkan aspek-aspek tersebut guna lebih memvalidasi temuan-temuan ini.
KOMIK DIGITAL DALAM PEMBELAJARAN MENULIS: PENGARUH WEBTOON BERTEMA HOROR TERHADAP KEMAMPUAN MENULIS TEKS NARATIF Vaela Sukma; Yunik Susanti; Dewi Kencanawati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Dalam pembelajaran bahasa Inggris, kemampuan menulis teks naratif menempati posisi penting karena melatih siswa menuangkan gagasan, menyusun alur peristiwa, sekaligus menyampaikan pengalaman secara runtut. Kenyataannya, tidak sedikit siswa yang masih kesulitan mengembangkan gagasan, membangun struktur naratif, serta menggunakan kosakata dan tata bahasa yang sesuai. Kondisi ini menuntut hadirnya media pembelajaran yang mampu mendorong keterlibatan siswa secara lebih aktif dalam proses menulis. Horror-themed Webtoon, sebagai salah satu bentuk komik digital, menawarkan solusi melalui narasi visualnya yang dapat memantik imajinasi siswa dan menghadirkan konteks bermakna bagi kegiatan menulis naratif. Penelitian ini bertujuan untuk mengetahui dampak penggunaan horror-themed Webtoon terhadap kemampuan menulis naratif siswa di SMA Negeri 4 Kota Kediri. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental berupa one-group pretest-posttest design. Partisipan penelitian adalah siswa kelas XI. Data dikumpulkan melalui tes menulis naratif yang diberikan sebelum dan sesudah perlakuan, kemudian dianalisis menggunakan statistik deskriptif dan uji paired-sample t-test. Temuan penelitian memperlihatkan peningkatan kemampuan menulis naratif siswa setelah penggunaan horror-themed Webtoon. Uji statistik mengonfirmasi adanya perbedaan signifikan antara skor pretest dan posttest, yang menunjukkan bahwa horror-themed Webtoon berkontribusi positif terhadap kemampuan menulis naratif siswa. Sebagai kesimpulan, horror-themed Webtoon dapat dianggap sebagai media pembelajaran yang efektif untuk meningkatkan kemampuan menulis naratif siswa dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL).
Co-Authors Aghsya Aurellian Grandis Aji, Mahendra Puji Permana Alam, Muhammad Izzul Amysha Azzahra Aprillia Putri Clarissa , Rizka Dewi Kencanawati Dewi Kencanawati DewiKencanawati Diani Nurhajati Diani Nurhayati Diky Ari Pratama Elistya, Wenny Fabiola D Kurnia Febrian, Yeri Firda Anisa Sukmayani Firda Anisa Sukmayani Iman Asrori, Chandra Indah Nopitasari Intan Putri Cahyani Ita Apriliya Joel Prawito Agung Samudro Kencanawati, Dewi Kenya Ariartha Khoiriyah Khoiriyah Kurnia, Ita Mahendra Puji PA Mulyantama, Dwiki Ade Naia Shafira Indriani Arbeta Naufal Fahmi Nike Aprilia Nike Aprilia Nike Aprilia Nila Nisaul Hasanah Nilna Nabila Nopitasari, Indah Nur Hasnani Putri Akhmad Jaeni Nur Kholimah D.N Putri, Octavia Annike Rachmawati, Suzana Meylita Refadia Yudha Kalista Rika Riwayatiningsih Rika Riwayatiningsih Riwayatiningsih, Rika Sri Panca Setyawati Suharsono Suharsono Suhartono Suhartono Suhartono Sulistyani Sulistyani Sulistyani Sulistyani Vaela Sukma Yanuar Lazuardy Yeri Febrian Yuanita, Risa Ananda