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All Journal ENCOUNTER Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ETERNAL: English Teaching Journal Indonesian EFL Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Community Empowerment Jurnal Pendidikan Jurnal Nasional Holistic Science Edusia: Jurnal Ilmiah Pendidikan Asia NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Journal Of Human And Education (JAHE) ALLURE JOURNAL Innovative: Journal Of Social Science Research Applied Research in English Education GSE-journal JGEN : Jurnal Pengabdian Kepada Masyarakat PRIMER: Jurnal Ilmiah Multidisiplin ETERNAL: English Teaching Journal
Dias Andris Susanto
IKIP PGRI SEMARANG
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Application of flashcards to use English as a Medium of Instruction to Enhance Pre-kindergarten Learners' English Language Proficiency Tonapa, Yeftha Desma; Susanto, Dias Andris; Sukmaningrum, Rahmawati
Innovative: Journal Of Social Science Research Vol. 4 No. 2 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i2.9287

Abstract

Penelitian ini tentang Penelitian dan Pengembangan yang bertujuan untuk menggunakan Bahasa Inggris sebagai Bahasa Pengajaran untuk meningkatkan kemahiran bahasa Inggris siswa pra-taman kanak-kanak. Subyek penelitian ini adalah dua belas siswa PAUD di TK Maria Regina School dan dalam penelitian ini menggunakan startegi eksperimental. Desain dalam penelitian dilakukan dalam tiga tahap. Pertama, variabel terikatnya adalah pretest yang diberikan oleh peneliti kepada peserta didik pra TK. Kedua, peneliti menggunakan kartu bergambar untuk mengajar bahasa Inggris, sehingga melibatkan perlakuan terhadap subjek. Terakhir, peneliti memberikan posttest kepada subjek. Temuan penelitian ini menunjukkan bahwa ketika siswa menggunakan kartu bergambar untuk melatih penguasaan bahasa Inggris, kemahiran mereka dalam bahasa tersebut meningkat. Pelajar pra-taman kanak-kanak dianjurkan untuk belajar bahasa Inggris karena hal ini membuat anak-anak dengan mudah mengingat dan memahami pelajaran. Dengan demikian, peneliti dapat menyimpulkan bahwa metode pembelajaran bahasa Inggris yang disarankan adalah dengan menggunakan kartu bergambar untuk mengajarkan kosakata kepada pelajar Pra-TK.
Exploring Bamboozle as Games-Based Learning Media to Support Students’ Vocabulary: Its application in the classroom Wulandari, Wahyu; Susanto, Dias Andris; Hawa, Faiza
Innovative: Journal Of Social Science Research Vol. 4 No. 2 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i2.10105

Abstract

Penelitian ini bertujuan untuk mengetahui bagaimana permainan bamboozle diterapkan dalam pengajaran kosakata bagi siswa kelas sembilan sekolah menengah pertama. Penelitian ini menggunakan deskriptif kualitatif. Data penelitian diperoleh dari observasi di SMPN 1 Penawangan dan kuesioner yang diberikan kepada siswa. Kuesioner digunakan untuk memberikan pertanyaan tertutup untuk penelitian. Hasil observasi dan kuesioner menunjukkan tiga puluh siswa menyatakan bahwa kegiatan pembelajaran dengan menggunakan bamboozle membuat mereka lebih antusias karena menyenangkan, bervariasi, dan interaktif. Dapat disimpulkan, media bamboozle dapat diterapkan oleh guru untuk mengajarkan kosa kata di kelas.
Author's Chair in Promoting Young Learners' Speaking Skills Jumilati, Siti; Susanto, Dias Andris; Senowarsito, Senowarsito
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 16, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v16i2.21133

Abstract

The Author’s Chair, a key component of the writer’s workshop model, provides students with the opportunity to present their written work orally, thus promoting both speaking and writing skills This activity is widely recognized for its potential to build students' confidence and enhance their speaking abilities. The theoretical framework underlying the Author's Chair is socio-constructivism, which views learning as a social process where knowledge is co-constructed through interactions with others. Socio-constructivism emphasizes the importance of social interactions in learning, where thought evolves from societal exchanges to individual understanding. This study aimed to investigate the implementation of the Author’s Chair in a kindergarten setting and to explore how this method contributes to improving young learners' speaking skills. The participants were K-2 (TK-8) students at a preschool in South Jakarta. The research employed three observation sessions, including video recordings, to examine the impact of the Author’s Chair on the students' speaking abilities. Additionally, interviews were conducted with teachers to gather their feedback on the implementation and effectiveness of the Author’s Chair in the classroom. The findings indicate that the Author’s Chair is an effective instructional tool for enhancing young learners' English-speaking skills, as it provides a platform for students to express themselves and engage in peer interactions. However, it is also evident that successful implementation requires a significant investment of time and effort from educators. In conclusion, the study suggests that the Author’s Chair can be a valuable approach in English language teaching, fostering improved speaking skills in young learners when used consistently and effectively.
Developing Students’ Character and English Proficiency through News Item Text Learning Akromah, Mufidatul; Susanto, Dias Andris; Sukmaningrum, Rahmawati
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 16, No 2 (2022)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v16i2.21137

Abstract

Success in teaching and learning English is closely tied to the development of positive student character. Strong character traits help students harness their talents and build the resilience and self-confidence needed to face challenges and compete beyond the school environment. This study focused on the tenth-grade students of SMAN 1 Pemalang whose English proficiency was initially below the Minimum Competency Standard of 75. Pre-test results showed that 9 students (28.12%) did not meet the standard. After implementing character-based learning strategies, post-test results indicated significant improvement, with only 2 students (6.25%) falling short of the standard. The average score increased by 10.66 points, from 75.97 to 86.63. The integration of character-building activities fostered positive traits such as helpfulness, cooperation, care, confidence, sportsmanship, mutual respect, and high motivation. Feedback from questionnaires and interviews revealed that students felt more comfortable and happier in class, viewing it as a supportive and inclusive community. They learned in a relaxed environment, developed positive attitudes, and engaged in healthy, respectful competition. Ultimately, the cultivation of good character contributed significantly to their academic success.
Bridging The Gap: Tackling Students Challenges in Applying Politeness Strategy in English Daily Conversation Wijayanti, Tri Dwi; Sukmaningrum, Rahmawati; Susanto, Dias Andris
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1246

Abstract

The study examines the difficulties BBC Tlogosari English Course students face when using politeness strategies in daily conversation. Communication is crucial in today's interconnected world, especially for EFL students. The qualitative research study used document analysis and questionnaires to gather information and questions from other students to analyze their experiences. According to the data, students have many challenges that make it hard for them to be polite. Language barriers, especially English, and emotional and cultural issues are among these challenges. The study showed that students used negative politeness strategies to avoid overgeneralization and cultural misunderstandings. These studies emphasize the need for differentiated instructional approaches that address these concerns, adding to current knowledge. This study shows that English politeness education can improve esteem escalation communication and culture. In the long term, this will improve student communication and cultural awareness. This research emphasizes the importance of politeness strategies and EFL contexts and representatives for more research into effective teaching practices that can improve learners. Communicating in English. Thus, by addressing these issues, teachers improve communication skills to the extent that they have cultural competence.
Pembelajaran Strategi Sosial dengan Mengintegrasikan Teknik Two Stay Two Stray dalam Penguasaan Keterampilan Berbicara Sahalluddin, Muhammad; Susanto, Dias Andris; Sukmaningrum, Rahmawati
JURNAL PENDIDIKAN Vol 32 No 2 (2023): July
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jp.v32i2.3862

Abstract

Untuk memperoleh pemahaman dan demi tercapainya tujuan dari suatu pembelajaran maka diperlukan pemilihan strategi pembelajaran yang tepat. Begitu pula dengan empelajari Bahasa Inggris, perlu digunakannya strategi pembelajaran yang efektif dan efisien. Para ahli mengemukakan beberapa strategi pembelajaran (Language Learning Strategy) khususnya dalam menguasai kemampuan berbicara, strategi tersebut antara lain : strategi kognitif, strategi afektif dan strategi sosial. Dari ketiga strategi tersebut strategi sosial lebih dominan untuk digunakan dalam mengasah kemampuan berbicara (speaking). Strategi sosial lebih mengutamakan pada kemampuan sosial pembelajar, oleh sebab itu model pembelajaran kooperatif dengan model two stay two stray digunakan pada penelitian ini guna melihat dan mengamati dengan jelas seberapa jauh strategi sosial ini digunakan oleh peserta didik. Terdapat tiga kategori peserta didik yaitu rendah (low level student), sedang (middle level student) dan tingi (high level student) dalam pembelajaran Bahasa Inggris peminatan di kelas XI IPA 6 SMA Negeri 6 Semarang. Metode penelitian yang digunakan pada penelitian ini yaitu kualitatif deskriptif yang berisi tentang penjelasan detil mengenai data yang dipaparkan dan dirancang tidak menggunakan data statistic. Adapaun teknik pengumpulan data yaitu melalui observasi dan juga wawancara.Hasil penelitian menunjukkan bahwa LLS tidak menggunakan strategi sosial dalam proses pembelajaran, sedangkan MLS menggunakan strategi sosial namun belum terlalu optimal dan HLS menggunakan strategi sosial dalam proses pembelajaran dengan sangat baik. Kata-kata Kunci:  Strategi sosial, Keterampilan Berbicara (speaking), Two Stay Two Stray 
Journaling as a Medium for Narrative Discourse Development: A Qualitative Analysis in an Indonesian EFL Setting" Susanto, Dias Andris
Global Synthesis in Education Journal Vol. 3 No. 2 (2025): Vol. 3 No. 2, August 2025
Publisher : Mutiara Intelektual Indonesia Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61667/sg7tt032

Abstract

This qualitative study at Mamina English Course in Batam explored how journaling helps first-grade junior high students improve their English narrative writing. Many students learning English in Indonesia often struggle with vocabulary, grammar, and expressing ideas freely. This research aimed to find more engaging teaching methods. Journaling seemed promising because it's a relaxed way to write, reducing anxiety and encouraging practice. Ten students journaled regularly for a month. Data from surveys and writing tests, informed by key language acquisition theories and teaching approaches, showed positive results. Students reported increased motivation, engagement, creativity, self-expression, and writing confidence. To understand this better, our study gathered detailed information from ten students over one month. We used surveys to hear directly about their experiences and also looked at their writing tests. The ideas behind our study come from important theories about how people learn a second language. For example, Stephen Krashen's Affective Filter Hypothesis suggests that feeling relaxed helps learning, and journaling certainly offers that. Merrill Swain's Output Hypothesis highlights the importance of language production, and journaling offers numerous opportunities for this practice. We also explored the role of motivation in student learning and how Discourse Analysis can reveal students' language usage. On the instructional side, we examined Process Writing, which emphasizes the stages of writing, and Constructivism, which posits that learners actively construct their own understanding. Although the findings do not establish a direct cause-and-effect relationship, they indicate that journaling creates a supportive atmosphere for self-expression and language experimentation. The study underscores the potential of journaling to empower young English learners and advocates for its inclusion in educational curricula, along with suggestions for further research.
Integrating deep learning and digital literacy into reading instruction to achieve SDG 4: A study in a high school EFL education context in Central Java Setyoningsih, Setyoningsih; Susanto, Dias Andris; Aldizeeri , Maram Miftah; Adeoye, Moses Adeleke
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.43679

Abstract

This study investigates integrating deep learning approaches and digital literacy into reading instruction to support the achievement of Sustainable Development Goal 4 (Quality Education) among high school EFL students in Central Java, Indonesia. The study objectives were to evaluate the efficacy of deep learning-based reading strategies in improving students' comprehension, assess their digital literacy levels, and evaluate teachers' perceptions of integrating deep learning and digital literacy in EFL reading classrooms. One hundred seventy-eight tenth-grade students from three public high schools in Central Java participated in this study, which employed a mixed-methods sequential explanatory design.  A digital literacy questionnaire and reading comprehension pre- and post-tests were used to gather quantitative data.  Semi-structured interviews, teacher focus groups, and classroom observations were used to gather qualitative data.  After using immersive learning methodologies backed by digital media resources, pupils' reading comprehension scores significantly improved, according to quantitative studies. There was also a high correlation between students' reading competence and their digital literacy levels. The qualitative data showed greater student participation and high comprehension of the text as observed by teachers accompanied by enhanced engagement, critical thinking, and autonomy of students in reading activities. These results substantiate the integration of deep learning and digital literacy into reading lessons. It raises both cognitive and affective dimensions in EFL contexts. The significant study about pedagogical innovation emphasizes the SDGs, teacher training, and curriculum support that sustain tech-enhanced learning environments in Indonesian secondary schools.
Co-Authors Adeoye, Moses Adeleke Adi, A. B. Prabowo Kusuma Aini, Esti Nurul Ajeng Setyorini Akromah, Mufidatul Aldizeeri , Maram Miftah Andi Priyolistiyanto Arso Setyaji Budiono, Agustinus Dheny Djoko Sri Bimo Faiza Hawa Fitra Pinandhita, Fitra Ika Menarianti, Ika Istiyaningsih, Rumiyatun Jafar Sodiq, Jafar Jumilati, Siti K.A, A.B. Prabowo Khalifasati, Aulinadia Kurniawan, Biyan Aji Laily Nur Affini Listyaning Sumardiyani Maemunah, Rizki Muniroh Munawar NUR CHOLIFAH Rahayu, Dwi Budi Rahmawati Sukmaningrum Riswalastika, Erva Sahalluddin, Muhammad Sakdidah, Siti Septiana, Avin Nuzula Setiaji, Arso Setyaningrum, Tutut Setyoningrum, Tri Yuli Setyoningsih Setyoningsih Suwarti, T. Sri Tonapa, Yeftha Desma Wahyu Wulandari Wardhani, Ryda Kusuma Wijayanti, Tri Dwi Winanta, Alin Anastasya Wiyaka