Articles
<![CDATA[Revealing students’ social-emotional competence of the English education department ]]>
<![CDATA[Armanda, Muhamad Laudy]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ LITERA Vol. 24 No. 1: LITERA (MARCH 2025) ]]>
Publisher : <![CDATA[Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v24i1.77277
<![CDATA[Beyond equipping pedagogical competence, English Education students are increasingly expected to navigate diverse classroom environments, cultivating social and emotional competence (SEC) to confront cultural sensitivity in today’s 21st century. SEC is crucial for pre-service teachers as they prepare to educate future generations. Although extensive research has been carried out on SEC in foreign language learners, no study portrays English Education students’ SEC across programs. Through a quantitative survey research design, this study investigates the perceived levels of English Education students’ SEC and measures to what extent their levels vary according to their gender and education levels. A questionnaire survey of the social-emotional foreign language learning scale (SEFLLS) was distributed to the participants. Descriptive analyses (mean, standard deviation) and inferential statistics (Mann-Whitney U test) were conducted to analyze the data. The significant findings highlighted that English education students have high levels of overall social-emotional competence in both programs. Besides, findings indicated no significant difference based on participants’ gender in their SEC and dimensions. Similarly, no significant differences were found between participants’ education levels regarding their self-regulation and social relations. Yet, a significant difference was detected in the decision-making dimension and overall SEC. Subsequent studies could examine SEC factors across different cultures or socioeconomic levels in the context of language learning.]]>
<![CDATA[Using Word Wall Media In Improving Student’s Mastery In Reading ]]>
<![CDATA[Simanjuntak, Marini]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 9, No 1 (2025): Journal of Humanities and Social Studies ]]>
Publisher : <![CDATA[UNIVERSITAS PAKUAN ]]>
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DOI: 10.33751/jhss.v9i1.12283
<![CDATA[This study aims to determine the Utilization of Word Wall Media in Improving Reading Mastery of Class X TAB Students at SMK Negeri 3 Tanjung Selor. This research is a type of class action research. Sampling techniques are observation, interview, questionnaire and documentation. Data analysis is quantitative analysis with an experimental approach. The results showed that the pretest scores ranged from 40 to 75 with an average score of 60.97. Meanwhile, posttest scores range from 70 to 100. Thus, it can be concluded that vocabulary mastery increases significantly after using Word Wall Media and the analysis results of this research show a significant difference in students' vocabulary proficiency in reading descriptive texts when taught using word wall media compared to when taught without media in class X at SMK Negeri 3 Tanjung Selor. This can be seen from the obtained data, The t-value of -30.68 with a p-value (Sig. 2-tailed) of 0.000 shows that the difference between the pretest and post-test scores is statistically significant. Since the p-value is less than 0.05, we can conclude that the improvement in vocabulary is not due to chance. ]]>
<![CDATA[Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study ]]>
<![CDATA[Fitria, Risa]]>;
<![CDATA[Widyantoro, Agus]]>;
<![CDATA[Sukarno, Sukarno]]>
<![CDATA[ Englisia Journal Vol 12 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Ar-Raniry Banda Aceh ]]>
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DOI: 10.22373/ej.v12i1.22830
<![CDATA[Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.]]>
<![CDATA[The effectiveness of blooket on students’ vocabulary learning among secondary school students ]]>
<![CDATA[Sinaga, Nurleli]]>;
<![CDATA[Widyantoro, Agus]]>;
<![CDATA[Sinaga , Aulia Nurjannah]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v9i02.44887
<![CDATA[This research investigated the effectiveness of Blookets, a gamified learning platform, in improving EFL students’ vocabulary learning. This research employed a quasi-experimental design with a mixed-methods approach. The research collected quantitative data through vocabulary pre- and post-tests comprising 40 multiple-choice items, which were analyzed using SPSS version 30. Qualitative data were obtained through semi-structured interviews and were thus analyzed thematically. The results indicated that students in the experimental group demonstrated significantly higher vocabulary scores than those in the control group, mainly due to Blooket’s multimodal features such as real-time feedback and spaced repetition. Additionally, students expressed positive perceptions of the platform, highlighting enhanced enjoyment, practicality, reinforcement, motivation, and positive recommendations. These findings suggest that integrating a gamified learning platform like Blookets into vocabulary instruction offers a practical and engaging strategy for promoting language learning outcomes in secondary education. ]]>
<![CDATA[Enhancing Senior High School Students' Listening Skills Through the Implementation of the VoA (Voice of America) Learning English Application ]]>
<![CDATA[Naomi Dalila Malau]]>;
<![CDATA[Agus Widyantoro]]>;
<![CDATA[Sunusi Dauda]]>
<![CDATA[ International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/ijmeal.v2i4.396
<![CDATA[This study aims to improve high school students' listening skills through the application of Voice of America (VoA) Learning English. Using a classroom action research (CAR) approach in two cycles at a high school in Yogyakarta with 36 students, this study assessed listening skills before and after using the application. Data were collected through pre-tests, post-tests, observations, and interviews, and analyzed using an interactive model and SPSS. The results show that the use of VoA Learning English improves students' listening skills, motivation, and engagement, while also proving the effectiveness of technology-assisted learning through authentic listening materials. This study recommends the integration of digital media in teaching English listening skills.]]>
<![CDATA[A Correlational Study of Language Learning Strategies and Learner Autonomy among Graduate Students in English Education in Indonesia ]]>
<![CDATA[Genti Putri Dwi Redjeki]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024 ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia ]]>
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DOI: 10.30762/jeels.v11i2.3569
<![CDATA[Various studies have highlighted the significance of language learning strategies in enhancing language competence. However, studies specifically examining the correlation between these strategies and learning autonomy are limited, particularly among graduate students in Indonesia. This study seeks to address this gap by examining the correlation between language learning strategies and learning autonomy among graduate students. Using quantitative methods, this study involved a correlation design on 136 graduate English language students at a state university in Indonesia. The instruments used were the Strategy Inventory for Language Learning (SILL) questionnaire developed by Oxford (1990) and the Learner Autonomy (LA) questionnaire developed by Chan and Spratt (2002). The analysis of the data involved descriptive statistics and Pearson product-moment correlation. The results revealed that the majority of graduate students utilized metacognitive strategies more frequently to acquire English skills, and they demonstrated a high level of autonomy. Furthermore, researchers discovered a positive correlation between language learning strategies and learner autonomy. The implications of this study indicate that the use of language learning strategies contributes to supporting learner autonomy. Therefore, it is important for educational institutions and lecturers to design curricula and learning activities that encourage the application of relevant strategies and the development of student autonomy. This not only helps students become more autonomous in the learning process but also improves the effectiveness of English language acquisition among graduate students.]]>
<![CDATA[Akibat Hukum Bagi Nasabah Terhadap Pelaksanaan Merger Badan Usaha Perbankan di Indonesia ]]>
<![CDATA[Widyantoro, Agus]]>;
<![CDATA[Putri, Dita Elvia Kusuma]]>
<![CDATA[ Acten Journal Law Review Vol. 2 No. 1: Apr 2025 ]]>
Publisher : <![CDATA[PT Matra Cendikia Abadi ]]>
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DOI: 10.71087/ajlr.v2i1.24
<![CDATA[Limited Liability Companies as legal entities can operate in the banking sector. In its development, many companies have merged in the banking industry to increase activity and respond to economic conditions. However, banking mergers may not always be successful in their implementation, potentially harming customers. First, this article's problem formulation is procedures and regulations regarding limited liability company mergers in the banking business sector. And secondly, legal protection for customers after implementing a company merger in Indonesia. The research method in this article is legal research, with a statutory and regulatory approach and a conceptual approach. As for the results of this article, procedures and regulations regarding limited liability company mergers in the banking business sector are regulated in the Perseroan Terbatas Law, PP 28/1999, and OJK Regulation Number 6/POJK.07/2022. Legal protection for customers after a banking company merger in Indonesia is regulated in the provisions of PP 28/1999, OJK Regulation Number 41/POJK.03/2019, and OJK Regulation Number 6/POJK.07/2022. These provisions contain the legal ratio that bank merger efforts must consider customers' interests and not cause customer losses. Customers are also given alternative options for making objections or taking legal action if they feel disadvantaged and object to the company merger. Thus, what causes customer losses is actually at the implementation level, namely the legal structure (company organs and bank employees) that does not implement the provisions as regulated and the legal culture of society that does not understand the consequences of banking company mergers.]]>
<![CDATA[Measuring up: Rasch analysis of English reading comprehension test for informal education learners ]]>
<![CDATA[Rachmawati, Arandha May]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ English Language Teaching Educational Journal Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v8i1.12747
<![CDATA[This study aims to evaluate the quality of English reading comprehension test instruments used in informal learning, especially as English literacy tests. With a quantitative approach, the analysis was carried out using the Rasch model through the Quest program on 30 multiple-choice questions given to 30 grade IX students from informal educational institutions in Bantul. The results of the analysis showed that although all questions were included in the fit category for the Rasch model, the level of reliability was relatively low, that was 0.52 for items and 0.39 for participants. In addition, 13.3% of the questions showed inconsistent results (misfit), this means that there is inconsistency in the results and quality of the questions that need to be improved. The analysis of the level of difficulty also showed that there were questions that were too easy or too difficult. These findings highlight the importance of revising the test items and the need to increase the number of participants and items to obtain more accurate measurement results. This study also provides practical implications regarding the need for continuous and planned instrument development in the context of informal education, to provide valid and reliable evaluation tools to measure students' literacy skills.]]>
<![CDATA[Peer Tutoring to Improve the Speaking Proficiency of Multiage EFL Students ]]>
<![CDATA[Ariesinta, Dimiar]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/ijee.v11i1.35087
<![CDATA[Previously, educators created a multiage classroom to address the growing age gap within a class and the unresolved issue of teacher shortage. However, some schools in specific countries currently use this system, which provides significant benefits and positive developments to their fall-behind students or classes. This study conducted peer tutoring to address speaking issues in the classroom and bridge the gap in students' basic English knowledge. Besides, it is eager to improve students' speaking skills in a multiage EFL classroom and enrich literature in non-formal education. This study used McNiff and Whitehead's (2006) theory cycle for classroom action research: observation, reflection, action, evaluation, and modification. Data were collected through tests and interviews, and then the questionnaire was added and analysed using the NVivo 12 Pro application. The finding revealed that peer tutoring improved the multiage students' speaking proficiency in their fluency, vocabulary, and comprehension. In a non-academic setting, peer tutoring effectively boosted the students' self-confidence and collaboration and demonstrated grade-level skills or accelerated learning in the class. ]]>
<![CDATA[Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent? ]]>
<![CDATA[Aprilianti, Berliana Dyah Ayu]]>;
<![CDATA[Widyantoro, Agus]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i2.10264
<![CDATA[Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students  view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.]]>
