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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera Seminar Nasional Aplikasi Teknologi Informasi (SNATI) Jurnal Pendidikan dan Pengajaran Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) IJEE (Indonesian Journal of English Education) LingTera Englisia Journal Perspektif : Kajian Masalah Hukum dan Pembangunan EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan REiD (Research and Evaluation in Education) Langkawi: Journal of The Association for Arabic and English IRJE (Indonesian Research Journal in Education) Journal of Humanities and Social Studies Journal of English Language Teaching and Linguistics English Language Teaching Educational Journal UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching International Journal of Social Science The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Lingua Pedagogia Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies) International Journal of Contemporary Studies in Education International Journal of Multilingual Education and Applied Linguistics Acten Journal Law Review
Agus Widyantoro
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
A LOOK AT ELIZABETH GILBERT’S REPERTOIRE IN EAT, PRAY, LOVE: AN ANALYSIS OF WOLFGANG ISER’S AESTHETIC RESPONSE Kusumayanthi, Susie; Sayuti, Suminto A; Suryaman, Maman; Margana; Widyantoro, Agus
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.116

Abstract

This study aims to explore Elizabeth Gilbert's repertoire on the island of Bali in the novel Eat, Pray, Love and to reveal what Elizabeth Gilbert wants to convey through the novel. Eat, Pray, Love tells the story of Gilbert's journey in seeking inner peace in three countries, namely Italy, India, and Indonesia where each country gives her a different aspect of life. This research focuses on Elizabeth Gilbert's repertoire on her trip to the island of Bali in terms of Wolfgang Iser's Aesthetic Response theory. The data source of this research is a novel by Elizabeth Gilbert which was published in 2006 by Viking Penguin, USA. This research was conducted by tracing the reality of terrorism that had occurred in America in 2001 and in Bali in 2002 as the background. The data collection technique was carried out by reading notes accompanied by a careful and thorough recording of the entire novel related to Elizabeth Gilbert's repertoire. This research technique is carried out through the following steps: reading, identification, classification, interpretation, and inference. The results of this study are not directed at static and absolute meanings, but meanings that continue to move according to the expectations of each reader. Thus, science will continue to roll as the process of reading each at different times and socio-cultural realities.
The effectiveness of edmodo and schoology in descriptive writing for Universitas Muhammadiyah Yogyakarta students Oktaviani, Rizki Dwi; Widyantoro, Agus
LingTera Vol. 8 No. 1 (2021)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i1.11361

Abstract

This research was aimed to figure out (1) the students' achievement in descriptive writing taught by using Edmodo and Schoology, (2) the differences of students' achievement in descriptive writing taught by using Edmodo, Schoology, and the conventional media, and (3) the most effective media among the media compared in descriptive writing for the students of Yogyakarta Muhammadiyah University. This research was a quasi-experiment study with a nonequivalent (pretest and posttest) control group design. The data were collected through written tests. The reliability of the instruments was gained using inter-rater reliability. The data were analyzed using the covariant analysis (ANCOVA) and the Scheffe test. The results of the study showed that: (1) the use of Edmodo and Schoology gave a positive contribution to students' achievement in descriptive writing, (2) there were differences among students' achievement in descriptive writing taught by using Edmodo, Schoology and the conventional media, (3) the use of Edmodo and Schoology was more effective than the conventional media.
Designing English materials promoting HOTS for senior high school students of the science study program Wulandari, Lutfina Tarita; Widyantoro, Agus
LingTera Vol. 8 No. 2 (2021)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i2.13654

Abstract

This study aimed to develop English supplementary reading materials promoting HOTS for senior high school students majoring in the science study program. The procedures of conducting this study were the identification of needs, exploration of needs, contextual realization and pedagogical realization of materials, materials production, evaluation by the experts, student use of materials, and evaluation by the students. It was concluded that the appropriate supplementary textbook for the eleventh grade students majoring in the science study program was a textbook which promoted HOTS, followed the 2013 curriculum, and considered the students' needs. EXCELLENT, the textbook prototype developed in this study was considered appropriate for teaching and learning English since it met those criteria. It was proved by the results of the evaluation by the expert and students. The mean value of the expert judgement on the textbook quality was 4.71, which was classified into "very good" category. Meanwhile, the mean value of the students' evaluation on the textbook quality was 3.92 categorized as "good".
Effect of project-based learning and problem-based learning on the students' writing achievement Cahyaningrum, Tri; Widyantoro, Agus
LingTera Vol. 7 No. 1 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i1.13700

Abstract

The objective of the research is to find out significant differences on the writing achievement between students taught through Project-Based Learning, Problem-Based Learning, and those who are not. This research is quasi-experimental research. The subjects consisted of two groups of students as the experimental groups and one group as the control group. The data were obtained by essay writing tests. The data analysis used descriptive analysis and inferential statistics. The hypothesis was tested using the analysis of covariance (ANCOVA) at the significance level of 0.05. The result of the ANCOVA in the posttest score shows that the significance value is 0.001, which is less than the significance level of 0.05 (F = 7.493, p < 0.05). This means that there is a significant difference in the writing ability among grade eight students of SMP N 2 Kalasan taught by using the Project-Based Learning, from those taught using the Problem-Based Learning and those who are not.
Co-Authors Adoma, Prince Owusu Alilateh, Atikah Alsamiri, Yasir Ana Yuliana Aprilianti, Berliana Dyah Ayu Ari Purnawan Ariesinta, Dimiar Armanda, Muhamad Laudy Arwan Ahmad Khoiruddin Asfar Arif Nurharjanto Berliana Dyah Ayu Aprilianti Dalimunthe, Nurul Hafizhoh Desy Mutia Sari Dimiar Ariesinta Fitria, Risa Genti Putri Dwi Redjeki Indah Permatasari Islamiaty, Dian Jamilah Jamilah Joko Priyana Kali, Marius Randan Kusumayanthi, Susie M. Sukarno Maman Suryaman Margana Margana Marpaung, Dea Venda Martin Iryayo Mas Muhammad Idris Muhammad Zuhri Anshari Mujawazah, Mujawazah Mwakapemba, James Leonard Naomi Dalila Malau Nikita Putri Mahardika Nindya Primandita Kristianingrum Nur Hidayanto Nur Hidayanto Pancoro Setyo Putro Nurharjanto, Asfar Arif Octavia, Sonia Oktaviani, Rizki Dwi Pratama Tanda, Angel Rezky Pujiati Suyata Putri, Dita Elvia Kusuma Rachmawati, Arandha May Rika Kurniawati Royana Mukorobin Sari, Desy Mutia Simanjuntak, Marini Sinaga , Aulia Nurjannah Sinaga, Nurleli Siti Mukminatun, Siti Sofyan Sofyan Sonia Octavia Suminto A. Sayuti Sunusi Dauda Titik Sholihah Tri Cahyaningrum Vandawati Chumaida, Zachry Widiarti, Yenni Wulandari, Lutfina Tarita Yuyun Yulia