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The Students’ Perceptions Toward the Use of Google Translate in English Writing Assignment Maulidina, Yunita Putri; Budiastuti, Riana Eka; Wijayatiningsih, Testiana Deni
English Language and Literature International Conference (ELLiC) Proceedings Vol 7 (2024): Striking a Balance between Technology and Empathy in Language Learning, Linguistics, L
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

The continually advancing technology offers convenience across various educational domains, facilitating the process of writing in foreig languages. Google Translate, a widely embraced application for translating text into multiple languages, including English, stands out as a highly favored tool among university students for accomplishing their writing assignments. This study seeks to find out students' perspectives on using Google Translate in English writing assignments. Employing descriptive quantitative research, the study engaged approximately 50 college students with prior experience using Google Translate for English writing tasks. Data collection occurred through a combination of questionnaires and interviews. The findings from the questionnaire analysis revealed that 58% of the students affirmed agree with the significant effectiveness of Google Translate in enhancing their English writing skills. Positive responses also manifested in heightened confidence and the acquisition of new vocabulary among students utilizing Google Translate in their writing assignments, thereby contributing to the overall development of their writing proficiency.

Boosting Students’ Reading Achievement Through Kahoot! And Choral Reading Strategy Lastari, Siti; Ifadah, Muhimatul; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.120

Reading is an activity to improve students' knowledge. However, some problems happened to Class X Social 4 SMA N 9 Semarang students. They had low activities in reading English text, so their vocabulary attainment needed to be improved. Based on the issues, this research discusses the effect of Kahoot! application and choral reading strategy to improve students' motivation in reading. It aims to know how choral reading strategy and Kahoot! can improve students' motivation in reading narratives and what factors significantly affect students' reading motivation. This research used classroom action research to collect the data and a quantitative approach to analyze the data. The subject of this research is the students' Class X Social 4 SMA N 9 Semarang. The result of this research got 47.83% of students with low motivation in English subject, and in the pre-test, students' mean score was 77.2. It was better after using the choral reading strategy and Kahoot! application. It could be seen from the students' mean score in post-test one that was 80, and post-test two was 87.82. All in all, students' reading motivation improved after using the choral reading strategy and Kahoot! Application in the teaching-learning process. Choral reading strategy and Kahoot! application is recommended to teach English material, especially in reading.

An An Intertextual Analysis of “Menombak Matahari”, “Sarpakuda”, and Babad Mangir Suradipura Sulthan, Faqih; Wijayatiningsih, Testiana Deni
Surakarta English and Literature Journal Vol 7 No 1 (2024): Volume 7 Number 1 February 2024
Publisher : Faculty of Language and Literature, University of Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52429/selju.v7i1.216

The creation of a new text is highly influenced by previous texts, known as intertextual relationships. For instance, the short stories "Menombak Matahari" and "Sarpakuda" portray the resistance of Ki Ageng Mangir and the agony of Putri Pambayun, and are likely inspired by preexisting texts. This research examines the intertextual relationship between these two short stories and Babad Mangir from Suradipura, an old literature, as modern literary works. A comparative and an intertextual approach have been used to achieve this goal. By comparing the textual data of the short stories and the text of Babad Mangir Suradipura, it is evident that both short stories use Babad Mangir as a source of inspiration but develop their conflicts differently while still using traditional themes.

Boosting Students’ Reading Achievement Through Kahoot! And Choral Reading Strategy Lastari, Siti; Ifadah, Muhimatul; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.120

Reading is an activity to improve students' knowledge. However, some problems happened to Class X Social 4 SMA N 9 Semarang students. They had low activities in reading English text, so their vocabulary attainment needed to be improved. Based on the issues, this research discusses the effect of Kahoot! application and choral reading strategy to improve students' motivation in reading. It aims to know how choral reading strategy and Kahoot! can improve students' motivation in reading narratives and what factors significantly affect students' reading motivation. This research used classroom action research to collect the data and a quantitative approach to analyze the data. The subject of this research is the students' Class X Social 4 SMA N 9 Semarang. The result of this research got 47.83% of students with low motivation in English subject, and in the pre-test, students' mean score was 77.2. It was better after using the choral reading strategy and Kahoot! application. It could be seen from the students' mean score in post-test one that was 80, and post-test two was 87.82. All in all, students' reading motivation improved after using the choral reading strategy and Kahoot! Application in the teaching-learning process. Choral reading strategy and Kahoot! application is recommended to teach English material, especially in reading.

Peningkatan Keterampilan Literasi Lisan Bahasa Inggris Guru-Guru Multilingual Melalui Pelatihan Daily English Conversation in Real Life Fitriati, Sri Wuli; Farida, Alief Noor; Hapsari, Christianti Tri; Chairunnisa, Nadya Zulfa; Wijayatiningsih, Testiana Deni; Putra, Angga Pratama Armaddi; Setyo Jati, Kukuh
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 4, No 1: February 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v4i1.31206

English language skills in bilingual schools are critical. Teachers must teach students and help them communicate orally and in writing. This phenomenon is also seen in SD Tahfizhul Quran As-Sukarti Salatiga. Teachers must have good English communication skills since the school cooperates with NGOs from abroad. Currently, the number of human resources proficient in English is limited because only two teachers are proficient, and the others are not. The ability of teachers who can speak English varies, with most non-English teachers wanting to learn but lacking the confidence to speak. Although the school holds English courses every day, the lack of teachers' ability to communicate actively is still an issue. Two main problems were found from observations and interviews: the communication skills needed to support the bilingual classroom program and the lack of communication training for teachers. To overcome the problems at SD Tahfizul Quran As-Sukarti Salatiga, the service team created a program to improve real-life daily English communication skills for teachers at the school. The methods used in this training are lecture and discussion, practice, and role-play. Based on observations and questionnaires distributed after the training activities, teachers gave positive responses. They said this English training activity is essential for teachers to improve their competence and confidence. They also hoped there would be a sustainable program such as training that focuses on adding listening, speaking, and vocabulary skills.

Integrating hybrid learning and team-based project in EFL writing class Testiana Deni Wijayatiningsih; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.

PENINGKATAN KEMAMPUAN MENULIS TEKS ARGUMENTATIF MELALUI PENDEKATAN PROJECT BASED LEARNING Febriana, Nurani Ayu; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.152

This study aims to improve the argumentative text writing skills of 12th-grade students in class XII F at SMA N 11 Semarang through the implementation of the Project-Based Learning (PjBL) model. Writing argumentative texts is an essential competency for students to develop critical, logical, and systematic thinking skills. However, initial observations revealed that students' ability to write argumentative texts was relatively low. This research employed a Classroom Action Research (CAR) approach using the model developed by Kemmis and McTaggart, which consists of four stages: planning, implementation, observation, and reflection. The research subjects were 36 students from class XII F at SMA N 11 Semarang in the academic year 2024/2025. Data were collected through observation, interviews, writing tests, and documentation. The data were analyzed descriptively using qualitative and quantitative methods. The findings show that implementing the Project-Based Learning model significantly improved students' argumentative writing skills. In Cycle I, the average student writing score was 70, which increased to 82 in Cycle II. Additionally, students' motivation and participation levels also showed significant improvement. Based on these results, it can be concluded that the Project-Based Learning model is effective in enhancing the argumentative writing skills of 12th-grade students in class XII F at SMA N 11 Semarang.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN BAHASA INGGRIS KELAS X.8 SMA NEGERI 11 SEMARANG Oktaviani, Estika Berlian; Setyawati, Erna; Wijayatiningsih, Testiana Deni
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.155

Dalam penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Dimana penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada materi Procedure Text Bahasa Inggris melalui penerapan model pembelajaran Problem Based Learning (PBL). Instrumen yang digunakan berupa lembar observasi aktivitas siswa, hasil wawancara, lembar soal tes akhir siklus, catatan lapangan dan dokumentasi. Berdasarkan analisis dan pengamatan hasil dari penelitian tersebut diperoleh informasi bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa, dapat terlihat pada siklus I rata-rata persentase hasil belajar siswa sebesar 80,6. Sedangkan pada siklus II rata-rata persentase hasil belajar siswa sebesar 88,4. Pada siklus I masih ada siswa yang mendapat nilai dibawah KKM yaitu 70, namun pada siklus Il nilai terendahnya adalah 80 dan sudah tidak ada lagi siswa yang mendapat nilai dibawah KKM. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa.

PENINGKATAN KEMAMPUAN MENULIS TEKS ARGUMENTATIF MELALUI PENDEKATAN PROJECT BASED LEARNING Febriana, Nurani Ayu; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.152

This study aims to improve the argumentative text writing skills of 12th-grade students in class XII F at SMA N 11 Semarang through the implementation of the Project-Based Learning (PjBL) model. Writing argumentative texts is an essential competency for students to develop critical, logical, and systematic thinking skills. However, initial observations revealed that students' ability to write argumentative texts was relatively low. This research employed a Classroom Action Research (CAR) approach using the model developed by Kemmis and McTaggart, which consists of four stages: planning, implementation, observation, and reflection. The research subjects were 36 students from class XII F at SMA N 11 Semarang in the academic year 2024/2025. Data were collected through observation, interviews, writing tests, and documentation. The data were analyzed descriptively using qualitative and quantitative methods. The findings show that implementing the Project-Based Learning model significantly improved students' argumentative writing skills. In Cycle I, the average student writing score was 70, which increased to 82 in Cycle II. Additionally, students' motivation and participation levels also showed significant improvement. Based on these results, it can be concluded that the Project-Based Learning model is effective in enhancing the argumentative writing skills of 12th-grade students in class XII F at SMA N 11 Semarang.

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN BAHASA INGGRIS KELAS X.8 SMA NEGERI 11 SEMARANG Oktaviani, Estika Berlian; Setyawati, Erna; Wijayatiningsih, Testiana Deni
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.155

Dalam penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Dimana penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada materi Procedure Text Bahasa Inggris melalui penerapan model pembelajaran Problem Based Learning (PBL). Instrumen yang digunakan berupa lembar observasi aktivitas siswa, hasil wawancara, lembar soal tes akhir siklus, catatan lapangan dan dokumentasi. Berdasarkan analisis dan pengamatan hasil dari penelitian tersebut diperoleh informasi bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa, dapat terlihat pada siklus I rata-rata persentase hasil belajar siswa sebesar 80,6. Sedangkan pada siklus II rata-rata persentase hasil belajar siswa sebesar 88,4. Pada siklus I masih ada siswa yang mendapat nilai dibawah KKM yaitu 70, namun pada siklus Il nilai terendahnya adalah 80 dan sudah tidak ada lagi siswa yang mendapat nilai dibawah KKM. Dengan demikian dapat disimpulkan bahwa penerapan model pembelajaran Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa.

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