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All Journal Language Circle : Journal of Language and Literature Kajian Linguistik dan Sastra Pedagogia: Jurnal Pendidikan Vision: Journal for Language and Foreign Language Learning Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat Jounal of Education and Teaching (JET) SALEE: Study of Applied Linguistics and English Education ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Pengabdian Kepada Masyarakat Patikala JUrnal Riset Ilmu Pendidikan LINGUAMEDIA Journal Lingua Franca Community Empowerment Journal Indonesian Journal of Education and Pedagogy Educalingua Journal International Journal of Research in Education (IJRE) ETERNAL: English Teaching Journal Jurnal Pendidikan Guru Profesional
Wiyaka Wiyaka
IKIP PGRI SEMARANG
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Dampak Reading Eggs terhadap Keterampilan Membaca: Studi Berbasis TaRL tentang Dinamika Usia dan Gender Kurnia, Christi; Wiyaka, Wiyaka; Nur’Aini, Siti
Journal of Education and Teaching (JET) Vol 6 No 1 (2025): Januari 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v6i1.478

Abstract

This study examines the impact of the Reading Eggs application on developing reading skills among young ESL (English as a Second Language) learners, focusing on age and gender differences within the Teaching at the Right Level (TaRL) framework. A quantitative pre-test/post-test design was employed to assess changes in reading skills following a two-week intervention using Reading Eggs. The participants included 28 primary school students grouped by age and gender to explore demographic effects. A two-way ANOVA was conducted to evaluate the influence of age, gender, and their interaction on reading skills. While the results showed no statistically significant effects, a large effect size for age suggests a potential influence constrained by the limited sample size. Gender and the interaction of age and gender demonstrated negligible effects. Data analysis included two-way ANOVA, hierarchical regression, and Structural Equation Modeling to uncover nuanced relationships between age, gender, and program effectiveness. The findings revealed no statistically significant effects, although a large effect size for age suggests a potential impact limited by the small sample size. Gender and the interaction of age and gender demonstrated negligible effects. 
Pelatihan pembelajaran menyenangkan dengan pendekatan efikasi diri bagi guru SD di KKG Dewi Sartika Rembang Ngatmini, Ngatmini; Mugi Handayani, Pipit; Suyoto, Suyoto; Wiyaka, Wiyaka
Community Empowerment Journal Vol. 3 No. 1 (2025)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v3i1.130

Abstract

Pembelajaran yang menyenangkan perlu diprioritaskan agar peserta didik nyaman dan termotivasi untuk belajar. Namun, banyak pendidik langsung mengajar materi tanpa menciptakan suasana belajar sesuai kurikulum merdeka. Pembelajaran tersebut akan tercapai jika pendidik memiliki kepercayaan diri melalui pendekatan efikasi diri. Efikasi diri adalah keyakinan dan penilaian individu bahwa dirinya mampu melakukan tugas sesuai dengan yang dipersyaratkan untuk mencapai tujuan. Pendekatan ini membantu pendidik percaya diri dalam mengatasi peserta didik bermasalah dan menciptakan suasana belajar yang positif sehingga berdampak pada prestasi peserta didik. Guru di KKG Dewi Sartika memiliki kompetensi baik, tetapi masih kurang percaya diri dalam menghadapi siswa bermasalah. Tujuan kegiatan PKM ini adalah untuk meningkatkan efikasi diri pendidik dalam melaksanakan tugas mengajar melalui pembelajaran yang menyenangkan. Efikasi diri yang kuat akan meningkatkan kualitas pengajaran, mencetak pendidik dan peserta didik yang berprestasi. Metode yang diterapkan adalah metode partisipatif bersama tim PKM, meliputi pemberian materi, praktik, dan pendampingan untuk refleksi para peserta setelah mengikuti pelatihan. Melalui pelatihan ini, dihasilkan pendidik yang lebih percaya diri terhadap kemampuannya berdasarkan refleksi hasil rekaman video pembelajaran, respon pendidik bahwa kegiatan sangat bermanfaat sebagai pengalaman menciptakan pembelajaran yang menyenangkan, serta manfaat itu akan dibagikan kepada pendidik yang belum sempat hadir. Joyful learning should be prioritized to ensure students feel comfortable and motivated to learn. However, many educators directly teach the material without creating a conducive learning atmosphere as required by the independent curriculum. Such learning goals can be achieved if educators possess confidence through a self-efficacy approach. Self-efficacy refers to an individual's belief and assessment of their ability to perform tasks required to achieve specific goals. This approach aids educators in building confidence to address challenging students and create a positive learning environment that has an impact on student achievement. Teachers at KKG Dewi Sartika demonstrate good competence, but lack confidence in dealing with challenging students. The purpose of this activity is to improve the self-efficacy of educators in carrying out teaching tasks through joyful learning. Strong self-efficacy enhances teaching quality, fostering both educator and student excellence. The method applied is a participatory method with the team, encompassing material provision, practical sessions, and continuous mentoring for reflection after training. Through this training, educators are produced who are more confident in their abilities based on reflections on the results of the learning video, educator responses that the activity was very useful in create enjoyable learning experiences, and these benefits would be shared with other educators who had not had the opportunity to attend.
Pelatihan Pembuatan Bahan Ajar Berbasis Artificial Intelligence Terhadap Guru di Kabupaten Jepara Siswanto, Joko; Wiyaka, Wiyaka; Huda, Choirul
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 4 No. 3 (2025): Jurnal PkM PATIKALA
Publisher : Education and Talent Development Center of Indonesia

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

Abstract

AI technology can help teachers design teaching materials that are more effective, efficient and interactive. Seeing this great potential, training in making AI-based teaching materials for teachers in Jepara is designed to introduce and facilitate the application of this technology in the learning process. This training equips teachers with basic skills in creating teaching materials using AI-based applications that can be adapted to curriculum needs and student characteristics. The training implementation uses the andragogy method which prioritizes an approach to producing AI-based teaching material products. A total of 83 participants have successfully completed the training and practice 100% and are ready to apply AI teaching materials in classroom learning.
Boosted Reading Comprehension Using PQRST (Preview Question Read Summarize Test) with Images and Short Videos Nurzakiyah, Sisca; Wiyaka, Wiyaka; Senowarsito, Senowarsito
Pedagogia : Jurnal Pendidikan Vol. 14 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v14i2.1896

Abstract

The purpose of this study was to compare the ability to read narrative texts between students taught using the integrated PQRST method with STAD assisted by short videos and pictures series, and to describe students' perceptions of the use of the two different methods. The research method used in this study is a quasi-experimental study. This study will be conducted at SMP Negeri 1 Tahunan Jepara Regency, Central Java. The subjects of the study were students of class 9B as the experimental class and class 9C as the control class. Data collection used tests and questionnaires. Data analysis used descriptive analysis and independent sample t-test. Based on the results of the study, it can be concluded that the ability to read narrative texts of students taught using the PQRST method oriented to the STAD model assisted by short videos is better than students taught using the PQRST method oriented to the STAD model assisted by pictures series. These results indicate that the PQRST method oriented to the STAD model assisted by short videos is effective in improving students' ability to read narrative texts. Highlights: Method Comparison: The study found that short video-assisted learning significantly improved narrative reading skills over picture series. Effective Combination: Integrating PQRST with STAD and short videos forms a potent approach to enhance students’ comprehension. Student Perception: Students responded positively to short video integration, highlighting its effectiveness and engagement. Keywords: Narrative Text, Short Videos, Pictures Series
Pelatihan Pembelajaran Bahasa Inggris Berbasis Artificial Intelligence (AI) bagi Guru MGMP Bahasa Inggris SMP Kota Semarang Silitonga, Lusia Maryani; Suciati, Sri; Wiyaka, Wiyaka; Prastikawati, Entika Fani
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 3 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i3.23696

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan literasi dan keterampilan guru MGMP Bahasa Inggris SMP Kota Semarang dalam mengintegrasikan teknologi Artificial Intelligence (AI) ke dalam proses pembelajaran. Pelatihan dilaksanakan secara luring dengan pendekatan interaktif dan praktik langsung, mencakup pengenalan konsep dasar AI, penggunaan aplikasi seperti ChatGPT, Replika, dan teknologi AR/VR, serta penyusunan rencana implementasi pembelajaran berbasis AI. Hasil evaluasi menunjukkan bahwa pelatihan ini berhasil meningkatkan pemahaman peserta terhadap konsep AI serta keterampilan dalam menggunakan teknologi tersebut untuk mendukung pembelajaran bahasa Inggris yang lebih inovatif dan efektif. Para peserta menunjukkan antusiasme tinggi dan aktif dalam diskusi serta praktik. Meskipun demikian, pelatihan juga mengungkapkan adanya kebutuhan akan pendampingan lanjutan dan dukungan infrastruktur. Untuk menjaga keberlanjutan dampak pelatihan, disarankan pembentukan komunitas guru AI dan penguatan kolaborasi antara sekolah, pemerintah daerah, dan perguruan tinggi.
Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School Munasih, Dian Septia; Prastikawati, Entika Fani; Wiyaka, Wiyaka; Adeoye , Moses Adeleke
Educalingua Journal Vol. 2 No. 1 (2024): April
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i1.411

Abstract

The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.
Improving Students’ Writing Ability in Procedure Text Using YouTube Video “Gia Academy” Wahyuni, Siska Dwi; Wiyaka, Wiyaka
LINGUAMEDIA Journal Vol 4, No 01 (2023): LiNGUAMEDIA Journal
Publisher : Universitas 17 Agustus 1945 Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.129 KB) | DOI: 10.56444/lime.v4i01.3728

Abstract

This research aims to identify the writing skills of students who completed the course without the use of YouTube Video "GIA Academy," the writing skills of students who were provided teaching with the use of YouTube Video "GIA Academy," and the significant differences in writing skills between those students who were provided teaching with YouTube Video "GIA Academy" and those who did not. In this study, quantitative methodology was employed. In a quasi-experiment, two classes were compared as the experimental and control classes consisted of two groups of samples. The findings of this investigation revealed that the experimental class had an average post-test score of 79.72 whereas the control class had an average post-test score of 64.69. The experimental class had a post-test average score of 48.47, while the control class received a score of 16.53, demonstrating a clear distinction between the two classes. The two classes that were taught in different ways have a big difference, although the approach that used YouTube videos from "GIA Academy" to improve students' writing skills worked well enough. The data provided a rather accurate comparison of the test results between the experimental and control groups. In addition to improving students' writing abilities, YouTube video “GIA Academy” to study also changes the learning environment and is regarded as an enjoyable learning approach.
The Use of Matching Game to Improve Young Learners Vocabulary Mastery in Descriptive Text: A Case of Students’ Eighth Grade SMP Negeri 1 Semarang Rizky, Witania Amanda; Wiyaka, Wiyaka; Lestari, Yosephin Widarti
Jurnal Riset Ilmu Pendidikan Vol. 5 No. 2 (2025): Jurnal Riset Ilmu Pendidikan
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/jrip.v5i2.996

Abstract

This research aimed to investigate the effectiveness of using vocabulary matching games in improving young learners’ vocabulary mastery. Conducted at SMP Negeri 1 Semarang, the study employed a quasi-experimental design involving two eighth-grade classes: one as the experimental group using vocabulary matching games, and the other as the control group using traditional methods. Pre-tests and post-tests were administered to both groups to assess vocabulary development. The findings revealed a significant improvement in the experimental group’s vocabulary mastery, with the average score increasing from 62.85 to 78.62, while the control group improved from 52.65 to 65.41. An independent samples t-test showed a p-value of 0.020, indicating a statistically significant difference between the two groups. The results support the idea that game-based learning fosters active engagement, better retention, and enhanced motivation among students. This research further aligns with previous studies that emphasize the pedagogical benefits of interactive vocabulary instruction. In conclusion, vocabulary matching games proved to be an effective instructional strategy for enhancing vocabulary acquisition and should be considered as a valuable tool in language learning classrooms.
Improving Students' Listening Skill by Using Role-Play Method in the Material of Asking for and Giving Directions Widiyastuti, Windy; Setyowati, Titik; Wiyaka, Wiyaka
Jurnal Pendidikan Guru Profesional Vol. 1 No. 1 (2023): JURNAL PENDIDIKAN GURU PROFESIONAL
Publisher : Pascasarjana Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jpgp.v1i1.174

Abstract

A communication strategy that enables listeners to comprehend what is said is referred to as listening skills. This enables effective communication to be established as well. This research aimed to improve listening skills in class VII F students of SMPN 6 Semarang for the 2022/2023 academic year in learning English with the material "asking for and giving directions" using the role-playing method. The research design uses Kemmis and Mc. Taggart. This classroom action research was carried out in 2 cycles. The time used for each cycle is 2 meetings with 2 material presentation meetings, and at the end of the second meeting, a cycle evaluation is held. Each cycle has 4 stages: planning, action, observation, and reflection. The number of students involved in this study was 34 students. Data collection techniques using observation and questionnaires. Data were analyzed descriptively and presented in the form of tables and graphs. The results showed increased students' listening scores on the material "asking for and giving directions". Namely, in the first cycle, 32.35% of students were able to exceed the KKM, and then in the second cycle, it increased to 61.76% of students were able to exceed the KKM. Thus, the role-playing method can improve student learning outcomes in listening activities and "asking for and giving directions" for class VII F students of SMPN 6 Semarang.
Classroom Action Research: Improving Student Achievement and Promoting Equity Ardine, Maria Novia; Nur’Aini, Siti; Wiyaka, Wiyaka
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 17, No 2 (2023)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v17i2.21155

Abstract

Teaching and learning centers play a vital role in supporting teachers who are seeking to improve their practices or find new strategies to address the challenges in their classrooms. One major dilemma teachers face is selecting the most effective teaching strategies for their specific classroom situations. This challenge is influenced by a variety of factors, including class size, subject matter, student demographics, and the teachers' own skills and teaching styles. As educators strive to meet the diverse needs of their students, finding the right approach can be overwhelming. Classroom Action Research (CAR) provides a systematic way for teachers to explore and address these challenges. Through this process, teachers engage in a cycle of inquiry—planning, acting, observing, and reflecting—allowing them to make informed decisions about their teaching practices. CAR empowers teachers to critically examine their own teaching methods, consider their personal values, and identify strategies that best align with the needs of their students. By working collaboratively, teachers can share insights and refine their practices, creating a collective, evidence-based approach to teaching. This paper discusses the interactive process of CAR, emphasizing its role in helping teachers reflect on their practices, experiment with new strategies, and develop a shared understanding of effective teaching. It highlights how CAR can lead to immediate, meaningful changes in teaching and learning.
Co-Authors Adeoye , Moses Adeleke Agus Setiawan Ajeng Setyorini Ardine, Maria Novia arisul ulumudin Arsat, Mahyudin Bin Arso Setyaji B, Th. Cicik Sophia Choirul Huda Desi Maulia Dini Rakhmawati Entika Fani Prastikawati Faradella, Niken Emiria Istiqomah, Wasiatul Fajar Joko Siswanto Kurnia, Christi Kusumo Adi, AB Prabowo Lestari, Maria Yosephin Widarti Lestari, Yosephin Widarti Lisyowati, Wanda Maylano F, Reza Munasih, Dian Septia Ngasbun Egar Ngatmini Ngatmini Nurhandini, Andhita Hening Nurzakiyah, Sisca Nur’aini, Siti Oktora, Anggraeni Rety Pipit Mugi Handayani, Pipit Pratama, Febi Gilang Putri, Dzinnuraini Maulina Rahayu, Widiyanti Rahmawati Sukmaningrum Rizky, Witania Amanda Septyaningrum, Lala Setyowati, Titik Silitonga, Lusia Maryani Siti Nur’Aini Sri Suciati Sri Wahyuni Suyoto Suyoto Ulfa Ulfa Wahyuni, Siska Dwi Widiyastuti, Windy Wijaya, Nada Niti Joko