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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 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 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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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.
Collaborative In-Service Training: An Effort to Help EYL Teachers Improve Their Teaching Skills Oktora, Anggraeni Rety; 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.v17i2.21152

Abstract

The Decree of The Ministry of Education and Culture No 060/U/1993 allows the introduction of English in the primary school as a local content subject. Educators have debated for years about the teaching of English to young learners in Indonesia. It is recommended that students start learning English at fourth grade although in fact, many schools start earlier, even as early as in the kindergarten. Talking about the implementation of the EYL programmes, it is inevitable to recognize that many factors have affected the implementation. Several studies have been conducted by the instructors and teacher trainers. It was discovered that most teachers did not have sufficient knowledge of English, made common linguistic mistakes, did not know how to teach young learners and some other weaknesses. The writer made use of the research findings to conduct in-service trainings, especially for EYL teachers without any English education background. Based on the teacher questionnaires, this collaborative in-service training pinpoints specific areas: practical teaching techniques focusing on story-telling, playing games, using action songs, and making inexpensive media for classroom techniques. Why collaborative in service training? Conducting in-service trainings for EYL teachers takes time, energy, and money. In this case Suyanto and her teams have applied a strategy involving the teacher trainers or instructors, the EYL teachers, the local Ministry of Education, and the important community members (hotel manager, the wealthy and local sponsors). Proposals with clearly stated objectives (helping local teachers improve their skills and increase the quality of primary school education) have been accepted and positively supported by the local government, local ministry of education and local society.
Cooperative Learning in EFL Classrooms: The Role of Effective Group Processing in Enhancing Teaching and Learning Outcomes Wijaya, Nada Niti Joko; Wiyaka, Wiyaka; 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.v16i2.21134

Abstract

This paper examines the role of cooperative learning in enhancing language proficiency and social development in EFL classrooms. Effective language acquisition requires students to develop the four language skills, master linguistic elements, and understand cultural contexts essential for communication. However, limited opportunities to practice English outside the classroom hinder students’ progress. Cooperative learning addresses this challenge by promoting meaningful interaction and collaboration. According to Smith (1996), cooperative learning involves small groups where students work together to maximize their learning outcomes. Effective group processing within cooperative learning not only fosters the sharing and refining of strategies but also encourages learners to view language acquisition as a collaborative endeavor. Despite its benefits, many teachers fail to distinguish between merely placing students in groups and fostering genuine cooperation. Kessler (1992) emphasizes that successful cooperative learning requires structured activities that promote accountability, interdependence, and commitment to group goals. This study highlights the importance of carefully managing group dynamics and offers strategies for building effective cooperative groups in EFL contexts. Findings suggest that structured cooperative learning enhances students' language proficiency, engagement, and interpersonal skills, ultimately contributing to more successful learning outcomes.
Co-Authors Adeoye , Moses Adeleke Ajeng Setyorini Ardine, Maria Novia arisul ulumudin Arsat, Mahyudin Bin Arso Setyaji B, Th. Cicik Sophia Bayu Kurniawan Choirul Huda Desi Maulia Dini Rakhmawati Entika Fani Prastikawati Heri Prabowo Istiqomah, Wasiatul Fajar Joko Siswanto Kusumo Adi, AB Prabowo Lestari, Maria Yosephin Widarti Lestari, Yosephin Widarti Lisyowati, Wanda Maylano F, Reza Muhammad Syaipul Hayat Munasih, Dian Septia Ngasbun Egar Ngatmini Ngatmini NUR CHOLIFAH Nur Khoiri Nurhandini, Andhita Hening Nurzakiyah, Sisca 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 Yanuar Hery Murtianto