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All Journal Journal of English Language and Culture Journal Of Academia In English Educations (JADEs) INFERENCE: Journal of English Language Teaching
Venny Eka Meidasari
Universitas Indraprasta PGRI
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Using of Digital Media to Enhance Teaching and Learning English on the Well-being of Indonesian Students Venny Eka Meidasari
Journal of English Language and Culture Vol 6, No 1 (2016): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.65 KB) | DOI: 10.30813/jelc.v6i1.274

Abstract

This paper focuses on the using of digital media to enhance teaching and learning English as language difficulties is the critical issue of Indonesian students facing today. The study was conducted at University of Indraprasta PGRI, Jakarta, explored the experiences of students at fifth semester supported the hypothesis that language difficulties influence the level of psychological well-being among Indonesian students. As students from non-English speaking countries enter the globalization era where speaking English is the norm, they are faced with the challenge of learning a new language as a prerequisite to successful and further thriving. The use of digital media has implications for the well-being of Indonesian students as online communication stimulates young learners social connectedness. Academic achievement would also benefit from schools having access to a teaching material aimed at delivering skills for the use of Internet and digital technology. In this paper, the writer tries to explore the new trend of digital media to enhance teaching and learning English not just simply because the students are confronted with digital media in their daily life anyway, but because of the fact that the more channels for the reception of information are used, the better for the students’ language acquisition or their learning process in general. The findings support the conclusion that the using of digital media boosts the English language proficiency, and reduces the levels of cultural stress, academic difficulties, and negative emotions among Indonesian students confronted with other students across the world.Key words: digital media, teaching English, language learning, well-being
THE EFFECTS OF SIMPLE PAST TENSE AND VOCABULARY MASTERY TOWARDS STUDENTS’ WRITING SKILL IN RECOUNT TEXT Nurliani Nurliani; Venny Eka Meidasari
INFERENCE: Journal of English Language Teaching Vol 2, No 3 (2019): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v2i3.5784

Abstract

Abstract: This research is a kind of survey and aims to determine the effects of simple past tense and vocabulary mastery towards students' writing skills in recount text at SMPN Lebak Regency. The 67 samples were gained through the cluster, proportional, and random sampling. The gained data were then analyzed by using the multiple regressions method. These research results are: 1) There are any significant effects of simple past tense and vocabulary mastery jointly towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and Fobserved = 24.561; 2) There is a significant effect of simple past tense mastery towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 3.764; 3) There is a significant effect of vocabulary mastery towards students' writing skills in recount text. It is proved by Sig.= 0.000 < 0.05 and tobserved = 4.974.  Keywords: Simple past tense; Vocabulary mastery; Writing skills; EFL
From Critical Reading to Academic Writing: A Qualitative Case-Study of Reading-to-Writing Transfer in an EFL Classroom Venny Eka Meidasari; Hanna Sundari; Rina Husnaini Febriyanti; Mashadi Said
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14490

Abstract

The ability to transform insights from reading into academic writing is a key component of academic literacy in higher education. However, many English as a Foreign Language (EFL) learners experience difficulties transferring critical reading practices into their written work. However, while previous studies have examined source integration and synthesis in writing, fewer studies have investigated how learners’ actual reading practices shape the transfer of knowledge into writing. This study explores how EFL students in university perceive critical reading and how their reading practices are reflected in their academic writing. Using a qualitative case study approach, the research involved four students enrolled in an academic reading and writing course. Data were collected through structured interviews, annotated reading documents, and students’ academic writing products. The analysis employed thematic analysis and cross-case comparison to examine patterns of reading-to-writing transfer. The findings reveal that while participants demonstrated strong conceptual awareness of critical reading, their enacted reading practices tended to focus on surface-level textual features such as structure, organization, and linguistic forms. These reading behaviors were reflected in their writing, where the transfer from reading to writing occurred primarily through structural imitation and citation practices rather than deeper synthesis of sources. The results highlight a differentiated model of transfer, ranging from surface-level reporting to genre-oriented transfer, integrative framing, and emerging synthesis.
Co-Authors Hanna Sundari Mashadi Said Nurliani Nurliani Rina Husnaini Febriyanti