Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Academic Journal Perspective : Education, Language, and Literature
Farah Sukmawati Wahidah
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Extensive Listening Activities of EFL Learners in Higher Level of Education Farah Sukmawati Wahidah; Roghibatul Luthfiyyah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (47.693 KB) | DOI: 10.33603/perspective.v6i2.1577

Abstract

Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed youtube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.
Group Work, Students' Reading Ability, and Motivation Farah Sukmawati Wahidah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7864.32 KB) | DOI: 10.33603/perspective.v1i2.1613

Abstract

Teachers must be able to cooperate with their students in the class to make the teaching and learning activities enjoyable. A good teacher has to use appropriate strategies to make his or her students fluent readers. Teachers also have to make students feel comfortable so that they can achieve the objective of the teaching and learning activities. Responding to the problems and considering the factors causing them, the researcher taught that the best way to improve the students' reading ability is through group work. Group work is a group of students who work together. Students in group can share, compare, and contrast ideas and thoughts. Group work enables students to study more because they learn together in an enjoyable way. Students will be motivated to study because working in group makes them help each other, especially when facing difficulties in reading. Students can get the meaning of some vocabularies and the content of the text easily. This research showed that group work can improve students' reading ability and motivation.
Pre-service Teachers’ Perspective on the Use of Short Video Stories in Primary Education Ravenska Tiara Jessica; Ananda, Putri; Wulandari, Nadia; Ratna Prasasti Suminar; Farah Sukmawati Wahidah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6805

Abstract

This study examines a single pre-service teacher's perspective on using short story videos to teach English to primary school students, utilizing the Technological Pedagogical Content Knowledge (TPACK) model and a constructivist approach. Rather than relying on classroom observations, it emphasizes the teacher’s self-reported experiences and reflections to explore the integration of content knowledge, pedagogical strategies, and technological tools. Data were gathered through a semi-structured interview conducted during the participant’s teaching practicum in a fifth-grade classroom. The participant, a 24 years old undergraduate student in her final year, actively engaged in classroom instruction during her practicum and had completed relevant coursework in English language teaching. Findings indicate that short story videos were viewed as engaging and pedagogically valuable, although the integration across TPACK domains was inconsistent. While the participant maintained a positive attitude towards using video media, she encountered challenges related to technological confidence and the alignment of media with content. This study underscores that TPACK-based reflective interviews can yield valuable insights into the development of preservice teachers, even in the absence of direct classroom observation.
Online Education Evolution: English Teachers and the Schoology Shift Dwiniasih, Dwiniasih; Farah Sukmawati Wahidah; Nanda, Deri Sis
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 11 No 1 (2023)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/gsq0pb05

Abstract

Integration of technology has penetrated into various fields, including education. With its constant development, technology is always evolving, offering a wide range of applications and sophistication. Accessible to everyone, including teachers, technology raises the question of its acceptance in learning. The goal of this study was to investigate the acceptance of technology in English learning, specifically focusing on the use of Schoology as a platform. Furthermore, it aimed to identify the challenges encountered when integrating it into English learning. The study involved twenty teachers who used Schoology as a supporting medium in the learning process and was conducted through polls and questionnaires. Through this study, the authors aimed to enhance English learning by exploring how technology, specifically Schoology, could be integrated into it. The results provided valuable insights into the acceptance of Schoology among teachers and the challenges faced when integrating it into English learning.
Co-Authors Ananda, Putri Deri Sis Nanda Dwiniasih Nadia Wulandari Ratna Prasasti Suminar Ravenska Tiara Jessica Roghibatul Luthfiyyah