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THE USE OF YOUTUBE VIDEOS TO DEVELOP STUDENTSâ€™ WRITING SKILL IN NARRATIVE TEXT Prihatini, Fajar; Prihatin, Yoga; Sani, Naras
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

The objective of this research is to find out whether there is positive effect of applying Youtube videos on the Grade XI students? writing skill of Senior High School. The instrument used in this research was writing test about narrative text based on Youtube videos. The test was conducted after the two groups got treatment for 6 meetings. The test is carried out to find out whether students who were taught by using Youtube videos get better writing skill than students who are not taught by using Youtube videos. Data analysis of this research was tested by using t-test in order to find out whether the research hypothesis was accepted or not. Based on the calculation, the t-ratio is 2,998. It was consulted with t-table on the significant level (?) of 5% and the degree of freedom (df) was 38. The t-table obtained was 1,686. It proves that t-ratio is higher than t-table (2,998>1,686), so the hypothesis of the research is accepted. Furthermore, the conclusion of this research is that Youtube videos give positive effect on the writing skill to teach writing to the students who are taught by using Youtube videos. It is suggested for the teacher to apply Youtube videos in the teaching writing. It can be used to solve the students? difficulties in writing narrative text. Therefore, they can improve students? writing skill.

DEIXIS ANALYSIS IN "THE GIFT OF THE MAGI" FOR TEACHING WRITING NARRATIVE Maulida Fortuna Uzma; Yoga Prihatin; Fajar Prihatini
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1166-1171

The aims of this research are to identify the types of deixis, to analyze the reference meaning, and to find out the application in teaching writing narrative. This research was conducted by using a descriptive qualitative method. In addition, analyze three types of deixis in short story using Yule's theory. The data which used short story “The Gift of the Magi”, meanwhile the data were obtained from documentation. The result of this results: 1) There were 216 deixis, those are 185 (86%) person deixis, 10 (4%) spatial deixis, and 21 (10%) temporal deixis. 2) Most of reference meaning refers to Della and Mr. James because main character in this short story is Della and Mr. James, 3) Deixis can be applied in teaching writing narrative in KD 3.5 & 4. 5 about identifying the linguistic and social aspects of narrative texts & capturing meaning contextual related to a social function, structure text, and linguistic elements of the narrative. Keywords: Deixis, Reference, Short Story, Writing, Narrative

The Use of Youtube Videos to Develop Students’ Writing Skill in Narrative Text Prihatini, Fajar; Prihatin, Yoga; Sani, Naras
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.54

The objective of this research is to find out whether there is positive effect of applying Youtube videos on the Grade XI students’ writing skill of Senior High School. The instrument used in this research was writing test about narrative text based on Youtube videos. The test was conducted after the two groups got treatment for 6 meetings. The test is carried out to find out whether students who were taught by using Youtube videos get better writing skill than students who are not taught by using Youtube videos. Data analysis of this research was tested by using t-test in order to find out whether the research hypothesis was accepted or not. Based on the calculation, the t-ratio is 2,998. It was consulted with t-table on the significant level (α) of 5% and the degree of freedom (df) was 38. The t-table obtained was 1,686. It proves that t-ratio is higher than t-table (2,998>1,686), so the hypothesis of the research is accepted. Furthermore, the conclusion of this research is that Youtube videos give positive effect on the writing skill to teach writing to the students who are taught by using Youtube videos. It is suggested for the teacher to apply Youtube videos in the teaching writing. It can be used to solve the students’ difficulties in writing narrative text. Therefore, they can improve students’ writing skill.

Problem Based Learning Assisted by Google Classroom on Conceptual Understanding Ability Prihatini, Fajar; Utami, Wikan Budi; Aulia, Fikri; Fadila, Fariz
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.121

The purpose of the present study is to determine the effectiveness of the problem-based learning model that assisted Google Classroom in the ability of conceptual understanding. This study adapted experimental research with a post-test-only control design. The population of the study is the students of the English Education study program in the first semester consisting of two classes. The sample used in this study was Class 1B with problem-based learning assisted Google Classroom with question menu and Class 1A using problem-based learning assisted Google Classroom with assignment menu. Test and documentation are used for collecting the data in conducting this study. The technique of analyzing the data used an independent sample t-Test and N-Gain test. The result showed that the students who were taught using problem-based learning assisted Google Classroom model with questions menu had better conceptual understanding skills than the students who were taught problem-based learning assisted Google Classroom with assignment menu.

The Use of Youtube Videos to Develop Students’ Writing Skill in Narrative Text Prihatini, Fajar; Prihatin, Yoga; Sani, Naras
Jurnal Bahasa Inggris Vol 2 No 1 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i1.54

The objective of this research is to find out whether there is positive effect of applying Youtube videos on the Grade XI students’ writing skill of Senior High School. The instrument used in this research was writing test about narrative text based on Youtube videos. The test was conducted after the two groups got treatment for 6 meetings. The test is carried out to find out whether students who were taught by using Youtube videos get better writing skill than students who are not taught by using Youtube videos. Data analysis of this research was tested by using t-test in order to find out whether the research hypothesis was accepted or not. Based on the calculation, the t-ratio is 2,998. It was consulted with t-table on the significant level (?) of 5% and the degree of freedom (df) was 38. The t-table obtained was 1,686. It proves that t-ratio is higher than t-table (2,998>1,686), so the hypothesis of the research is accepted. Furthermore, the conclusion of this research is that Youtube videos give positive effect on the writing skill to teach writing to the students who are taught by using Youtube videos. It is suggested for the teacher to apply Youtube videos in the teaching writing. It can be used to solve the students’ difficulties in writing narrative text. Therefore, they can improve students’ writing skill.

Problem Based Learning Assisted by Google Classroom on Conceptual Understanding Ability Prihatini, Fajar; Utami, Wikan Budi; Aulia, Fikri; Fadila, Fariz
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.121

The purpose of the present study is to determine the effectiveness of the problem-based learning model that assisted Google Classroom in the ability of conceptual understanding. This study adapted experimental research with a post-test-only control design. The population of the study is the students of the English Education study program in the first semester consisting of two classes. The sample used in this study was Class 1B with problem-based learning assisted Google Classroom with question menu and Class 1A using problem-based learning assisted Google Classroom with assignment menu. Test and documentation are used for collecting the data in conducting this study. The technique of analyzing the data used an independent sample t-Test and N-Gain test. The result showed that the students who were taught using problem-based learning assisted Google Classroom model with questions menu had better conceptual understanding skills than the students who were taught problem-based learning assisted Google Classroom with assignment menu.

Evaluating Game-Based Learning using WOW Crossword Application through Students' Feedback Prihatini, Fajar; Sumartono, Sumartono; Septiani, Novia Dwi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1164

The purpose of this study is to evaluate the WOW Crossword application as a part of Game-Based Learning in teaching vocabulary through students’ feedback. This study is a descriptive quantitative approach. The subject of the research is the students at SMK N 1 Warureja. There were 36 students majoring in X AKL.3. The data was gained from students’ feedback consisted of 15 statements, which were categorized into 4 rating scales in the level of Very Poor (1), Poor (2), Good (3), and Very Good (4). The feedback form will then be analysed and tabulated to determine the students’ Feedback performance, vocabulary achievement of the students, and students’ Feedback interpretation criteria in each meeting. The average feedback scores started at 51.5 to 60, which indicates that a significant majority of the students expressed high levels of satisfaction, motivation, and enjoyment during the learning process. Furthermore, feedback scores showed relatively low standard deviations, such as 3.2 in Meeting 5 and 4.3 in Meeting 4. The study also examined the development of students’ vocabulary acquisition at each of the meetings. The average vocabulary scores ranged from 13.78 to 22.67, reflecting the increasing familiarity of students with both the content and the game mechanism, as well as more targeted or appropriately challenging vocabulary tasks in those sessions. The minimum total score obtained by a student was 1854, while the maximum was 2044, out of a possible maximum value of 2160, which was then categorized into Good to Very Good. The Students consistently provided high feedback scores across all meetings, indicating strong motivation, enjoyment, and satisfaction with the learning method. These results confirm the potential of game-based tools to create an interactive and stimulating classroom atmosphere.

Evaluating Game-Based Learning using WOW Crossword Application through Students' Feedback Prihatini, Fajar; Sumartono, Sumartono; Septiani, Novia Dwi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1164

The purpose of this study is to evaluate the WOW Crossword application as a part of Game-Based Learning in teaching vocabulary through students’ feedback. This study is a descriptive quantitative approach. The subject of the research is the students at SMK N 1 Warureja. There were 36 students majoring in X AKL.3. The data was gained from students’ feedback consisted of 15 statements, which were categorized into 4 rating scales in the level of Very Poor (1), Poor (2), Good (3), and Very Good (4). The feedback form will then be analysed and tabulated to determine the students’ Feedback performance, vocabulary achievement of the students, and students’ Feedback interpretation criteria in each meeting. The average feedback scores started at 51.5 to 60, which indicates that a significant majority of the students expressed high levels of satisfaction, motivation, and enjoyment during the learning process. Furthermore, feedback scores showed relatively low standard deviations, such as 3.2 in Meeting 5 and 4.3 in Meeting 4. The study also examined the development of students’ vocabulary acquisition at each of the meetings. The average vocabulary scores ranged from 13.78 to 22.67, reflecting the increasing familiarity of students with both the content and the game mechanism, as well as more targeted or appropriately challenging vocabulary tasks in those sessions. The minimum total score obtained by a student was 1854, while the maximum was 2044, out of a possible maximum value of 2160, which was then categorized into Good to Very Good. The Students consistently provided high feedback scores across all meetings, indicating strong motivation, enjoyment, and satisfaction with the learning method. These results confirm the potential of game-based tools to create an interactive and stimulating classroom atmosphere.

MEMBUMIKAN BAHASA INGGRIS UNTUK ANAK: PELATIHAN DASAR DENGAN CERITA BERGAMBAR DAN STORYTELLING Nur Ekawati, Yulia; Prihatini, Fajar
Jurnal Abdi Masyarakat Vol. 9 No. 1 (2025): Jurnal Abdi Masyarakat November 2025
Publisher : Universitas Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30737/jaim.v9i1.6949

Kemampuan berbahasa Inggris pada era globalisasi telah menjadi keterampilan penting, akan tetapi banyak anak belum memperoleh kesempatan belajar Bahasa Inggris secara optimal. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan dasar Bahasa Inggris anak-anak sekolah dasar di lingkungan RW 09 Perumahan Sapphire Residence, Desa Pacul, Kecamatan Talang, Kabupaten Tegal. Metode yang digunakan adalah cerita bergambar dan storytelling, yang dipilih karena mampu menciptakan suasana belajar yang menyenangkan, interaktif, serta sesuai dengan karakteristik belajar anak usia dini. Program dilaksanakan dalam empat sesi bertema My Family, My School, My Body & Colors, serta Review dan Refleksi, dengan aktivitas berupa bercerita, bermain peran, bernyanyi, mewarnai, dan diskusi sederhana. Hasil kegiatan menunjukkan peningkatan antusiasme, penguasaan kosakata, serta keberanian anak-anak dalam menggunakan kalimat sederhana berbahasa Inggris. Selain itu, kegiatan ini memperlihatkan adanya dukungan positif dari orang tua dan masyarakat dalam menumbuhkan budaya literasi Bahasa Inggris sejak dini. Dengan demikian, pelatihan ini tidak hanya memperkuat keterampilan bahasa anak, tetapi juga memberikan kontribusi dalam membangun lingkungan belajar yang mendukung perkembangan literasi di masyarakat.

Exploring Pedagogical Reflection through Video-Based Peer Review in EFL Microteaching Ekawati, Yulia Nur; Prihatini, Fajar
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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

Pedagogical reflection is widely recognized as an essential component of teacher professional development; however, reflective practices in EFL microteaching contexts often remain superficial and largely memory-based. Recent advances in video technology and peer review pedagogy offer promising opportunities to support deeper, evidence-informed reflection. This qualitative case study investigates how EFL pre-service teachers engage in pedagogical reflection through video-based peer review in a microteaching course and examines the challenges they encounter during the reflective process. The study was conducted in a blended microteaching course within an undergraduate English education program in Indonesia and involved 20 EFL pre-service teachers. Data were collected from teaching videos, reflective journals, peer feedback texts, and semi-structured interviews, and analyzed using thematic analysis. The findings reveal that video-based peer review supports pedagogical reflection as a gradual and developmental process. Through repeated engagement with teaching videos and peer feedback, pre-service teachers progressed from descriptive noticing of teaching practices to analytical reconsideration of pedagogical decisions and critical planning for instructional improvement. Teaching videos functioned as concrete reflective artifacts that grounded reflection in observable evidence, while peer feedback fostered reflective dialogue and exposure to alternative instructional perspectives. At the same time, several challenges were identified, including emotional discomfort when watching teaching videos, uncertainty in providing critical peer feedback, and practical constraints such as time demands and technical issues. Overall, the study suggests that video-based peer review can effectively enhance pedagogical reflection in EFL microteaching when supported by intentional instructional design, reflective scaffolding, and a supportive learning environment.

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