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All Journal Jurnal Varidika REFLEKSI EDUKATIKA International Journal of Business, Humanities, Education and Social Sciences (IJBHES) JOLLT Journal of Languages and Language Teaching
Anang Widodo
Universitas Teknologi Yogyakarta
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Accommodating Students’ Varied Learning Styles In The Classroom Novia Russilawatie; Anang Widodo
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 2 No 2 (2020): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v2i2.72

Abstract

People depend on their senses to process the information around them. Most people tend to use one of their senses more than the others. Each individual has a preferred learning style, and many have multiple learning styles. One particular style is not better than the others and a preferred style does not mean one cannot learn in other ways. Students should know what may work best for them to process, learn and retain information. They may become better learners if they know their learning styles and use the respective strategies. From the study which has been conducted in University of Technology Yogyakarta, the learning styles of students of non-English departments are predicted to be influential to their English Proficiency Test. Therefore, teachers need to be aware of there being varied learning styles in their classes. This study examined primary data in the form of students’ learning styles at the University of Technology Yogyakarta, which were analyzed quantitatively with an ex-post facto design. Respondents were non-English Department UTY students totaling 150 students who participated in the English Proficiency Test during September - December 2019. In addition to primary data, which were collected using a questionnaire technique, this study also analyzed secondary data from other studies related to learning styles, especially VAK learning styles (Visual, Auditory and Kinesthetic). The results showed that students' learning styles had an effect on their English Proficiency Test score acquisition. Secondary data analysis produces recommendations for English teachers on how they can accommodate students' different learning styles in designing classroom learning for better learning outcomes. Keywords: learning style, primary data, secondary data, VAK.
Revealing Problems on Teaching English for Young Learners at Al – Azhar 55 Islamic Primary School Yogyakarta and How to Solve Them Anang Widodo; Septi Riana Dewi
Jurnal VARIDIKA Volume 30, No. 2., Tahun 2018
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (299.507 KB) | DOI: 10.23917/varidika.v30i2.7571

Abstract

The present paper aims to reveal the problems faced by teachers when teaching English for second – grade students at Al – Azhar 55 Islamic Primary Schoolin Yogyakarta. This bilingual school is considered as a pilot project which began theprogram in July 2016. There are only 2 classes which are the first and second grade.However, this study involved 21 second-grade students, 2 homeroom teachers, and 1native speaker. Qualitative method was applied in this study by combining documentanalysis, observation, and interview both students and the teachers. The results showsome problems occurred during teaching and learning process and how the teachersovercome them. The problems were (1) students’ lack of discipline during teaching andlearning process (2) the variety of students’ English ability, (3) difficulty in creating habit to use English as daily language, and (4) less support from parents. While, the solutions were (1) applying Class Dojo application, (2) providing the preparation class, (3) support and assistance from teachers and friends, and (4) hands – on learning.
Promoting Higher-Order Thinking Skills (HOTS) for Young Learners in A Bilingual Classroom Anang Widodo
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 4 No 2 (2022): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v4i2.208

Abstract

Adopting Bloom's Taxonomy of higher-order thinking skills (HOTS) in a bilingual classroom, especially for young learners, needs creativity and extra effort from teachers since it deals with involving students with complex activities and difficult tasks. This present study reveals how to implement HOTS in a bilingual classroom and the challenges during the learning-teaching activities. This study involved 21 second-grade students of Al – Azhar 55 Islamic Primary School in Yogyakarta, two homeroom teachers, and a native speaker. The data were collected from the interview, document analysis, and classroom observation. The result of the study shows that to promote HOTS during the learning-teaching activities, the teacher implements hands-on learning teaching strategies and involves ICT to help students understand the topic discussed easily in a fun way. Meanwhile, the challenges occurring lie in students' motivation to learn and lack of skill in writing. This study yields interesting results which can give another option to implement HOTS for young learners in the context of the bilingual classroom.
INTEGRATING MICROSOFT IMMERSIVE READER IN SMAR MODEL TO PROMOTE STUDENTS’ READING COMPREHENSION Septi Riana Dewi; Soraya Fatmawati; Anang Widodo
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 11, No 2 (2021): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2021)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v11i2.5354

Abstract

The use of technology has become more inseparable as a part of the learning process in and out of the class. It offers various new tools that can be utilized by both learners and teachers. Microsoft Immersive Reader (MIR) is one of learning tools which equipped with various features to help students reading comprehension. In addition, to assist teacher in using technology in classroom, SMAR model serves as a framework which allows the teacher to assess their use of technology and determine the level of technology integration in their classroom. This study focuses on how to utilize MIR with SMAR model in reading class. The study was conducted at English Education Department. There were 1 lecturer and 35 students of the second semester who took part as repsondents. The data were gathered from observation and interview. The result shows that the lecturer gives psotive view that MIR will improve the quality of teaching and learning and also improve students’ motivation in learning reading. The students viewed the use MIR as motivating, and various features on MIR enabled them to understand the assigned reading topic much easier. Moreover, the reading assignment incorporating the use of MIR features encouraged them to actively participate in reading activities in a collaborative atmoshphere.
Task-Based Learning Reimagined: How Gemini AI Enhances EFL Students’ Speaking Fluency in Self-Directed Learning Widodo, Anang; Vivianti, Vivianti; Karim, Sayit Abdul; Polim, Hidayat
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18207

Abstract

In self-directed learning, EFL learners face persistent fluency challenges, particularly when access to native speakers or teachers is limited. Recent advancements in generative AI, such as Gemini AI, offer transformative potential by simulating human-like interactions and adapting to individual learner needs. This study investigates how Gemini AI uniquely facilitates speaking fluency through Task-Based Learning in self-directed learning and its impact on students’ speaking performance. This study involved 19 participants enrolled in an English Discussion class at the Universitas Teknologi Yogyakarta who engaged in a four-week intervention program. Utilizing a mixed-methods design, the study combined quantitative analysis of speaking fluency metrics with qualitative examination of student reflection reports. Participants completed weekly speaking tasks using Gemini AI as a conversational partner, documenting their experiences in a structured report. Quantitative results showed a 13% average improvement in speaking fluency, particularly in lexical diversity and reduced hesitation. Qualitative analysis revealed five key themes: increased confidence in spontaneous speech, appreciation for 24/7 accessible practice, effective feedback to improve students' speaking skills, enhancing vocabulary, and fostering a non-judgmental learning environment. The findings suggest that Gemini AI can effectively supplement classroom instruction for speaking skill development. However, the generalizability of findings is constrained by the small number of participants and the short intervention period. Future research should employ longitudinal designs with larger cohorts to substantiate the long-term efficacy of AI-assisted task-based language teaching. Subsequent studies should also systematically investigate strategies to mitigate Gemini shortcomings, including optimizing feedback relevance and turn-taking mechanics for educational dialogue.
Co-Authors Dewi, Septi Riana Novia Russilawatie Polim, Hidayat Sayit Abdul Karim Soraya Fatmawati Vivianti