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All Journal Jurnal Pendidikan dan Konseling Jurnal Educatio FKIP UNMA
Evi Karlina Ambarwati
University of Singaperbangsa Karawang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Undergraduate Students’ Engagement in Writing Classroom Through Written Formative Feedback Using Google Classroom Agung Permana; Yousef Bani Ahmad; Evi Karlina Ambarwati
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.7902

Abstract

Penelitian ini telah menyelidiki keterlibatan mahasiswa sarjana dengan umpan balik korektif tertulis menggunakan Google Classroom sebagai media platform. Studi kasus ini telah mengeksplorasi bagaimana siswa secara afektif, perilaku, dan kognitif terlibat dengan umpan balik korektif tertulis dalam penulisan tinjauan pustaka. Pesertanya adalah lima mahasiswa dari salah satu perguruan tinggi negeri di Indonesia. Siswa diminta untuk menulis 750 kata literature review selama tiga minggu. Ini memeriksa data dari berbagai sumber termasuk kuesioner dan wawancara. Studi ini telah menemukan bahwa siswa secara afektif, perilaku, dan kognitif terlibat dengan WCF: secara afektif, peserta menunjukkan berbagai jenis emosi; secara behavioral, siswa menemukan bahwa siswa menjadi aktif menulis karena difasilitasi dengan WCF; kognitif, peneliti menemukan bahwa WCF berguna dan mengarah ke perbaikan.
The Application Of Contextual Teaching And Learning (Ctl) For Teaching Speaking To The Eight Grade Of Junior High School Ayu Ardanty Syafa Sheilla; Maman Suryaman; Evi Karlina Ambarwati
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 5 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i5.7988

Abstract

Penelitian ini melaporkan penerapan 7 komponen Contextual Teaching and Learning dalam pengajaran Berbicara oleh seorang guru di sebuah sekolah di Karawang. Penelitian ini bertujuan untuk mengetahui bagaimana guru menerapkan 7 komponen dalam metode CTL dalam mengajar Berbicara dan tanggapan guru terhadap penggunaan metode CTL dalam mengajar Berbicara. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan bagaimana menerapkan 7 komponen CTL dalam pengajaran Berbicara. Penelitian ini menggunakan penelitian kualitatif. Data dikumpulkan dari observasi, wawancara dan angket. Temuan menjelaskan bahwa pengajaran berbicara menggunakan komponen metode CTL (konstruktivisme, inkuiri, menanya, komunitas belajar, pemodelan, refleksi dan penilaian otentik) cukup efektif. Berdasarkan wawancara guru, penggunaan metode CTL dalam mengajar siswa memiliki beberapa keunggulan; (1) siswa diberi kesempatan untuk dapat maju sesuai dengan potensi yang dimiliki siswa sehingga siswa terlibat aktif dalam proses pembelajaran; (2) Siswa dapat berpikir lebih kritis dan aktif terhadap materi pembelajaran; (3) Melatih siswa dalam bekerja sama dalam kerja kelompok. Berdasarkan temuan dan diskusi, direkomendasikan bahwa penggunaan metode CTL dapat menjadi cara yang baik untuk mengajar Berbicara.
Exploring a Teacher’s Strategies in Implementing Gamification in EFL Reading Classroom Dita Putri Rukmana; Evi Karlina Ambarwati; Dedeh Kartini
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18700

Abstract

The integration of gamification in English as a Foreign Language (EFL) reading classrooms provides alternative avenues for interactive instruction and formative assessment. This qualitative case study explored a teacher’s strategies in implementing gamification in an EFL reading classroom and identified the challenges encountered during its implementation. The study focused on one experienced English teacher and a Grade XI class at a senior high school in Karawang, West Java. Data were collected through non-participant classroom observations, a semi-structured teacher interview, and instructional artifact analysis, and analyzed using the qualitative data condensation framework of Miles, Huberman, and Saldaña. The findings revealed that gamification was implemented through distinct pedagogical phases to evaluate students' comprehension of narrative texts, focusing on literal recall, contextual vocabulary, and main ideas. The teacher deliberately differentiated digital platforms: Kahoot was preferred for structured formative assessment and immediate feedback, whereas Blooket served for engagement and review. Crucially, the teacher practiced assessment moderation by examining item-level response patterns rather than accepting platform leaderboards, recognizing that scores were frequently distorted by guessing behaviors and speed mechanics. Infrastructural challenges, including limited smartphone battery and unstable connectivity, were managed through contingency collaborative device-sharing. The study emphasizes that effective gamification in EFL reading depends fundamentally on the teacher's adaptive instructional strategies, critical assessment literacy, and technological readiness.
The Application of Vocabulary Self-Selection Strategy (VSS) in English Learning at Junior High School: A Qualitative Study on Students’ Vocabulary Development Fiska Anugrah; Evi Karlina Ambarwati
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18794

Abstract

Vocabulary mastery is essential in English language learning because it supports students in understanding and using English effectively. However, junior high school students may have difficulty identifying, understanding, and applying unfamiliar vocabulary, creating a need for instructional strategies that provide meaningful opportunities for participation. This study aimed to explore how an English teacher implemented the Vocabulary Self-Selection Strategy (VSS) in vocabulary instruction and to identify the challenges encountered during its implementation. A qualitative descriptive design was employed. The participants consisted of one English teacher as the primary participant and eighth-grade students who participated in the observed classroom activities at a junior high school in Karawang. Data were collected through classroom observations conducted on April 22 and April 29, 2026, and a semi-structured teacher interview. The data were analyzed using thematic analysis. The findings showed that the teacher implemented VSS through lesson preparation, word selection, nomination, collaborative discussion and meaning negotiation, clarification and confirmation, and vocabulary reinforcement and application. The implementation was teacher-guided and adapted to students’ learning needs rather than applied rigidly as a fully student-led procedure. The study also identified five main challenges: differences in students’ vocabulary proficiency, variations in participation, students’ reliance on Bahasa Indonesia, limited instructional time, and the need to adapt instructional procedures to classroom conditions. These findings indicate that successful VSS implementation depends on teacher facilitation, scaffolding, classroom management, and instructional flexibility while maintaining meaningful student participation in vocabulary learning.
Exploring Types of Reading Comprehension Difficulties in Descriptive Texts Eva Clara Ariani Silalahi; Evi Karlina Ambarwati; Fela Dafitri
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.19195

Abstract

Reading comprehension is an essential skill that supports students’ ability to understand the information contained in a text. However, students still encounter various difficulties when reading descriptive texts, which can affect their success in understanding the content of what they read. This study aims to explore the types of reading comprehension difficulties students experience when reading descriptive texts. The study employed a qualitative case study design (Creswell, 2012), conducted at a public senior high school in Karawang. Nine 10th – grade students were purposively selected by the subject teacher across low, medium, and high reading ability levels: five of them (P1, P4, P5, P6, and P9) were retained for the final analysis because their responses were complete and sufficiently elaborated across all interview indicators, while the remaining four were excluded due to incomplete or minimal responses. Data were collected through semi-structured interviews, then analyzed using thematic analysis. The results showed that students experienced four main types of difficulties: identifying main ideas, understanding vocabulary, finding detailed information, and making inferences. Unlike previous studies, which generally identified types of difficulties through quantitative approaches, this study provides a deeper understanding of how students experience and explain each difficulty based on their experiences while reading descriptive texts, including how these difficulties are entangled with the coping strategies students use to manage them and with the identification and description structure characteristic of the descriptive text genre. The findings indicate that these four types of difficulties are plausibly interrelated and collectively influence students’ comprehension of the text’s content, although this study did not systematically test cross category relationships. Therefore, reading learning should be designed using strategies that comprehensively develop students’ abilities to identify main ideas, vocabulary, detailed information, making inferences and making conclusions, while treating each difficulty and its associated coping strategy as analytically distinct.
Co-Authors Agung Permana Ayu Ardanty Syafa Sheilla Dedeh Kartini Dita Putri Rukmana Eva Clara Ariani Silalahi Fela Dafitri Fiska Anugrah Maman Suryaman Yousef Bani Ahmad