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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra JET (Journal of English Teaching) Adi Buana JURNAL PENDIDIKAN TAMBUSAI The Journal of Society and Media Jurnal Abdi: Media Pengabdian Kepada Masyarakat Journal Of Academia In English Educations (JADEs) Indonesian Journal of English Teaching Pubmedia Jurnal Pendidikan Bahasa Inggris ELite Journal: International Journal of Education, Language and Literature
Yuri Lolita, Yuri
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Swiping Toward Self-Efficacy: What Students Say About Learning English Through TikTok Hidayat, Wahyu; Lolita, Yuri
JADEs Journal of Academia in English Education Vol 6 No 1 (2025): 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.v6i1.11798

Abstract

This study aims to investigate how high school students view TikTok as a tool for enhancing their self-efficacy in learning English. Over the course of three weeks, 32 grade XI students from a Gresik public school participated in the study, which used a qualitative case study methodology. Semi-structured interviews, classroom observations, and student video analysis were used to gather data. The findings demonstrated that TikTok usage greatly improved students' motivation to use English both within and outside of the classroom, as well as their engagement, speaking confidence, and comprehension of the subject matter through multimodal aspects (text, visual, and audio). Peer support and a collaborative classroom environment effectively maintained students' positive evaluations of TikTok as an effective learning medium, despite obstacles including early shyness and the digital gap. According to this study, TikTok can be a meaningful, entertaining, and contextualized learning tool for the current digital generation.
THE EFFECTIVENESS OF ROLE-PLAY TO IMPROVE STUDENT'S SPEAKING ACHIEVEMENT Maulana, Irfan; Lolita, Yuri
ELite Journal : International Journal of Education, Language and Literature Vol. 3 No. 2 (2023): ELite Journal (Volume 3 Number 2, April 2023)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v3n2.p122-135

Abstract

The Role-play method is important to students’ growth in understanding real-life illustrations by pretending as someone else or some scenario. The study aimed to demonstrate whether the Role-play method affects students’ speaking achievement. The research was carried out in the SMP Raden Rahmat Wonokromo for seventh-year students in the academic year 2020/2021, which included 31 students. The data are collected using a few methods, including pre-tests and post-tests. To dissect the quantitative information, an expert used the highest and lowest scores, as well as means and standard deviations. According to the questionnaire results, the role-playing method can improve students’ speaking ability by 11.8%, while the traditional method is only 5.2%. The students are mainly shy to speak English, making them stutter or slower, but they are still enthusiastic about doing some Role-playing. There were differences between the pre-test and the post-test of about 72.5 and 84.3 in the experimental class, respectively. According to the calculation, the ttest is higher than the ttable, 4.304 > 1.697. In other words, the hypothesis alternative (Ha) has been accepted. The role-play practice could effectively show the students’ concern about their English-speaking achievements. It tends to be expressed that showing speaking using Role-play truly impacts students’ English-speaking achievement.
The Use of Drill, Vocabulous (Vocabulary Various) and Computer Assisted Language Learning (CALL) in Learning Vocabulary Fauzia, Nur; Lolita, Yuri
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.737 KB) | DOI: 10.36456/jet.v3.n1.2018.1540

Abstract

This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL) in learning vocabulary among ESL learners. First, it purposes at finding which of the vocabulary learning methods namely Vocabulous (Vocabulary Various), Drill and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre‐test and the Delayed Recall Post‐test to determine the differences of learning vocabulary using the methods. A quasi‐experiment tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 40students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Vocabulous, Drill and CALL in the immediate recall tests but not in the Delayed Recall Post‐test. Also, there were significant differences when t test was used to compare the scores between the Pre‐test and the Delayed Recall Post‐test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Vocabulous, Drill, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.
The Use of Vocabulary Learning Strategies by Music and Dance Learners of the State University of Surabaya Lolita, Yuri; Fauzia, Nur
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.109 KB) | DOI: 10.36456/jet.v3.n2.2018.1726

Abstract

This study was conducted to examine the use of vocabulary learning strategies (VLSs) by Music and Dance students as well as the impact of gender and grade levels on the use of learning strategies. A five Likert scale questionnaire, consisting of 36 items was classified under four strategy categories was administrated to 466 participants from the State University of Surabaya. There are male and female. The Statistical Package of Social Science (SPSS, version 20) was used to analyze the obtained data. The results of the descriptive statistics showed that The State university of Surabaya students were medium strategy users. The study also found that the cognitive strategies were the most popular strategies among the learners. Social strategies were found to be the least preferred strategies. The results of the t-test showed that in general, the scores of female learners regarding the use of VLSs were slightly higher than male learners. Moreover, Music learners were found to be more strategy users than Dance learners. The results of ANOVA revealed significant differences regarding the use of VLSs and grade levels. Keywords: Vocabulary learning strategies, Music/Dance learners
Enhancing EFL Students’ Reading Comprehension through the Use of Schema Activation Techniques Samudera, Elang Garda; Lolita, Yuri
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10587

Abstract

This study investigates the effect of the Schema Activation Strategy on EFL students’ reading comprehension, particularly in analyzing and interpreting narrative texts. A quasi-experimental design was employed involving 68 eleventh-grade students divided into an experimental group and a control group. Over four weeks, the experimental group received instruction using schema-based activities such as K-W-L charts, pre-teaching vocabulary, visual aids, and case-based reading, while the control group was taught using conventional methods. Pre-tests and post-tests were administered to both groups, and the data were analyzed using descriptive statistics and inferential analysis (paired and independent samples t-tests). The results showed that both groups improved their reading comprehension performance; however, the experimental group demonstrated a significantly higher mean gain (9.94 points) compared to the control group (8.83 points). Furthermore, an independent t-test revealed a statistically significant difference in post-test scores between the groups (t = 2.439, p = 0.017), favoring the experimental group. These findings confirm that schema activation strategies, which engage learners' prior knowledge, effectively enhance inferential understanding, critical thinking, and textual interpretation in EFL contexts. The study suggests incorporating schema-based reading instruction into the EFL curriculum to foster deeper comprehension and metacognitive skills.
Integrating Duolingo in EFL Classrooms: A Gamified Approach to Strengthening Vocabulary and Reading Competence Pratama, Bima Samudra Aji; Lolita, Yuri
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10633

Abstract

This study investigates the impact of gamified learning through Duolingo on the vocabulary mastery of EFL students and its subsequent effect on reading Skill. Grounded in theories of gamification, self-regulated learning (SRL), and the Octalysis Framework, the research employed a quasi-experimental design involving 62 eleventh-grade students at one Senior High School at Mojokerto, East Java, divided into an experimental group using Duolingo and a control group taught with conventional methods. A vocabulary test consisting of 25 items across five reading-based indicators was administered as both pre-test and post-test. Several statistics step were applied to analyze the data. Further analysis across five indicators revealed that the most notable gains were in students' ability to recognize word meanings in context and apply vocabulary in varied reading tasks. These findings highlight the pedagogical value of Duolingo in improving not only vocabulary acquisition but also its application in reading skill. Gamified language learning platforms are thus recommended as effective tools to support vocabulary development in EFL contexts.
Co-Authors Abdullah, Muhaimin Ardani, Kania Farah AWANG DHARMAWAN, AWANG Dwi Iswati, Henny ESTI KURNIASIH Fahri Fahri Irfan Maulana, Irfan NUR CHAKIM Nur Fauzia OIKUREMA PURWATI Pratama, Bima Samudra Aji Putri, Azzahira Mustika Arinda Ramadhan, Riski RIRIN PUSPARINI Samudera, Elang Garda Tasyawfi, Anataya Wahyu Hidayat Wijipratiwi, Siti Yudhodibroto, Adityo