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All Journal Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) English Education Journal
Frimadhona Syafri
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Journal : English Education Journal

 1 
The Implementation of Quizizz Game toward Students’ and Teacher’s Motivation in English Classes at Kampung Inggris Semarang nurlela, wilis; Rudi Hartono; Frimadhona Syafri
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/b3zhke74

Abstract

This research aims to investigate the implementation of Quizizz in English classes, the students’ motivation and teacher’s motivation toward Quizizz in online and offline learning. The research applies a qualitative study in Kampung Inggris Semarang. The data were taken from interview, observations, and questionnaire. This study shows that the implementation of Quizizz game toward students’ and teacher’s motivation in English classes can assist in the learning process, increase their engagement, increse their comfortability in the learning process, encourage them in the learning process, and afftect their concentration. The result shows that when Quizizz were applied appropriately, they could enhance students’ and teacher’s motivation. In addition, the implementation of Quizizz in proper way could also increase both students’ and teacher’s motivation in English classes. This study suggests that the appropriate application of Quizizz Game can be  an alternative way that enhance students’ motivation.
The Implementation of Blended Learning in Teaching Reading at English Postgraduate Program Universitas Negeri Semarang Putri, Dinda Rahmadhani; Frimadhona Syafri; Zulfa Shakiyya
English Education Journal Vol. 14 No. 1 (2024): March 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/m7r18a40

Abstract

The advancement of technology, communication, and data, particularly the internet, has attracted the attention of Indonesian educators. Blended learning has become popular across all school levels in this quickly changing manner of teaching. In the context of teaching English as a foreign language, teachers must adapt to the use of technology in their instructional activities to successfully fulfil the learning objectives. This study describes the use of blended learning in an Engagement Reading class at Universitas Negeri Semarang Language Education Department. The researchers collected data through observation, interviews, and documentation. The study's findings indicate that the stages of field knowledge building, text modelling, joint text creation, and autonomous text construction are used in the reading class. Elena, WhatsApp, Zoom, Google, and Chrome are used to help with the teaching and learning process. Blended learning can make students become active learners because the students can get the other additional information from the internet during the online learning it is effective to make the students enjoy the learning process and do not feel bored with the monotonous learning situation. In addition, the virtual class has easy access anywhere and anytime in different places at the same time and makes it easier for teachers to create archives in digital form. Due to the multi-sources in blended learning, it helps the students to develop their daily reading activity. However, they continue to encounter a difficulty that many students in Indonesia face: internet access and credit quota.
The Efficacy of Literacy Teaching Reading: How Can Students' Extrinsic and Intrinsic Motivation and Reading Comprehension Proficiency Be Increased by Game-Based Learning with Kahoot? anningrum, mustaniroh; Frimadhona Syafri
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jzmjwa41

Abstract

This study intended to determine whether game-based learning with Kahoot may enhance students' intrinsic and extrinsic motivation for reading comprehension. The objectives of the study were: (1) to show the effectiveness of game-based learning using Kahoot to improve extrinsic and intrinsic motivation. (2) to demonstrate the effectiveness of game-based learning using Kahoot in reading comprehension. (3) to show the relationship among the game-based learning using Kahoot, extrinsic and intrinsic motivation, and reading comprehension. The aim of the study was to teach students in Walisongo Senior High School Pecangaan's XI Kesehatan class learning for reading analytical exposition texts. The test, observation sheet, and questionnaire sheet were the instruments employed. The study's conclusions demonstrated the effectiveness of game-based learning with Kahoot in improving students' reading comprehension extrinsic and intrinsic motivation. The post-test results showed that the students' post-test after utilizing Kahoot was greater than the students' pretest before to receiving the treatment. Pre- and post-test results indicated a significant difference in students' motivation. It suggested that there was significant effect of using Kahoot to improve students’ extrinsic and intrinsic motivation and it revealed a link between Kahoot and students' extrinsic and intrinsic motivation, and reading comprehension.
The Realization of Expressive Speech Acts in the Comment Section on Nessie Judge’s YouTube Channel Urfatul Makhsunah; Hendi Pratama; Frimadhona Syafri
English Education Journal Vol. 14 No. 2 (2024): June 2024
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eb7agp50

Abstract

This study aims to analyze the realization of expressive speech acts in the comment section on Nessie Judge's YouTube channel using Searle's theory. Three top conspiracy videos were the object of the research. Data were collected from three selection video comment sections, with comments identified, classified, interpreted, and verified for patterns in expressive speech. Illocutionary Force Indicating Devices (IFIDs) were applied to categorize the comments based on the performative verb of each utterance. The findings categorized the comments into different types of expressive speech acts, such as thanking, apologizing, congratulating, praising, sorrow, and blaming. The analysis revealed that expressions of praising were the most dominant, accounting for 81 utterances. These expressions served to appreciate and acknowledge the quality of the content produced. Several factors contributed to the prevalence of praise, including high video quality, simplifying complex concepts, and fulfilling viewer expectations. Expressions of apology were the least frequent, occurring only 35 times. This study can contribute to education by deepening our understanding of how emotions and attitudes are expressed through language, a crucial aspect of effective communication. This research provides concrete examples of language use in digital contexts by analyzing expressive speech acts in YouTube comment sections. This knowledge can be applied to digital literacy and online communication training, empowering students to navigate and participate in online communities more effectively.  
Co-Authors Andra Sukmalahi Sarasmara Anindya Tasia anningrum, mustaniroh Endah Maulidiyah Ervina July Aryani Hendi Pratama Nurlaely Aulia nurlela, wilis Putri, Dinda Rahmadhani Rudi Hartono Salma Nabila Putri Sri Wuli Fitriati Syamsul Arifin Urfatul Makhsunah Zhafira Dian Hapsari Zulfa Shakiyya