Articles
<![CDATA[Online Peer Feedback as a Strategy to Improve Students’ Translation Skills ]]>
<![CDATA[Wahyu Diny Sujannah]]>
<![CDATA[ Jurnal Pendidikan Humaniora Vol 5, No 4: December 2017 ]]>
Publisher : <![CDATA[Pascasarjana UM ]]>
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DOI: 10.17977/um030v5i42017p168
<![CDATA[Abstract: The focus of this paper will be on giving feedback because it is essential to improve students’ translation skills. Since some people sometimes find teacher feedback can make them down and lost their confidence to translate, peer feedback is chosen as a strategy to help the students to enhance their translation skills. With the advancement of ICT, this kind of strategy can be conducted as an outside class activity through online platforms. Hence, this paper aims to give ideas of implementing online peer feedback to improve students’ translation skills as it also offers many benefits for the students.Key Words: online peer feedback, ICT, translation skillsAbstrak: Fokus penelitian ini adalah untuk menjelaskan pentingnya pemberian umpan balik untuk meningkatkan kemampuan penerjemahan siswa. Karena beberapa orang kadang-kadang merasa tidak termotivasi dan kehilangan kepercayaan dirinya dalam kemampuan menerjemahkan dari umpan balik yang diberikan oleh instruktur, maka umpan balik rekan dipilih sebagai strategi untuk membantu siswa meningkatkan keterampilan terjemahan mereka. Dengan kemajuan TIK, strategi semacam ini dapat dilakukan sebagai aktivitas luar kelas melalui platform online. Oleh karena itu, penelitian ini bertujuan untuk memberi gagasan tentang penerapan umpan balik rekan secara online untuk meningkatkan kemampuan penerjemahan siswa dimana selain itu umpan balik rekan secara online juga menawarkan banyak manfaat bagi siswa.Kata kunci: umpan balik rekan online, TIK, keterampilan penerjemah]]>
<![CDATA[Factors Contributing to Students' Willingness to Communicate during English Day Program: A Case Study at SMK Putra Indonesia Malang ]]>
<![CDATA[Zumrotul Auliyah]]>;
<![CDATA[Wahyu Diny Sujannah]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v4i2.845
<![CDATA[A lot of habituations are needed to get students accustomed to communicating using a foreign language. One of the habits that schools can hold is through outside classroom program, such as English Day program by SMK Putra Indonesia Malang, held weekly to create an English environment for students to develop their speaking skills. However, in practice, students’ willingness to communicate (WTC) was considered low based on the initial observations conducted by one of the researchers. The present study aimed to investigate the factors contributing to WTC during the English Day program. Using a case study through interview and observations, the participants were eight tenth grade students of Industrial Chemical and Industrial Pharmacy classes represented by high and low achievers. The results showed that there were five factors influence their WTC during the English Day Program, including their surroundings, being afraid of committing grammatical mistakes, lack of vocabulary knowledge, lack of pronunciation mastery, and shyness. Thus, English teachers are recommended to encourage students to speak more through fun learning activities in the classroom. Moreover, further researchers are suggested to conduct research on a wider sample to know the main factor contributing to low WTC during the English Day program.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON THE USE OF YOUTUBE TO LEARN ENGLISH POST-PANDEMIC ]]>
<![CDATA[Laily Esti Sofiana]]>;
<![CDATA[Wahyu Diny Sujannah]]>;
<![CDATA[Didik Hartono]]>
<![CDATA[ JURNAL PENDIDIKAN GLASSER Vol 7, No 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk ]]>
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DOI: 10.32529/glasser.v7i2.2683
<![CDATA[YouTube can be a preferable media for effective and engaging English learning. This survey research was conducted to investigate the students’ perceptions on the use of YouTube to learn English post-pandemic. The participants were 88 second-grade students in one of the public junior high schools in Batu. The data were taken by administering the questionnaire directly to the students. The findings revealed that YouTube was effective, attractive, and motivating to help the students learn English post-pandemic in the classroom. Thus, it is recommended that English teachers teach English by means of YouTube in their class. Moreover, it is also suggested that future researchers investigate whether the students’ perceptions on the use of YouTube will differ across their learning styles]]>
<![CDATA[The Effect of Differentiated Learning on EFL Students’ Reading Skills ]]>
<![CDATA[Indi Azimah]]>;
<![CDATA[Wahyu Diny Sujannah]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 13 No. 1 Februari (2024): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
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DOI: 10.58230/27454312.473
<![CDATA[Students might have different levels of reading skills due to their knowledge and background. Implementing differentiated learning can be a solution to overcome this diversity by helping them face challenges and achieve good reading comprehension in 21st-century education. This pre-experimental research aimed to explore the effect of differentiated learning on students’ reading skills. The application of this strategy focused on the aspects of process, content, and product differentiation. The participants were 29 eighth-grade students from one of the State Junior High Schools in Batu. The results indicate that implementing differentiated learning is effective in improving students’ reading skills since it helps them face challenges in reading, learn more vocabulary, provide a fun reading experience, and achieve learning objectives. Hence, it is suggested that English teachers implement differentiated learning to teach reading. Moreover, future research may explore students’ difficulties while implementing differentiated learning to learn reading.]]>
<![CDATA[THE EFFECT OF GENIALLY ON STUDENTS’ READING SKILL ]]>
<![CDATA[Tharissa Rahmanda Syafitri]]>;
<![CDATA[Wahyu Diny Sujannah]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[This pre-experimental study aimed to know the effect of Genially on students’ reading skill. This study only focus on students’ reading skills improvement. The participants were 34 tenth-grade Academic Hospitality students in one of the State Vocational High Schools in Malang. The data had been using one group to be tested. This research used pre-test and post-test as the instruments and the participants were given treatment in the form of using Genially as the teaching tool in learning reading. The data were tested by using normality on SPSS 26 version. The findings showed that Genially was effective in improving students’ skills in reading recount texts because they were interested to the interactive design and willing to read the texts. Thus, it is recommended that English teachers use Genially to teach reading inside and outside classroom through interactive presentation and gamification as teaching media to engage students’ motivation. Furthermore, it is also suggested that future researchers investigate the students’ perspective on using Genially to improve their reading skill.]]>
<![CDATA[VOCATIONAL HIGH SCHOOL STUDENTS' PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS ]]>
<![CDATA[Isnavira, Silvanda]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![CDATA[ E-Link Journal Vol 10 No 1 (2023): E-LINK JOURNAL ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v10i1.768
<![CDATA[Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students' perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students' perceptions of their difficulties when the teachers implement TBL. Keywords: task-based learning, speaking skills, English for Specific Purposes]]>
<![CDATA[The Effect of Collaborative Strategic Reading (CSR) on Students' Reading Skills ]]>
<![CDATA[Safitri, Amalisa Ayu]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 8, No 2 (2023): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eltecho.v8i2.15438
<![CDATA[Many studies have been conducted to show the effect of using Collaborative Strategic Reading (CSR) on students’ reading skills. However, CSR is rarely conducted in vocational high schools by using procedure text as the material. Therefore, this study aimed to determine the effect of CSR on students’ reading skills. This pre-experimental research involved 29 tenth-grade Hospitality students in the academic year 2023/2024 in one of the state vocational high schools in Malang. The pretest and posttest in the form of multiple-choice reading questions were administered to the students before and after the implementation of CSR. The findings revealed that the use of CSR was effective in improving students’ reading skills. Thus, it is recommended that English teachers apply CSR in teaching reading and give clear instructions on how to do it to the students. For future researchers, it is suggested that they conduct survey and interview to find out the students’ perspectives regarding the implementation of CSR to improve their reading skills.]]>
<![CDATA[Students' Perception on The Use of Pear Deck on English Learning ]]>
<![CDATA[Qiamulail, Nisa Qonita]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 12, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v12i1.19844
<![CDATA[Teachers need to encourage passive students to be more active during the teaching and learning process. One of the platforms that can be used to address this issue is Pear Deck due to its anonymous feature. This survey research was conducted to examine students' perceptions on the use of Pear Deck to learn English. The participants were 41 third-grade students in one of the junior high schools in Malang who had used Pear Deck in English learning in the class. The data were collected through a five-point Likert scale questionnaire. The findings revealed that the students perceived Pear Deck to be easily operated and beneficial to facilitate their English learning. Additionally, this platform also made them enjoy the process of learning English in the class, so they wanted to use it again for further learning. Therefore, it is recommended that English teachers start using Pear Deck as the teaching platform and optimize the use of Pear Deck’s interactive slides to attract students' interest in learning English. Moreover, it is also suggested that future researchers examine teachers' perceptions on the use of Pear Deck as an interactive learning tool in teaching English]]>
<![CDATA[Exploring Perceptions of Pharmaceutical Vocational High School (VHS) Students toward the Importance of English for Their Future Career ]]>
<![CDATA[Rosida, Futia]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![CDATA[ DIDAKTIKA Vol 17 No 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone ]]>
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DOI: 10.30863/didaktika.v17i2.5979
<![CDATA[Vocational High Schools (VHS) prepare their students to be ready to work in their fields after graduation. In this globalization era, understanding English will be beneficial and a plus point for the students when looking for a job. Thus, this descriptive qualitative research aimed to explore the perceptions of pharmaceutical VHS students regarding the significance of English for their future careers. The participants, consisting of eight twelfth-grade students who had high English scores and majored in Industrial Pharmacy, were interviewed and the findings revealed that they believed that English proficiency was crucial for their future careers as it helps in accessing international job opportunities and resources, benefiting from professional development and in-house training, and overcoming language barriers in a globalized world. Thus, it is suggested that the English curriculum should be tailored to meet the specific language needs of the pharmaceutical field and future research could explore the expectations of pharmaceutical industry employers regarding the English skills of job applicants.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON THE USE OF YOUTUBE TO LEARN ENGLISH POST-PANDEMIC ]]>
<![CDATA[Sofiana, Laily Esti]]>;
<![CDATA[Sujannah, Wahyu Diny]]>;
<![CDATA[Hartono, Didik]]>
<![CDATA[ JURNAL PENDIDIKAN GLASSER Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk ]]>
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<![CDATA[YouTube can be a preferable media for effective and engaging English learning. This survey research was conducted to investigate the students’ perceptions on the use of YouTube to learn English post-pandemic. The participants were 88 second-grade students in one of the public junior high schools in Batu. The data were taken by administering the questionnaire directly to the students. The findings revealed that YouTube was effective, attractive, and motivating to help the students learn English post-pandemic in the classroom. Thus, it is recommended that English teachers teach English by means of YouTube in their class. Moreover, it is also suggested that future researchers investigate whether the students’ perceptions on the use of YouTube will differ across their learning styles]]>
