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All Journal Jurnal Abdimas Bina Bangsa e-Journal of ELTS (English Language Teaching Society)
Vicky Hidantikarnillah
Universitas Tangerang Raya
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENDAMPINGAN PROGRAM SEKOLAH PENGGERAK UNTUK MENGEMBANGKAN KOMPETENSI GURU MELALUI VBSO Tanti Sri Kuswiyanti; Fidiatun Adiyan; Vicky Hidantikarnillah; Annisa Fitri Nurjannah
Jurnal Abdimas Bina Bangsa Vol. 4 No. 1 (2023): Jurnal Abdimas Bina Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jabb.v4i1.434

Abstract

This journal reviews the government's program regarding the assistance of the Sekolah Penggerak program for the development of teacher competence through VBSO. The government makes this program for the education unit level from kindergarten (PAUD), primary school (SD), secondary school (SMP), high school (SMA) and the education unit level Schools with Special Needs. The Program of Sekolah Penggerak focuses on the implementation of Kurikulum Merdeka that applies Students Centered Learning and Differentiated Intructions. The aim of this study is to provide assistance to develop teacher competence through Video Based on Self Observation (VBSO) in three schools assisted by the researchers: SDIT. Science Lantern, SDN. Sukasari 5 & SDN. Bojong 2 in Tangerang City. The method used in this research is observation in which we collect data accompanied by recording of the situation. The result of this study indicates that Students Centered Learning and Differentiated Instruction still need to be improved
ACCENT VARIATION AND LISTENING LEARNING STRATEGIES: STUDENTS’ EXPERIENCES IN UNDERSTANDING ACCENTED ENGLISH Siffa Annisa Fitri Ramadhani; Yuanita Susanti; Tita Kinasih Intani; Vicky Hidantikarnillah
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 1 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i1.6367

Abstract

English as a global lingua franca exposes EFL learners to various English accents that often create difficulties in listening comprehension. However, limited studies have explored how learners use strategies to cope with accent variation. This study investigated students’ learning strategies and experiences in understanding accented English in an Advanced Listening class. Using a mixed-methods sequential explanatory design, the study involved 30 university students in Tangerang. Data were collected through listening tasks, questionnaires, and semi-structured interviews. The findings showed that students frequently used cognitive and metacognitive strategies, such as focusing on key words, predicting meaning, monitoring comprehension, and using subtitles to support understanding. Memory, affective, and social strategies were also applied, although less intensively. Students experienced difficulties related to speech rate, pronunciation differences, and unfamiliar accents, especially non-native varieties. Despite these challenges, students demonstrated positive attitudes and strong self-efficacy toward improving their listening ability through practice and exposure. The study concludes that listening to accented English is a multidimensional process requiring strategic competence, emotional regulation, and broader exposure to diverse English varieties. These findings imply the need for strategy-based listening instruction and increased integration of accent diversity in EFL classrooms.
Co-Authors Annisa Fitri Nurjannah Fidiatun Adiyan Siffa Annisa Fitri Ramadhani Tanti Sri Kuswiyanti Tita Kinasih Intani Yuanita Susanti