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The Effect of Wattpad Application on Students’ Writing Skills at SMAN 8 Padang Puspita, Tika Aprilia; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 13, No 3 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i3.129952

This research utilized a quasi-experimental research design to evaluate the effect of the Wattpad application in improving students' writing skills at SMAN 8 Padang. The research population consisted of 339 students from class X or fase E, and the researcher applied the clustered random sampling method to select the sample. Class E3 was chosen as the experimental group using the Wattpad application, while class E6 was used as the control group using conventional learning methods. For eight meetings, this research included a pre-test at the first meeting, six treatment meetings, and a post-test at the last meeting. The research instrument used recount text as the focus of analysis. The analysis data of the Independent Sample t-test show that the significance value of two tailed is 0.040, which is lower than the alpha significance of 0.05, indicating that there is a good improvement of the Wattpad application on students' writing skills.

Teacher-students interactions and Students’ attitude at international science faculty classes: in the context of biology and chemistry departments Ratmanida, Ratmanida; Ayudhia, Honesty Yonanda; Adzanil, Fuad Nabil; Putri, Meutia Herza
Jurnal Konseling dan Pendidikan Vol 12, No 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1119700

In the context of globalization of education, where students often come from diverse cultural and academic backgrounds, interactions between teachers and students play a key role in effective learning experiences. This research emerged from awareness of the need to understand how interactions between teachers and students occur in international classrooms, particularly in biology and chemistry departments. This research aims to analyze differences in student interactions in international classes based on science faculties. This research is comparative research obtained through random sampling. The sample for this research was 88 students who were enrolled in the international class program at the science faculty. Data was collected using an in-class interaction instrument with 29 items. The analysis technique uses descriptive and independent sample t-tests. These findings indicate that there are significant differences in the level of interaction between students majoring in biology and chemistry in international classes. Apart from that, classroom interaction also provides opportunities for collaboration between students so that they can increase their self-confidence in their learning abilities. Building strong relationships among students also contributes to increasing positive attitudes towards learning through motivation and engagement.

Students’ Perception of Using Animated Videos in Teaching Writing Recount Text of 8 Graders at SMP N 7 Padang Putri, Eritna Bernandes; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 14, No 3 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i3.135385

This study aims to find out the perceptions of eighth-grade students regarding the use of animated videos in teaching writing recount texts at SMPN 7 Padang. Recognizing the challenges students often face in generating ideas, organizing thoughts, and structuring their writing when creating recount text, this research explores animated videos as an innovative pedagogical tool. Utilizing a quantitative research design, the study involved 62 students from two purposively selected classes (VIII.7 and VIII.8) who had prior experience with animated videos in their writing instruction. Data were collected using a 40-item questionnaire, structured around four key indicators: engagement, preference, practicality, and impact on writing skills. The findings reveal a predominantly positive perception among students towards the integration of animated videos. The overall mean score for student perception was 3.03, falling within the "Positive" category. Specifically, animated videos were highly perceived as engaging, with an average score of 3.07, indicating increased student interest and motivation. Students also showed a strong preference for animated videos over traditional methods (mean score 3.03), particularly when the videos were interactive and illustrative. Furthermore, the practicality of animated videos in simplifying complex concepts and visualizing text structures was acknowledged (mean score 2.99). Most significantly, students perceived a positive impact on their writing skills (mean score 3.04), noting improvements in creativity, organization, and overall clarity in their recount texts. These results suggest that animated videos serve as effective supplementary tools, enhancing both the learning experience and writing outcomes in English language instruction.

UMPAN BALIK GURU DAN TEMAN SEBAYA PADA KELAS MENULIS AKADEMIS: PANDANGAN SISWA UNTUK PENERAPAN YANG EFEKTIF Ayudhia, Honesty Yonanda; Syafar, Dian Noviani
BASIS (Bahasa dan Sastra Inggris) Vol 12 No 2 (2025): JOURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v12i2.10813

Students’ writing does not always show significant improvement despite receiving feedback from the teachers in writing class. Furthermore, some challenges faced by teachers and students in the feedback process include limited time for teacher reviewing and for students reviewing the feedback, and the curriculum constraints that must be followed. Most of the previous research focused on one type of feedback and study teacher and peer feedback separately. However, this study shifts the focus toward students’ insights and preferences on both types of feedback. Specifically, it explores three areas: students’ insights into teacher feedback and peer feedback, and how students integrate and prefer both types of feedback. The population consisted of 205 second-semester students in the English Education Program enrolled in 2024 who had taken a writing subject and had experienced both teacher and peer feedback in the writing process. As sample, 64 students met the research criteria and completed the questionnaire. Data were collected through close-ended questionnaire, developed from Nicol & MacFarlane-Dick (2006) seven principles of good feedback practice. The results were analyzed using percentage. It showed that the students saw the feedback from teacher and peers can complement each other in helping them improve their performance in writing class. They believed that the teacher’s feedback as detailed, clear, and reliable while peer feedback can support active learning, collaboration, and critical reflection. Although sometimes the students had conflicting feedback between teacher and peer, they could apply the most useful feedback in revising their work.

Pelatihan Pengembangan Konten, Proses, dan Produk Pembelajaran Berdiferensiasi untuk Guru MGMP Bahasa Inggris SMP/MTs Kota Padang Panjang Zainil, Yetti; Adnan, Aryuliva; Yusra, Siti Rahimah; Ayudhia, Honesty Yonanda; Hanifa, Rizaldy
ABDI HUMANIORA: Jurnal Pengabdian Masyarakat Bidang Humaniora Vol 5, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdihumaniora.v5i2.126232

The implementation of Kurikulum Merdeka supports student-centered and flexible learning methods as reflected in Differentiated Learning (DL). Through this learning method, teachers would prepare learning materials, delivery, as well as evaluations by referring to students’ readiness, willingness, and preferences in learning. Therefore, teachers’ roles are essential in identifying and supporting the students’ needs to make sure that the learning processeswould run smoothly to reach maximum results. So far, the implementation of DL is delayed due to teachers’ unreadiness to apply the new curriculum and their preference to continue teaching based on the previous curriculum. For that reason, the current curriculum could not be implemented well. Due to this matter, a training to encourage teachers’ competences in preparing English lessons based on DL is proposed. In this activity, Junior High School/Madrasa English teachers in Padang Panjang were gathered in a training of Differentiated Learning to improve the teachers’ understanding about DL and help with the necessary preparation to implement the DL-based lessons in their classrooms. During the training, teachers were asked to participate in workshops, discussions, and being involved in a special project where participants were asked to create lesson plans in line with concepts of differentiated learning.

Teacher-students interactions and Students’ attitude at international science faculty classes: in the context of biology and chemistry departments Ratmanida, Ratmanida; Ayudhia, Honesty Yonanda; Adzanil, Fuad Nabil; Putri, Meutia Herza
Jurnal Konseling dan Pendidikan Vol. 12 No. 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1119700

In the context of globalization of education, where students often come from diverse cultural and academic backgrounds, interactions between teachers and students play a key role in effective learning experiences. This research emerged from awareness of the need to understand how interactions between teachers and students occur in international classrooms, particularly in biology and chemistry departments. This research aims to analyze differences in student interactions in international classes based on science faculties. This research is comparative research obtained through random sampling. The sample for this research was 88 students who were enrolled in the international class program at the science faculty. Data was collected using an in-class interaction instrument with 29 items. The analysis technique uses descriptive and independent sample t-tests. These findings indicate that there are significant differences in the level of interaction between students majoring in biology and chemistry in international classes. Apart from that, classroom interaction also provides opportunities for collaboration between students so that they can increase their self-confidence in their learning abilities. Building strong relationships among students also contributes to increasing positive attitudes towards learning through motivation and engagement.

Teachersâ€™ Perception toward the Quality of Writing Assessment Ayudhia, Honesty Yonanda; Sukyadi, Didi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 3, No 1 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v3i1.148

Writing assessment in senior high school is one of an interesting issue since assessing writing is not a simple task for the teachers. It requires some consideration for the teachers when comes to writing assessment, such as the limited time to let the students write, and even how to give a score to the studentsâ€™ writing. Some researchers in their research about writing assessment argue about the issue such as validity and reliability of the writing assessment, yet it did not describe the other main points that build a good writing assessment. So, this paper will examine senior high school teachersâ€™ perception toward the quality of writing assessment. The quality was based on five criteria; they are practicality, reliability, validity, authenticity, and washback factor. The population of this research was English teachers in Indonesia, and the respondents were taken by using random sampling technique. This descriptive research used open-ended questionnaire as an instrument. The result showed that the assessment that were usually used by teachers in writing class were reliable, valid and had washback effects. However, the assessment had not practical and authentic yet.

Investigating EFL Undergraduate Learners' Preferred Input and Tasks for Extensive Listening in Digital Learning Hanifa, Rizaldy; Ayudhia, Honesty Yonanda; Alamsyah, Devy Kurnia; Wardana, Andri; Yusra, Siti Rahimah
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.133294

This study investigates university students' preferences regarding listening inputs and tasks in Extensive Listening (EL) activities within an English as a Foreign Language (EFL) context, emphasizing the impact of Information and Communication Technology (ICT) on language acquisition. The main objective was to identify engaging and effective English Language inputs and tasks that facilitate language comprehension. Data were collected from 217 EFL students in the English Language and Literature Department at a state university in West Sumatera using an online questionnaire consisting of 63 closed-ended items, which were analyzed through descriptive statistics. The findings indicate a preference among students for well-organized materials, a moderate speech rate, and exposure to various accents. Students found familiar topics and concrete information easier to comprehend; however, they valued the intellectual engagement provided by abstract or novel themes. Learners appreciated visual aids and acknowledged the cognitive advantages of audio-only exercises, highlighting the importance of a balanced approach in educational design. These insights indicate that educators ought to integrate explicit instruction with opportunities for independent learning by providing a range of listening materials suited to various comprehension levels. To improve engagement and learning outcomes, English Language activities must incorporate both familiar and innovative content, along with diverse linguistic elements that challenge and support the development of students' listening skills. This approach may cultivate a more dynamic, ICT-enhanced learning environment that effectively enhances EFL listening proficiency.

Implementation students’ speaking skills by using #duet English conversation on TikTok at SMAN 5 Padang Putra, Jasrike; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136212

This study used pre-experimental that is aimed to found out the improvement of students’ speaking skill by using #duet english conversation on Tiktok. The research population was students of eleventh grade at SMAN 5 Padang. To select one class as the sample, this study used The Cluster Sampling. To Collect the data, this study used #duet english conversation on Tiktok in the treatment and speaking test. The findings of the research conclude that using #duetenglishconversation effectively enhances and improves speaking skills. The results of the pre-test and post-test has significance differences confirms that using #duet english conversation on tiktok develops students’ speaking skill in english communication.

Students’ perceptions toward the implementation of case method learning in Listening Class at Universitas Negeri Padang Ningsih, Sucita Rahma; Ayudhia, Honesty Yonanda
Journal of English Language Teaching Vol 14, No 4 (2025)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v14i4.136289

This research examined students' perceptions toward the implementation of case method learning in Advanced Listening classes at Universitas Negeri Padang. The case method, a discussion-based participatory learning approach, was applied to address challenges students faced in listening comprehension, including limited vocabulary, concentration difficulties, and linguistic problems. This descriptive quantitative study involved 70 students from three Advanced Listening classes in the 2023 academic year, selected through cluster random sampling. Data were collected using a validated and reliable questionnaire consisting of 25 statements measured on a four-point Likert scale, covering five indicators: Learning Process Effectiveness, Critical Thinking Development, Active Participation and Engagement, Skill Development, and Learning Environment. The findings revealed that students held positive perceptions across all indicators, with an overall mean score of 3.08. Learning Process Effectiveness achieved the highest mean score of 3.18, followed by Learning Environment (3.13), Active Participation and Engagement (3.06), Critical Thinking Development (3.04), and Skill Development (3.00). These results indicate that the case method effectively facilitates listening comprehension, fosters a supportive learning atmosphere, promotes engagement, enhances critical thinking, and develops practical listening skills. Therefore, it can be concluded that the case method serves as an effective pedagogical approach that enriches students’ learning experiences and supports comprehensive learning outcomes in Advanced Listening instruction.

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