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All Journal PROJECT (Professional Journal of English Education) JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Akmal Akmal
Universitas Ahmad Dahlan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Student’ Perception of Using the Instagram Account @jagobahasacom in Improving Student English Vocabulary at SMEA Muhammadiyah 1 Yogyakarta Ditha Andini Lausiry; Akmal Akmal
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 9 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiip.v6i9.2851

Abstract

This research describes the student perception of using Instagram as their supplementary media to improve their vocabulary. The objectives are to figure out how the production of vocabulary was better by using the Instagram account @jagobahasacom based on the result of the pre-test, and post-test, and to analyze the students’ perception of the @jagobahasacom in supporting them in improving their vocabulary based on the theory of Gibson et al. (2019). A qualitative method with in-depth interviews is the method to analyze the research problem. The researcher collected the data at SMEA Muhammadiyah 1 Yogyakarta, specifically in the tenth-grade economics class. The result showed that the students use the Instagram account @jagobahasacom as the primary learning source in supporting their vocabulary ability since Instagram can be used as an enhanced learning experience. The result of the pre-test, and post-test showed the increasing student vocabulary quality was higher than before. Next, most students positively perceive the influence of the Instagram account @jagobahasacom in their learning outcomes.
STUDENTS’ SILENCE IN DIFFERENT EFL LEARNING PROCESSES AND THE PROLONGED EFFECTS: AN AUTOETHNOGRAPHY STUDY Nita Listiyaningtyas; Akmal Akmal
PROJECT (Professional Journal of English Education) Vol. 6 No. 5 (2023): VOLUME 6 NUMBER 5, SEPTEMBER 2023
Publisher : IKIP Siliwangi

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Abstract

Students’ silence rapidly grows during online learning and continually affects the present learning process. Students showed various reasons for being silent. The study aims to determine students’ reasons for being silent in different EFL learning processes; online learning, limited face-to-face learning, and a whole class of face-to-face learning, and its prolonged effect on their learning behavior. The study used qualitative research with an autoethnography method. The study’s data was collected through observation, narrative journaling, and a semi-structured interview. The semi-structured interview was conducted with five sample students from five different classes, chosen purposively based on the researcher’s criteria. The finding shows that students are silent in online learning because the English learning process is not fun, they are afraid of making mistakes, and they cannot interact with the teacher and other friends. Students’ silence decreases when they have a limited class of face-to-face learning and almost entirely disappears during the whole class of face-to-face learning. However, students’ silence continued until the present EFL class, affecting their cognitive and social skills. Teachers need to apply appropriate teaching strategies to break students’ silence and improve their participation in the learning process.    
Co-Authors Ditha Andini Lausiry Nita Listiyaningtyas