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All Journal Jurnal Penelitian Teknologi Informasi dan Sains Journal of English Language and Pedagogy
Widya Oktarini
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Computer Science & IT Languange, Linguistic, Communication & Media

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The Effect of English Podcast on ESL Students Listening Comprehension Skills Asasi Syifa; Yeni Mardiyana; Widya Oktarini
Jurnal Penelitian Teknologi Informasi dan Sains Vol. 2 No. 3 (2024): SEPTEMBER : JURNAL PENELITIAN TEKNOLOGI INFORMASI DAN SAINS
Publisher : Institut Teknologi dan Bisnis (ITB) Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54066/jptis.v2i3.2148

Abstract

This study aims to evaluate the effect of using English podcasts on the listening comprehension skills of ESL (English as a Second Language) students using a pre-experimental one-group pretest post-test design. The sample consisted of 35 ESL students. The students were given a listening comprehension test before the intervention (pretest) to measure their initial skills. During a four-week period, the students were regularly exposed to English podcasts selected based on difficulty level and relevance to the curriculum. After the intervention period, the same listening comprehension test was administered as a post-test to measure changes in listening skills. The collected data were analyzed using a paired t-test to determine the significance of the difference between pretest and post-test scores. The results showed a significant increase in students' listening comprehension scores after the podcast intervention (p < 0.05). These findings indicate that regular use of English podcasts can improve ESL students' listening comprehension skills. This study suggests that podcasts can be an effective tool in language learning, particularly in enhancing listening skills. The practical implication of this research is to encourage educators to integrate podcasts into their teaching methods. Further research is recommended to address the limitations of this study design and explore other factors that may influence the results.
The Effect of Flipped Classroom Method on Students Writing Skill in Descriptive Text Firnatha, Disha; Widya Oktarini; Nurkamilah
JELP Journal of English Language and Pedagogy Vol. 3 No. 2 (2024): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v3i2.2743

Abstract

This study is aims to determine the effect of flipped classroom method on students writing skill in descriptive text. The subject of the study was tenth grade of student BDP 1 and BDP 2 of SMK Muhammadiyah 4 Kalisat Jember consisting of 40 students from 2 classes. The results showed that there is a significant difference in writing descriptive text between of students who are taught with a flipped classroom method and those who are taught conventional method. This is based on the results of the mean score from the post-test of the experimental group and the control group. From the post-test it is known that the average value for the experimental group (X BDP 2) is 77.95. The results of the independent t-test have a significance difference of 0.000, which means that there is a significance average difference between the experimental group and the control group. So, it can be stated that the use of flipped classroom method can be an alternative solution to overcome the student’s difficulties in writing a descriptive text.
The Effect of Using One Stay Two Stray Method of Cooperative Learning on Reading Comprehension of Junior High School Students Nadifah Sekarwangi, Nisrina; Fitrotul Mufaridah; Widya Oktarini
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i2.3435

Abstract

This study investigates the impact of the One Stay Two Stray (OSTS) collaborative learning strategy on reading comprehension among junior high school students in Indonesia. Recognizing the challenges faced by students with limited English proficiency, the research employs an experimental design involving two classes from SMPN 1 Tamanan. The experimental group received reading appreciation skills training through the OSTS method, while the control group engaged in traditional individual learning. Data were collected through pre-tests and post-tests, with results analyzed using a t-test to determine statistical significance. Findings indicate that the experimental group demonstrated a significant improvement in reading comprehension, with a post-test mean score of 97.81 compared to 92.85 for the control group. The t-test results (t-value = 2.16) exceeded the critical value (2.01), confirming the effectiveness of the OSTS method in enhancing students' reading skills. This study underscores the importance of collaborative learning strategies in fostering better comprehension abilities in language education
Investigating Students' Difficulties and Strategies in Writing Descriptive Text Feti Dwijayanti; Widya Oktarini; Yeni Mardiana Devanti
JELP Journal of English Language and Pedagogy Vol. 4 No. 2 (2025): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v4i2.3428

Abstract

Writing is a crucial skill in English learning that requires students to effectively express their thoughts and ideas. However, many students struggle with writing descriptive texts due to difficulties in organizing ideas, vocabulary limitations, and grammatical errors. This research aims to investigate the difficulties faced by students in writing descriptive texts and the strategies they use to overcome them. Conducted at SMAN 4 Jember, this study focuses on students' challenges in content development, text organization, vocabulary selection, grammar usage, and writing mechanics. The research employs a qualitative descriptive method, using observation, interviews, and document as data collection methods. The findings indicate that students struggle with expanding their ideas, often providing only basic descriptions without sufficient details. Some include irrelevant or repetitive information to meet length requirements. In terms of organization, many students fail to distinguish between identification and description, leading to unclear paragraph structures. Vocabulary limitations are also evident, with frequent repetition of the same words and difficulty selecting appropriate adjectives. Grammar-related challenges include inconsistent verb tense usage and errors in subject-verb agreement. Additionally, students often make mechanical errors, such as incorrect capitalization, punctuation, and spelling. To address these issues, students use strategies such as referencing online materials, brainstorming, peer feedback, and utilizing AI-based writing tools. These findings provide valuable insights for improving instructional approaches in English writing.
Co-Authors Asasi Syifa Feti Dwijayanti Firnatha, Disha Fitrotul Mufaridah Nadifah Sekarwangi, Nisrina Nurkamilah Yeni Mardiana Devanti Yeni Mardiyana