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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Litera EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat Indonesian EFL Journal Berumpun: international journal of social, politics and humanities English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society ELT in Focus Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Ilmiah Spectral Research in Social Sciences and Technology ELP (Journal of English Language Pedagogy) Nusantara: Jurnal Pendidikan Indonesia Jurnal Wawasan Pendidikan English Learning Innovation (englie) Datokarama English Education Journal (deejournal) Lingua Franca JOEL: Journal of Educational and Language Research Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal
Siti Nur’aini
Universitas PGRI Semarang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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STUDENTS’ PERSPECTIVES ON THE IMPACT OF USING VIDEO CONFERENCES IN ONLINE LEARNING PROCESS Kusumawardani, Liya; Hawa, Faiza; Nur’aini, Siti
Jurnal Ilmiah Spectral Vol. 8 No. 2 (2022): Vol. 8 No. 2 (2022): Jurnal Ilmiah Spectral
Publisher : LPPM STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/42ppqp92

Abstract

This research aims to describe the learning process while using video conferences and to find out the impact of using video conferences in online learning. This research involved the 7th-semester students of the English Department of the University of PGRI Semarang. The method used is qualitative descriptive by providing an open questionnaire and in-depth interviews to collect the data. The results of this study indicated that according to the students, the use of video conferences is very helpful for teaching and learning activities in online learning, and it is also more practical and safer to be used for learners during the pandemic. Then, the impact of using video conferences from the students’ perception can be identified from the positive and negative impacts. The positive impacts of using video conferences can be seen from point of view of time effectiveness, student communication, students’ participation during the teaching and learning activity, and student achievement. Meanwhile, the negative impacts of using video conferences can be seen in the lack of understanding of the materials and the high cost for students’ needs.
THE USE OF PICTURE SERIES TO IMPROVE STUDENTS' READING COMPREHENSION: A CASE STUDY AT 9TH GRADE OF SMP N 1 ROWOSARI-KENDAL Siti Mundhiyanti; Siti Nur’aini; Dyah Nugrahani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1829

Abstract

ABSTRACT The purpose of this research is to find out whether the use of picture series can improve reading comprehension of descriptive text material for grade 9 students of SMP N 1 Rowosari. This research aims to (1)To find out the implications of using picture series media in improving reading comprehension of students' descriptive texts in class. (2)To explain the benefits that students get in class related to the use of picture series media to improve reading comprehension in descriptive texts. In this study, researchers used a qualitative descriptive research method. The subjects involved in this research were 30 grade 9E students of SMP N 1 Rowosari. The research instruments used to collect data for data analysis were in the form of pre-tests, post-tests, and questionnaires. The results of the study revealed that the use of picture series to improve reading comprehension can help improve students' ability to understand reading in descriptive texts. The results obtained show that the average pre-test score is 63.67 and the post-test average is 81.33. It can be concluded that there is an increase in students' reading comprehension. This also implies that picture series can improve students' reading comprehension and contribute to increasing students' reading scores and comprehension. In addition, data from the questionnaire results show that students gave positive answers to the questions given in the questionnaire. Keywords: Reading Comprehension, Picture Series, Descriptive Text.
Students’ Perception on The Use of TED Talks to Improve Listening Skills Wulandari, Annisa Septi; Nur’aini, Siti; Hawa, Faiza
Berumpun: International Journal of Social, Politics, and Humanities Vol 7 No 1 (2024): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v7i1.124

Abstract

Enhancing listening skills is crucial for junior high school students learning English. Innovative teaching tools such as TED Talks offer an interactive platform that might aid this educational goal. This research aims to evaluate the effect of TED Talks on developing listening skills among junior high school learners. The study employed a mixed-methods design involving 34 junior high school students. Participants underwent pre-and post-test assessments to measure their listening skills. Additionally, interviews were conducted to delve deeper into the students' experiences and perspectives regarding using TED Talks in their learning process. The findings revealed that TED Talks significantly enhanced students' English listening skills. After engaging with TED Talks videos, students showed notable improvements in vocabulary acquisition, pronunciation accuracy, and listening comprehension. The high-quality audio and diverse content of TED Talks were credited for these improvements. Furthermore, interviews provided insights into the positive impact of TED Talks on student motivation and engagement, with students expressing increased satisfaction and perceived efficacy in the classroom. TED Talks also contributed to the acquisition of advanced vocabulary and sharpened students' critical thinking skills through exposure to various topics.
Teachers’ perspectives on the use of microlearning TikTok in assessing students’ speaking skill within Merdeka curriculum: An exploratory study Utami, Ni Luh Kadek Mega; Nur'Aini, Siti; Senowarsito, Senowarsito
EduLite: Journal of English Education, Literature and Culture Vol 10, No 1 (2025): February 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.1.86-102

Abstract

Merdeka Curriculum frees teachers and students to use any learning media in the teaching and learning process. In this study, the researchers focus on how the microlearning TikTok platform is used to assess speaking skills. This study aims to discover the challenges faced by English teachers, the solutions to overcome them, and the benefits of using Microlearning on the TikTok platform to assess students’ speaking skills. This study is under a qualitative exploratory study with descriptive qualitative analysis. The data was obtained through participants who were recruited using purposive sampling. Three English teachers from one high school in Denpasar participated in this study. Data were collected through observation, a questionnaire, and in-depth interviews. The findings show the challenges overcome by English teachers in assessing students’ speaking skills using microlearning TikTok derive from the external factors like students, curriculum, and time. However, the teachers give alternative solutions for the teachers who face the same challenges, such as assessing students directly (face to face) in the class, preparing, and adapting to the spread of technology and curriculum. In addition, the benefits of TikTok based on teachers’ perspectives could increase students’ speaking skills, such as grammar, vocabulary, pronunciation, fluency, and comprehension. Its implications allow future studies for researchers who are interested in Microlearning TikTok, especially for using it as an assessment media. This study can be a reflection of the English teachers in the implementation of the Merdeka curriculum. 
The Impact of Metacognitive Strategies and Self-Efficacy on Listening Comprehension Among Indonesian High School Students Hartati, Sri; Nur'Aini, Siti; Sukmaningrum, Rahmawati
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 2 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i2-3

Abstract

Purpose – This study investigates how metacognitive strategies and self-efficacy beliefs affect listening comprehension in eleventh-grade students, addressing the gap between theoretical recommendations and classroom practice.Method – A quantitative path-analysis design was applied to data from 200 students in Cepu, Central Java, Indonesia. Metacognitive strategy use (planning, monitoring, and evaluating) and self-efficacy beliefs were measured via validated questionnaires; listening comprehension was assessed with a standardized test. Findings – Metacognitive strategies significantly predicted listening comprehension (? = 0.38, R² = 0.41, p < 0.01). Self-efficacy had a stronger direct effect (? = 0.52, R² = 0.56, p < 0.001). Path analysis confirmed partial mediation: self-efficacy accounted for 39% of the strategies’ impact (indirect ? = 0.24, p = 0.003). Together, both constructs explained 63.7% of variance in listening scores (R² = 0.637). Research Implications – These results highlight the importance of integrated instruction that combines explicit metacognitive strategy training with confidence-building interventions. Educators should embed scaffolded strategy lessons and targeted feedback into listening curricula to boost both cognitive skills and learner self-belief.
Classroom Action Research: Improving Student Achievement and Promoting Equity Ardine, Maria Novia; Nur’Aini, Siti; Wiyaka, Wiyaka
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 17, No 2 (2023)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v17i2.21155

Abstract

Teaching and learning centers play a vital role in supporting teachers who are seeking to improve their practices or find new strategies to address the challenges in their classrooms. One major dilemma teachers face is selecting the most effective teaching strategies for their specific classroom situations. This challenge is influenced by a variety of factors, including class size, subject matter, student demographics, and the teachers' own skills and teaching styles. As educators strive to meet the diverse needs of their students, finding the right approach can be overwhelming. Classroom Action Research (CAR) provides a systematic way for teachers to explore and address these challenges. Through this process, teachers engage in a cycle of inquiry—planning, acting, observing, and reflecting—allowing them to make informed decisions about their teaching practices. CAR empowers teachers to critically examine their own teaching methods, consider their personal values, and identify strategies that best align with the needs of their students. By working collaboratively, teachers can share insights and refine their practices, creating a collective, evidence-based approach to teaching. This paper discusses the interactive process of CAR, emphasizing its role in helping teachers reflect on their practices, experiment with new strategies, and develop a shared understanding of effective teaching. It highlights how CAR can lead to immediate, meaningful changes in teaching and learning.
Collaborative In-Service Training: An Effort to Help EYL Teachers Improve Their Teaching Skills Oktora, Anggraeni Rety; Nur’Aini, Siti; Wiyaka, Wiyaka
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 17, No 2 (2023)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v17i2.21152

Abstract

The Decree of The Ministry of Education and Culture No 060/U/1993 allows the introduction of English in the primary school as a local content subject. Educators have debated for years about the teaching of English to young learners in Indonesia. It is recommended that students start learning English at fourth grade although in fact, many schools start earlier, even as early as in the kindergarten. Talking about the implementation of the EYL programmes, it is inevitable to recognize that many factors have affected the implementation. Several studies have been conducted by the instructors and teacher trainers. It was discovered that most teachers did not have sufficient knowledge of English, made common linguistic mistakes, did not know how to teach young learners and some other weaknesses. The writer made use of the research findings to conduct in-service trainings, especially for EYL teachers without any English education background. Based on the teacher questionnaires, this collaborative in-service training pinpoints specific areas: practical teaching techniques focusing on story-telling, playing games, using action songs, and making inexpensive media for classroom techniques. Why collaborative in service training? Conducting in-service trainings for EYL teachers takes time, energy, and money. In this case Suyanto and her teams have applied a strategy involving the teacher trainers or instructors, the EYL teachers, the local Ministry of Education, and the important community members (hotel manager, the wealthy and local sponsors). Proposals with clearly stated objectives (helping local teachers improve their skills and increase the quality of primary school education) have been accepted and positively supported by the local government, local ministry of education and local society.
Analysing the acoustic evidence of consonant productions among students at the university level Nur'Aini, Siti
LITERA Vol. 23 No. 1: LITERA (MARCH 2024)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v23i1.67775

Abstract

Learners of English as a second language (L2) whose first language (L1) is Indonesian tend to struggle to produce aspirated consonants. This study investigates whether the difficulties came from the interference of the L1 for the production of these sounds: [k], [b], [d], [g] in the final positions, and [p] and [t] in the stressed syllable. This study involved two cohorts of English department university students with different levels of fluency in L2 speech production. The L2 learners were asked to pronounce 25 words from a textbook previously used to teach them. The L2 learners were exposed to a British English-speaking speech model, which became a benchmark for the L2 learners' pronunciation by asking them to imitate the pronunciation. Annotation of data was conducted twice by a second annotator to ensure the objectivity of the scores given to the L2 learners which was analised using paired sample t-test. Findings suggest that the sounds with the lowest success rate of production were [p] in the stressed syllable, [k], and [g] in the final position. The production was unsuccessful because the L2 learners did not have phonological awareness of how the L2 consonant sounds were produced near-natively and were affected by their L1. The lack of awareness led to the failure to produce [p], [k], and [g] sounds because these sounds did not exist in their L1 and interference of the L1 was embed to the L2 speech production. The format analysis results using PRAAT indicate that there is an improvement in the participants' pronunciation after exposure to the native speaker's speech sound. The implication of this research is paramount for L2 learners and lecturers in highlighting the importance of targeted instruction and intervention to address the challenges in speech production. Contrasting the phonetic features of L1 and L2 sounds helped the learners to defer interference in their L2 speech production. This study encourages continuous assessment of L2 learners to ensure that they maintain the consistency of speech production to sound near-native.
REGIONAL DIALECT VARIATION IN ENGLISH LANGUAGE OF TABLE TENNIS TERMS IN INDONESIAN TABLE TENNIS ORGANIZATIONS FOR THE SPORT MAJOR Mauldy, Annisa; Nur'Aini, Siti; Senowarsito, Senowarsito
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25526

Abstract

This study explores the use and variation of table tennis terms in Indonesia through a corpus-based analysis by compiling and examining a specialized corpus consisting of coaching manuals. The research identifies the most frequently used terms, their linguistic patterns, and regional variations influenced by local dialects. The study highlights inconsistencies in term usage, translation from international sources, and the influence of Indonesian linguistic structure on sports terms. Results show that while some terms align closely with international standards set by the International Table Tennis Federation (ITTF), A corpus of Indonesian-language texts related to table tennis, comprising coaching manuals, online articles, and interview transcripts, was compiled and analyzed to identify frequently used terms, regional variations, and term consistency. Quantitative analysis was used to determine frequency and collocation patterns. At the same time, qualitative data from interviews with coaches, athletes, and referees explored how dialectical influences and contextual usage affect term adoption and understanding. The findings reveal inconsistencies in terms usage across regions, influenced by local dialects and a lack of standardized translation from English.
MANUAL AND DIGITAL MAKE A MATCH: AN EXPERIMENTAL STUDY ON VOCABULARY AND MOTIVATION Ni'amah, Lailin; Nur'aini, Siti; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25146

Abstract

Vocabulary mastery is a crucial element of language acquisition, and students' success is significantly influenced by their motivation and the teaching methods used. Traditional approaches often struggle to keep students engaged, which has led to a growing interest in game-based learning strategies. One effective method is "Make a Match," an interactive technique that combines play with educational goals. However, there has been limited research comparing the effectiveness of its manual and digital versions in enhancing vocabulary mastery and learning motivation. This study utilized an experimental design involving two groups of seventh-grade junior high school students. One group received vocabulary instruction through the manual version of Make a Match, while the other group used the digital version. Both groups completed pretests and posttests to assess vocabulary proficiency and filled out a motivation questionnaire. The data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both versions of Make a Match significantly improved students' vocabulary acquisition and motivation. The manual version demonstrated slightly higher gains in vocabulary mastery, emphasizing the value of direct peer interaction and face-to-face communication. Meanwhile, the digital version was appreciated for its accessibility and innovative features, despite encountering some minor technical challenges. These results highlight the importance of integrating both traditional and digital approaches in language teaching and provide practical insights for educators seeking to enhance vocabulary learning outcomes.
Co-Authors Ajeng Setyorini Ali Abdullah Ahmad Albayyan Amnnah Abdulwahhab Ardine, Maria Novia Arso Setyaji Bintang Alam Mahardhika Dias Andris Susanto Dyah Nugrahani Faiza Hawa Faiza Hawa Fifi Tofiqah Bosavi Firas Fouzi Ibsheeyah Fitrah Akbar Nasukha Hanum Setyaningrum Hilsa Andriyan Fisara Ina Muftia Iqlima Sarah Kismawati Ja'far Sodiq Kusumawardani, Liya Laily Nur Affini Laily Nur Affini Listyaning Sumardiyani Listyaning Sumardiyani Liya Kusumawardani Maram Miftah Aldizeeri Maria Yosephin Widya Lestari Mauldy, Annisa Nabila Muna Kusuma Nanda Lintang Ratri Nuning Zaidah Nuning Zaidah Nur Hidayat Oktora, Anggraeni Rety Panithi Amatayakul Rahmawati Sukmaningrum Ririn Ambarini Roselly Estherlin Rambi Senowarsito, Senowarsito Siti Lestari Siti Mundhiyanti Sri Hartati Theresia Cicik Sophia Budiman Utami, Ni Luh Kadek Mega Wiyaka Wiyaka Wiyaka Wiyaka Wulandari, Annisa Septi