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All Journal Journal of General Education and Humanities NextGen Education Review Journal Tomorrow’s Education Journal
Dwi Nopiyadi
Institut Prima Bangsa
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Speaking Skills through the Experience-Based Contextual Hybrid Learning (EXCHIL) Model among English Education Students Dwi Nopiyadi; Lili Sururi Asipi; Mochamad Guntur; Indah Puspitaningsih; Angga Adi Saputra
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.729

Abstract

This study aims to examine the effectiveness of the EXCHIL Model (Experience-Based Contextual Hybrid Learning) in improving the speaking skills of students in the English Language Education Study Program at Institut Prima Bangsa. Using a convergent parallel mixed-methods design with a descriptive approach, the study involved 52 students. Quantitative data were obtained through questionnaires and pre-test–post-test scores, while qualitative data were collected from observations and in-depth interviews with three students. The main challenges identified were limited vocabulary, pronunciation difficulties, and speaking anxiety. Results showed a substantial improvement in students’ speaking performance, with the average pre-test score of 66.2 to 82.4 in the post-test. The score distribution also shifted positively, as more students achieved scores in the 75–85 range, while fewer scored below 70. Qualitative findings revealed enhanced fluency, confidence, and willingness to speak after the implementation of the model. These findings suggest that integrating experiential, contextual, and hybrid elements can foster student-centered language learning adaptable to diverse digital environments. Overall, the results highlight the potential of the EXCHIL Model for advancing 21st-century EFL pedagogy.
The Effectiveness Of The Beelinguapp Application To Improve Efl Learners' Reading Comprehension On Narrative Text At Smkn I Cirebon: Efektivitas Aplikasi Beelinguapp Dalam Meningkatkan Pemahaman Membaca Siswa EFL Pada Teks Naratif Di SMKN I Cirebon NurlaelaRahmawati; Dwi Nopiyadi; Lili Sururi Asipi
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v2i1.137

Abstract

This study aims to assess the effectiveness of the Beelinguapp application in improving EFL students' reading comprehension of narrative texts at SMKN I Cirebon and to determine the benefits of implementing this technology in the learning process. English language skills are crucial both globally and within the Indonesian education system. EFL (English as a Foreign Language) learners often struggle with reading comprehension, a critical skill that involves various cognitive processes and understanding the meaning of texts. Narrative texts, which are engaging and rich in moral values, are favored by students. This research use a quantitative approach was employed using an experimental method with a pretest-posttest design and questionnaires. The study sample consisted of 60 students from Class X TEI 1 - TEI 4, selected through random sampling. Data collection techniques included a pretest, posttest, and questionnaire administered to the experimental group. The results indicated a significant improvement in reading comprehension, with a t-value of 8.029, which is greater than the t-table value of 2.022 (Sig. 2-Tailed = 0.000 < 0.05). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted, confirming that Beelinguapp positively and significantly impacts reading comprehension of narrative texts. Additionally, student feedback from questionnaires revealed cognitive improvements in learning outcomes, particularly in reading comprehension, after the application of the Beelinguapp in the learning process.
THE EFFECTIVENESS OF USING STIMULER APPLICATION AND VOCABULARY MASTERY ON SPEAKING SKILLS IN CIREBON VOCATIONAL HIGH SCHOOL Salsa Ayu Denistiani; Lili Sururi Asipi; Dwi Nopiyadi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/rm4t9f21

Abstract

This study aims to examine the effectiveness of using the Stimuler application and vocabulary mastery on speaking skills at vocational high schools in Cirebon. A quantitative method with a survey design was employed, involving 149 tenth-grade students from SMK Kartika XIX Kota Cirebon and SMK Ponpes Manbaul Ulum in the 2024/2025 academic year. The research instruments consisted of a Stimuler usage questionnaire, a vocabulary test, and a speaking test. Multiple regression analysis revealed that the Stimuler application had a significant effect on speaking skills (t = 12.256, p < 0.05), as did vocabulary mastery (t = 3.839, p < 0.05). The F-test further indicated that both variables simultaneously had a significant effect (F = 84.961, p < 0.05), contributing 53.8% to the variance in speaking skills (R² = 0.538), while the remaining 46.2% was influenced by other factors beyond this study. These results suggest that integrating the AI-based Stimuler application with vocabulary mastery is effective in enhancing vocational students’ speaking proficiency and creating a more interactive and engaging learning environment.
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY Siti Lina Nurlina; Virga Putra Darma; Dwi Nopiyadi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xswqa81

Abstract

This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
UNPACKING CODE MIXING IN ENGLISH SPEAKING: A CASE STUDY ON GENERATION Z LEARNERS Reno Julyan; Dwi Nopiyadi; Utami Rosalina
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/bh91b193

Abstract

This research unpacks the phenomenon of code mixing among Generation Z students and its repercussion on English speaking skills. Using a qualitative descriptive case study, the study was conducted with second-semester English education students at Prima Bangsa Institute, Cirebon. Data were collected through classroom observation and interviews, both directly and via online forms, to capture authentic communication. The analysis applies Soewito’s (1985) and Callhavid’s (2010) theory of code mixing types, including word, phrase, reduplication, hybrid, idiom, and clause insertion, as well as Hoffman’s (1991) theory of functions such as expressing topics, empathy, interjections, clarification, group identity, and quoting others. The results show that students frequently mix Indonesian and English, influenced by digital culture and social media, to communicate more flexibly and naturally. Furthermore, code mixing supports their speaking development by expanding vocabulary, improving pronunciation, enhancing comprehension, and boosting confidence.
ENGLISH IN A MULTILINGUAL CLASSROOM: A MINI-ETHNOGRAPHY STUDY AT BPK PLUS PENABUR CIREBON Amelia Christianti Hutagaol; Dwi Nopiyadi; Lili Sururi Asipi
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/zf0phv72

Abstract

This study aims to analyze the use of English in the context of multilingual classrooms at BPK Plus Penabur Cirebon Junior High School. The focus of the study is on student interaction patterns, factors that influence the use of English, and the linguistic dynamics that are formed in the learning process. This study uses a qualitative approach with a mini-ethnographic design. Data were collected through classroom observation, interviews with teachers and students, and documentation. Data analysis was carried out through the stages of reduction, categorization, and interpretation to find patterns of language use in classroom interactions. The results show that the use of English is influenced by students' linguistic backgrounds, social contexts, and teachers' pedagogical strategies. Translanguaging practices emerged as the dominant communication strategy that aided conceptual understanding and increased student participation. These findings are relevant for the development of English language learning strategies in multilingual environments, the formulation of school language policies, and the strengthening of EFL curricula. This study contributes new insights into understanding the practice of English language use at the junior high school level through a mini-ethnographic approach, which has rarely been used in the Indonesian context.
Co-Authors Amelia Christianti Hutagaol Angga Adi Saputra Indah Puspitaningsih Lili Sururi Asipi Mochamad Guntur NurlaelaRahmawati Reno Julyan Salsa Ayu Denistiani Siti Lina Nurlina Utami Rosalina Virga Putra Darma