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All Journal Jurnal Ilmiah Profesi Pendidikan SEAQIL Journal of Language Education Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Rahayu Kuswardani
State University of Surabaya
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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EFL STUDENTS' PERCEPTION OF PVN (PERSONAL VOCABULARY NOTES) AS A VOCABULARY LEARNING STRATEGY Hanifa Aasaa Mufida; Rahayu Kuswardani
SEAQIL Journal of Language Education Vol. 2 No. 1 (2023): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70046/sjle.2.1.10-19

Abstract

One of the most commonly used vocabulary learning strategies is keeping PVN (Personal Vocabulary Notes). The students apply the PVN strategy to record and organize the words they come across, along with their meanings and any additional information. The primary objective of this study is to find out how students perceive the utilization of the PVN (Personal Vocabulary Notes) as a vocabulary learning strategy based on three components: cognitive, affective, and conative. This study was conducted in a junior high school located in Surabaya. The researchers employed a qualitative descriptive method in this study, which involved nine eighth-grade students in the academic year 2022/2023. The research was carried out in four phases: preliminary study, data collection, data interpretation and analysis, and data presentation. Data was collected through a closed-ended questionnaire consisting of 18 items using a four-point Likert Scale, and a semi-structured interview comprising 9 questions. The research findings from both instruments showed that the majority of students held positive responses. Thus, it can be concluded that EFL students have strongly positive perceptions toward the utilization of PVN as a vocabulary learning strategy to improve vocabulary in terms of cognitive, affective, and conative components.
The Effect Of Using Youtube Videos As Media To Improve Listening Comprehension Of Narrative Text In Vocational School Surabaya Tiyasa Nindya Arini; Rahayu Kuswardani
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.4035

Abstract

This research examines the impact of audio visual media, particularly YouTube, on students’ listening comprehension in vocational schools. A quasi experimental design was applied by dividing participants into experimental and control groups, each consisting of thirty five eleventh grade students from a vocational school in Surabaya. The study was carried out over five meetings, with listening tests used to measure students’ progress before and after the treatment. The results showed significant improvement in the experimental group exposed to YouTube based learning activities. Their average score increased from 42.57 in the pre test to 68.57 in the post test, demonstrating the effectiveness of integrating audio visual resources into the classroom. Statistical testing using the Wilcoxon method confirmed the findings, as the p value was lower than 0.05. Consequently, the alternative hypothesis was accepted, and the null hypothesis was rejected, providing strong evidence of the benefits of YouTube in language learning. In addition to statistical confirmation, the study highlights the broader potential of technology in education. Audio visual media not only make learning more interactive and enjoyable but also provide authentic exposure that stimulates motivation and student participation.
Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Beyond Grades and Red Ink: Transforming Vocational English Learning through Process-Oriented Feedback for SDG 4 Rahayu Kuswardani; Nur Fauzia; Prianka Ratu Masitho; Trishna Nanda Barianty
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.330

Abstract

Objective: To investigate how vocational high school students in Indonesia perceive teacher feedback during project-based English learning and what this implies for formative assessment practices that support Sustainable Development Goal 4 (Quality Education) and, by extension, learners’ readiness for decent work (SDG 8). Method: A qualitative descriptive design was used. Data were collected through a closed-ended questionnaire administered to 35 eleventh-grade Visual Communication Design students at a vocational high school in Sidoarjo, East Java, and semi-structured interviews with 10 purposively selected participants; interview data were analyzed thematically. Results: Students perceived teacher feedback as clear, specific, and aligned with project goals (97.1% agreement); feedback functioned as a cognitive scaffold for critical thinking and self-regulated learning; continuous feedback strengthened speaking, vocabulary, grammar, and pronunciation; and feedback quality shaped students’ emotional engagement and motivation. Novelty: By documenting process-oriented, goal-aligned feedback as a mechanism that simultaneously builds language competence and career-relevant self-regulation, the study offers vocational-education stakeholders an evidence-based, generalizable feedback framework that links classroom formative assessment directly to inclusive quality education and workforce-readiness targets under the SDGs.
Co-Authors Hanifa Aasaa Mufida Nur Fauzia Prianka Ratu Masitho Tiyasa Nindya Arini Trishna Nanda Barianty