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All Journal English Review: Journal of English Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Elementary Education SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL SALEE: Study of Applied Linguistics and English Education Jurnal Ilmiah Pendidikan Holistik (JIPH) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Ilmu Sosial dan Humaniora Jurnal VARIDIKA
Senowarsito
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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English Derivational and Inflectional Morphemes of the Authentic-Recount Text Anisa Fajriati; Senowarsito; Ardini, Sukma Nur
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.1090

Abstract

Some first-grade students of SMKN 1 Pemalang still have difficulties in arranging words when they produce texts. Vocational students generally focus more on their vocations such as computer network engineering, visual communication design, etc. This impacts their ability to string words in English related to applying derivational and inflectional morphemes because they are meaningful in composing sentences according to their meaning and function. So, this research aimed to discover the types and errors of derivational and inflectional morphemes found in the authentic-recount texts made by vocational students. Fromkin’s theory was used to analyze data using descriptive qualitative method. It revealed 5 types of derivational and 3 types of inflectional morphemes were used by students when creating authentic-recount texts. Additionally, learners still make errors in applying those morphemes into sentences of the recount texts with a total of 38 errors, including 5 derivational morphemes and 33 inflectional morphemes. Thus, students are required to understand more about the function and meaning of words before constructing sentences because it plays a significant part in writing English texts. Further researchers are advised to conduct deeper research that focuses on reconstructing sentences, especially in implementing suffixes or other materials which are included in morphology subject.
Parental Perspective on Their Children’s English Learning for Elementary Students through English Drama Performance Aditya, Ego Agnes; Nur 'Aini, Siti; Senowarsito
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.51877

Abstract

Children’s education required support from their learning contexts, both at school and at home. Teachers and principals provided instructions and guidance at school, while parents provided indispensable support to their children’s education. Their perception and insight related to their children’s education were critical to their success. This qualitative study aimed to discover parental perspectives on elementary school children’s English drama performance and how their perspective was paramount to the success of their children’s learning. This study involved 42 parents of elementary school students. Data was collected using a self-report questionnaire and semi-structured interviews. Data was analysed using Interpretive phenomenological analysis (IPA). The results show that three co-related pillars were important to achieve learning objectives: students, teachers, and parents. To support their children, parents needed to respond and perceive how teachers educate their children. Collaboration between teachers and parents was indispensable. The findings suggest parental agreement that English drama performance improved their children’s English skills, despite the complication that came with the activities. In general, parents perceived English drama performance as an essential part of their children’s English skills development. The parental perspective helped English teachers set a better teaching technique to achieve the learning objectives, review, and consider the appropriate learning strategies for the following school year. Children’s education required support from their learning contexts, both at school and at home. Teachers and principals provided instructions and guidance at school, while parents provided indispensable support to their children’s education. Their perception and insight related to their children’s education were critical to their success. This qualitative study aimed to discover parental perspectives on elementary school children’s English drama performance and how their perspective was paramount to the success of their children’s learning. This study involved 42 parents of elementary school students. Data was collected using a self-report questionnaire and semi-structured interviews. Data was analysed using Interpretive phenomenological analysis (IPA). The results show that three co-related pillars were important to achieve learning objectives: students, teachers, and parents. To support their children, parents needed to respond and perceive how teachers educate their children. Collaboration between teachers and parents was indispensable. The findings suggest parental agreement that English drama performance improved their children’s English skills, despite the complication that came with the activities. In general, parents perceived English drama performance as an essential part of their children’s English skills development. The parental perspective helped English teachers set a better teaching technique to achieve the learning objectives, review, and consider the appropriate learning strategies for the following school year.
CHALLENGES IN PUNCTUATION USAGE AMONG LIBYAN EFL SECONDARY STUDENTS Alruwani, Murad Mohammed; Senowarsito; Andris Susanto, Dias
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.11649

Abstract

Abstract: This study investigates the challenges in punctuation usage among Libyan EFL secondary students, with the primary objective of identifying specific types and underlying causes of punctuation errors in their writing. A qualitative descriptive methodology was employed, involving a sample of 20 first-year secondary students at Zlitin Central School who participated in narrative writing tests. These tests were specifically designed to identify and categorize punctuation errors. Additionally, semi-structured interviews were conducted with four experienced English language teachers from the same school to gain deeper insights into instructional practices and their perceptions regarding students' punctuation difficulties. Data analysis included thematic analysis techniques, resulting in the identification of three main categories of punctuation errors: omission, misinformation, and addition. Among these categories, omission errors, particularly the omission of commas, were most prevalent, reflecting significant gaps in students' punctuation understanding and application. Interviews revealed critical contributing factors, including linguistic interference from the students' first language (Arabic), insufficient explicit instruction regarding punctuation rules, limited practical writing exercises, and a general lack of awareness of punctuation's role in effective written communication. This study highlights the necessity of targeted instructional strategies and curriculum improvements aimed at addressing these challenges. Recommendations include integrating explicit punctuation instruction into the Libyan EFL curriculum, employing error analysis techniques in classroom activities, and enhancing practical writing exercises and feedback mechanisms. By focusing on these pedagogical interventions, educators can significantly improve students' punctuation proficiency, thereby enhancing their overall writing skills and academic performance.
Developing Students’ Vocabulary Mastery Through Mind-Mapping Techniques for Seventh Grades at SMP Negeri 32 Semarang Salwa Farikha Aswa; Senowarsito; Sri Wahyuni
Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 3 (2025): JULI-SEPTEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/mj697319

Abstract

This study aims to examine the potential of mind mapping methods to enhance seventh-grade students' vocabulary mastery at SMP Negeri 32 Semarang. This research was motivated by students’ difficulties in remembering new vocabulary due to monotonous and teacher-centered methods. By using mind mapping in a visual format, students were encouraged to arrange vocabulary systematically and build stronger word relationships in descriptive writing. A quasi-experimental method was used, involving class VII G as the experimental class and VII B as the control class. Data were collected using both pre- and post-tests in multiple-choice format. The results were analyzed using tests for normalcy and homogeneity, validity and reliability, and a t-test with SPSS 21. The findings show that the experimental class improved from a mean score of 69.67 to 81.67, while the control class improved from 63.00 to 79.67. The t-test result Sig. 0.000 < 0.05 confirmed a significant difference between both of the groups. The results imply that applying mind mapping yields better outcomes than traditional strategies in developing students’ vocabulary skills.
Skill Artificial Intelligent Supported Duolingo: Enhancing Students’ Speaking Skills and Reducing Speaking Anxiety in Vocational Education Arika Pusparini, Luky; Silitonga, Lusia Maryani; Senowarsito
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.10431

Abstract

The integration of artificial intelligence (AI) into language education has introduced adaptive, interactive learning experiences that enhance student engagement, particularly in English language instruction. For vocational students, strong communication skills are essential alongside technical competencies. However, challenges such as limited speaking exposure, low self-confidence, and high anxiety persist, often intensified by traditional grammar-focused teaching methods. This study investigates the effectiveness of AI-supported Duolingo in enhancing speaking skills and reducing speaking anxiety among 64 students at SMKN 1 Kunduran, a vocational high school in Indonesia. Utilizing a mixed-methods approach, quantitative data were analyzed using ANOVA and ANCOVA, while qualitative insights were gathered through student interviews and analyzed via MAXQDA. Results show that Duolingo significantly improved students’ speaking skills such as their vocabulary, pronunciation, and fluency, with the experimental group consistently outperforming the control group. The platform’s AI-driven speech recognition and instant feedback mechanisms fostered a low-anxiety environment, increasing learners’ speaking confidence. Student perceptions further highlighted Duolingo’s ease of use, engaging gamification, and collaborative learning benefits. Nevertheless, the study reinforces the importance of real-life speaking interactions to achieve comprehensive fluency.
The Analysis of Code Switching used by Cinta Laura in Kick Andy Show "Metro TV" Youtube Channel Lolita Dwi Lorensa Deva Devita; Senowarsito; Dias Andris Susanto
Jurnal Ilmiah Pendidikan Holistik (JIPH) Vol. 3 No. 3 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jiph.v3i3.10867

Abstract

This final project, titled "Analysis of Code Switch Used by Cinta Laura in Kick Andy Show on YouTube Channel 'Metro TV'", examines a Video posted on December 12, 2022. The research categorizes the types, functions, and contexts of code-switching used by Cinta Laura. Utilizing Hoffman's theory (1991) for type and context analysis, and Gumperz's theory (1982) for function analysis, this qualitative study reveals that in the 57 utterances analyzed, Intra- Sentential switching was the most frequent type (68.42%). Functions identified include message qualification and personalization versus Objectification (37.5%). Contexts included being emphatic and clarifying speech  content, Accounting for 35.09% of utterances. Data collection involved watching, analyzing, Recording, and classifying the video..
THE EFFECTIVENESS OF MIND MAPPING AND PICTURES SERIES IN ENHANCING TENTH-GRADE STUDENTS’ DESCRIPTIVE WRITING SKILLS AT SULTAN FATTAH DEMAK VOCATIONAL SCHOOL Dewi Noviyanti; Suwandi; Senowarsito
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20787

Abstract

Writing is one of the essential skills in learning English; however, many students face challenges in organizing ideas coherently, using correct grammar, and maintaining motivation to write. These difficulties often arise from the lack of engaging and relevant teaching strategies. In response to this issue, this study aims to examine the effectiveness of visual-based techniques, namely mind mapping and picture series, in enhancing students' descriptive text writing skills. This research adopted a quasi-experimental design with a non-equivalent control group. Two groups of students—experimental and control—participated in the study. The experimental group was taught using visual techniques (mind mapping and picture series), while the control group followed conventional methods. Pre-tests and post-tests were conducted to evaluate the students' writing performance before and after the intervention. The findings revealed that the experimental group showed a significant improvement in descriptive writing skills compared to the control group. Specifically, mind mapping helped students systematically organize their ideas, while picture series provided visual stimuli that enhanced creativity and engagement. Statistical analysis demonstrated that both techniques effectively addressed students' writing challenges and boosted their motivation. The study concludes that visual-based teaching techniques are beneficial in improving students' ability to produce well-structured, coherent, and engaging descriptive texts.
Implementation of the Principal's Managerial Function in Improving the Quality of Education Based on Education Report Achievements Safariyah, Dina Hikmah; Senowarsito; Maryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 10 (2025): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i10.13192

Abstract

This study aims to describe the role of the principal in improving academic quality through managerial functions at SDN 02 Bumirejo. The background of the study is based on the importance of principal leadership in optimizing educational resources to achieve quality academic outcomes. The study used a qualitative approach with a descriptive type. Research subjects were selected by purposive sampling which included the principal, teachers, education staff, and the school committee. Data were obtained through interviews, observations, and documentation, then analyzed through the stages of reduction, presentation, and drawing conclusions with validity tests using technical triangulation. The results of the study indicate that the principal carries out four managerial functions in an integrated manner, namely planning, organizing, directing, and evaluating. Program planning is carried out in a participatory manner and based on Education Report Card data. Organization is carried out with the principle of suitability of tasks and competencies and optimization of infrastructure. Direction is carried out with an instructive and motivational approach through open communication and continuous professional development. Evaluation is carried out routinely through supervision, providing feedback, and concrete follow-up. All of these functions impact teacher competency, create a conducive work climate, and improve student literacy and numeracy outcomes. Thus, this study confirms that effective principal leadership contributes significantly to improving the academic quality of elementary schools.
Implementation of Principal Academic Supervision to Improve the Pedagogical Competence of Elementary School Teachers Windriati; Senowarsito; Maryanto
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November: In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13186

Abstract

Academic supervision is an important factor in ongoing professional development efforts to improve the quality of learning. This study aims to describe the implementation of academic supervision by the principal in improving the pedagogical competence of teachers at SD Negeri 06 Tegalsari, Pemalang Regency. The study used a descriptive qualitative approach with the principal, class teachers, and subject as teachers as subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results show that academic supervision is implemented through three stages: planning, implementation, and evaluation and follow-up. In the planning stage, the principal collaboratively involves teachers in developing objectives, schedules, and supervision instruments. Supervision is carried out in a humanistic and reflective manner, emphasizing dialogue and professional mentoring, rather than merely administrative supervision. Evaluation is carried out through joint reflection and follow-up in the form of ongoing coaching that encourages teachers to improve learning practices. The implementation of academic supervision has been proven to improve teachers' pedagogical competence in designing teaching materials, selecting appropriate learning strategies, and conducting meaningful learning evaluations. Thus, planned, collaborative, and reflective academic supervision can be a strategic instrument in developing teacher professionalism and improving the quality of education in elementary schools.
Reflection-Based Academic Supervision: The Principal’s Effort to Improve Learning Quality at SDN 02 Sidorejo Ridiyawati, Anita Ema; Senowarsito; Maryanto
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6476

Abstract

This study aims to describe how reflective-based academic supervision is implemented by the principal as an effort to improve learning quality at SDN 02 Sidorejo. Using a qualitative descriptive case study design, data were collected through in-depth interviews, participatory observation, and documentation. The findings reveal that academic supervision is carried out through a reflective cycle consisting of planning, implementation, evaluation, and follow-up. In the planning stage, teachers are involved in identifying instructional problems and determining improvement priorities. During implementation, supervision is conducted using clinical steps: pre-observation discussions, classroom observation, and reflective conferencing. The follow-up phase includes mentoring, lesson study, peer coaching, and reflective journals. The results show improvements in teacher pedagogical competence, including lesson planning, classroom management, and instructional media use. Student learning outcomes also increase, demonstrating positive instructional impact. Reflective academic supervision positions the principal as a coach and collaborator, fostering a culture of continuous improvement and professional growth.
Co-Authors Aditya, Ego Agnes Alruwani, Murad Mohammed Anisa Fajriati Arika Pusparini, Luky Bambang Agus Herlambang, Bambang Dewi Noviyanti Dias Andris Susanto Lolita Dwi Lorensa Deva Devita Luluk Khasanah Maryanto Nur 'Aini, Siti Ridiyawati, Anita Ema Rumeintan Dwi Rahajeng Safariyah, Dina Hikmah Salwa Farikha Aswa Silitonga, Lusia Maryani Siti Nur ‘aini Siti Nur`aini Sri Wahyuni Sukma Nur Ardini Suwandi Windriati Yuli Kurniati Werdiningsih