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All Journal PREMISE: Journal of English Education and Applied Linguistics Kajian Linguistik dan Sastra ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of English Education and Teaching (JEET) Jurnal ABDINUS : Jurnal Pengabdian Nusantara BRIGHT UAD TEFL International Conference Proceedings Series on Social Sciences & Humanities Jurnal Pendidikan dan Ilmu Sosial Darussalam English journal Journal of Scientific Research, Education, and Technology UNNES International Conference on ELTLT INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Pedagogic Research - Applied Literacy Journal JEELL (Journal of English Education, Linguistics and Literature)

Aji, Mahendra Puji Permana

Universitas Nusantara PGRI Kediri

Author-ID : 743573

Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ENHANCING STUDENTS’ ACHIEVEMENT IN WRITING TEXT USING GROUP INVESTIGATION METHOD Jenny Ika Misela; Mahendra Puji Permana Aji
Pedagogic Research-Applied Literacy Journal Vol. 2 No. 3 (2025): Volume 2 Number 3 May - July 2025
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/cdrwjj55

Writing is considered by students as a difficult skill to study. They do not realize that communication can be transferred through writing. Consequently, they write without purpose and in disorder way. They only write what is inside their head down in the paper and ignore what their purpose is, its grammatical and vocabulary use. Group Investigation (GI) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. GI is interesting so that the students will feel the new atmosphere in classroom and they are interested in learning writing. This study aims to investigate the implementation of GI to enhance the students’ writing ability. This study was conducted by using classroom action research that has two cycles within. The subject of the research was the students of eleventh year SMKN 2 Kediri which consisted of 35 students. The instruments of collecting data were quantitative (writing test) and qualitative data (observation sheet, and field notes). Questionnaire and interview being used by the researcher to know deeply the problem faced by the students then she analyzed them to find the appropriate method. They could follow the writing process from (1) topic selection, (2) cooperative planning, (3) implementation, (4) analysis and synthesis, (5) presentation of final project, and (6) evaluation. Based on the writing test scores, the students’ score kept improving in every test. In the pre-liminary study, there were only 43% of the students who passed the minimum standard score. After giving treatment to the students using GI, there was an enhancement towards the students writing. 91% of the students passed the test in cycle 1 and 100% of the students passed the test in cycle 2. Based on the observation sheet and field notes, it was found that the learning process of writing ran well. The students can be more active in group work, and they can follow the process of writing well-ordered by implementing the steps of GI. The result of the research showed that GI method could enhance students’ achievement in writing instruction text. It was suggested to modify and make the GI method to be more interesting and suitable towards the skill and topic of the study.

Using YouTube Video to Improve Students’ Speaking Skill at Eleventh of SMA Wahidiyah Gumukmas Jember Jenny Ika Misela; Mahendra Puji Permana Aji
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 3 (2023): Vol. 2 No. 3 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i3.232

This research was direction to improve students’ speaking skill though YouTube Video and to know how the implementation of the technique improving students’ speaking skill in English speaking. This research was accomplished at Eleventh of SMA Wahidiyah Gumukmas Jember in which consisted of 4 students as respondent. To solve students’ problem in teaching learning English especially in speaking skill, the researcher applied Classroom Action Research (CAR) designed by Burns which consisted of four phases; planning, acting, observing and reflecting, on each cycle. There were two kinds of data gained in this study; qualitative and quantitative data. The qualitative data can derive from the observation, fieldnote and interview. Meanwhile, the quantitative data can derive from the pre-test and post-test. The result of this study showed that the implementation of YouTube Video to improve students’ speaking skill was successful. It was proven by the data that were collected from this study. The qualitative data showed improvement of the students’ motivation, interest and confident to speaking English after the implementation of YouTube Video as media. The result of the test showed improvements in students’ speaking score. In pre-test, there was no one students 0% who pass the minimum mastery criterion KKM out of 4 students which the mean score was only 55. Then, in post-test for cycle I, the percentage of students who passed the minimum mastery criterion KKM improve to 50% or 2 out of 4 students passed the minimum mastery criterion KKM with 70 as the mean score. Next, in post-test for cycle II, the mean score was 82. The result of the test shows significant improvement where 100% of the students could achieve the score above the minimum criterion which at least 75. Based on the result above, YouTube Video may be concluded successfully improve students’ speaking skill.

IMPLEMENTATION OF THE PANCASILA STUDENT PROFILE STRENGTHENING PROGRAM FOR THE INDEPENDENCE OF CHILDREN AGED 5-6 YEARS IN KINDERGARTEN TRISULA 1 Mahendra Puji Permana Aji; Yoyok Febrijanto
Pedagogic Research-Applied Literacy Journal Vol. 1 No. 1 (2024): Volume 1 Number 1 January 2024
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Independence is a character that is important to develop in every human being from an early age, because independence is an ability related to the skill to make decisions about everything related to personal activities and needs. This research uses descriptive qualitative research methods and data is generated through observation, interviews, and documentation. The aim of this research is to determine the implementation of the program to strengthen the profile of Pancasila students for the independence of children aged 5-6 years. Based on the research results, it was concluded that by strengthening the profile of Pancasila students, children's independence increased, not only the aspect of independence but other aspects also increased, this is because children not only carry out and complete projects, but children also take part in providing ideas and ideas. about what activities the child wants in the project that will be held. So that children can express their ideas into something real and will also carry out activities according to their wishes and interests. These things can certainly improve aspects of development in children, one of which is the aspect of independence.

EDMODO VIRTUAL LEARNING ENVIRONMENTS IN TEACHING ENGLISH Aji, Mahendra Puji Permana
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

In recent years, the integration of Information and Communication Technology (ICT), especially the internet, in teaching and learning process becomes an essential part of the teachers’ duties. As a teacher, we should be able to integrate the internet in teaching and learning process and purpose of this new medium as potential source to our students to improve their English competence. One of the internet facilities is Edmodo. It refers to as with any social network, can be used as a place to post and critique work, facilitate collaboration, and post creative material for an audience. The activities are not only focused on the students and teacher, but also the parents too. Parents can also view this Edmodo, either under their child's username or they may create their own account. Drawing from author’s experience in integrating Edmodo into his class for first and third year’s students of English Study Program, University of Nusantara PGRI Kediri, this paper attempts to demonstrate some potential uses of Edmodo in teaching learning process. Some pedagogical implications are further discussed. Using these Edmodo,it is expected that students will develop their English skills as well as have a lot of fun.

TEACHING READING USING AUTENTIC MATERIALS Aji, Mahendra Puji Permana
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Reading a foreign written text may arise many problems to the students. During teaching learning process, most of the students think that it is difficult to master reading skill because when they discuss about reading a text they usually get bored. The material becomes big problem because the text is too long and it uses difficult vocabularies. Teaching reading can means the activity of language by encouraging skimming, scanning, predicting, and activating schemata. There are three steps of teaching reading, they are pre reading, whilst reading and post reading. In teaching reading there are three process of reading, they are top-down processing, bottom-up processing and interactive reading. Reading material that can be used is authentic material, authentic material is materials written or spoken language that is produced in real communication and not for purpose of language teaching for example newspapers, magazines, TV programs, movies, songs and literature. This is a qualitative research. The data was obtained from observation, interview and documentation. The writer collects the data by preparing the instrument, observing the reading class, interviewing the teacher and collecting written document used. The result of the research shows that the materials used by the teacher to teach reading are articles taken from some foreign magazines and online news from the internet because it contains materials about many things related to real life which would make students interested in reading the text. So it can be concluded that the teaching learning process of reading class runs effectively. The teacher uses steps that make the students understand the materials easily. Keywords: Authentic material, Reading, Teaching

Pelatihan Pengembangan Modul dan Media Ajar Berbasis Interactive Media Untuk Tenaga Pengajar Di Sekolah Perhotelan Neptune, Kediri Aji, Mahendra Puji Permana; Sulistyani, Sulistyani; Suhartono, Suhartono; Susanti, Yunik; Khoiriyah, Khoiriyah; Riwayatiningsih, Rika
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 1 No 2 (2018): Volume 1 Nomor 2 Tahun 2018
Publisher : Universitas Nusantara PGRI Kediri

Teaching materials or often referred to as learning materials are the most important part in the learning process, the subject matter is the core of learning activities.Teachers in carrying out the learning process required a teaching material because it is used to assist teachers in teaching and learning activities in the classroom. One of the important problems faced by faculty in learning activities is choosing or determining teaching materials or appropriate learning materials in order to help students achieve competence.This dedication to the community is carried out in the NEPTUNE Kediri hospitality school located at Jl.KH. Hasyim Ashari No.49, Bandar Kidul Kediri. By conducting training on the development of teaching materials and teaching media based on interactive media to the teachers in NEPTUNE it is expected that these teachers can become a) competent teachers according to their field of knowledge, b) the teachers are expected to have the ability to develop teaching materials and teaching media appropriately to suit students' needs.Several meetings were held to present more appropriate materials to the teachers. So that the teachers will have the ability to understand what is needed by their students especially after they graduate from the NEPTUNE.

Enhancing Students’ Achievement in Writing Text Using Group Investigation Method Jenny Ika Misela; Mahendra Puji Permana Aji; Khoiriyah
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4427

Group Investigation (GI) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes.This study is aimed to investigate the implementation of GI to enhance the students’ writing ability. This study was conducted by using classroom action research that has two cycles within. The subject of the research was first grade students of English Department UNP Kediri. The instruments of collecting data were quantitative (writing test) and qualitative data (observation sheet, and field notes). Based on the writing test scores, the students’ score kept improving in every test. In the pre-liminary study, there was only 43% of the students who passed the minimum standard score. After giving treatment to the students using GI, 91% of the students passed the test in cycle 1 and 100% of the students passed the test in cycle 2. The students can be more active in group work and they can follow the process of writing well-ordered by implemented the steps of GI. The result of the research showed that GI method could enhance students’ achievement in writing instruction text.

THE EFFECT OF ASSEMBLR EDU ON THE FOURTH-GRADE STUDENTS’ VOCABULARY AT SDN LIRBOYO 2 Fery Satria Hutama; Agung Wicaksono; Mahendra Puji Permana Aji
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 2 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar

English vocabulary mastery is fundamental to developing language proficiency; however, many elementary school students still experience difficulties in learning and retaining English vocabulary due to the limited use of interactive instructional media. This study aimed to investigate the effect of Assemblr Edu on the English vocabulary mastery of fourth-grade students at SDN Lirboyo 2 during the 2024/2025 academic year. A pre-experimental research design employing a one-group pretest-posttest approach was adopted. The participants consisted of 28 fourth-grade students selected through total sampling. Data were collected using vocabulary tests administered before and after the implementation of Assemblr Edu, which integrated the AR Viewer and Instant Presentation features to teach vocabulary related to Things in the Living Room and Bedroom. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The findings revealed that students' mean score increased from 75.36 on the pre-test to 90.36 on the post-test. The Wilcoxon Signed-Rank Test indicated a statistically significant improvement in students' vocabulary mastery (Z = -4.406, p < .001), with 25 students showing improved scores, three students maintaining the same scores, and none experiencing a decrease. These findings demonstrate that Assemblr Edu is an effective technology-enhanced learning medium for improving English vocabulary mastery among elementary school students by providing interactive, visual, and contextual learning experiences. The study suggests that integrating Augmented Reality into English vocabulary instruction can support more engaging and meaningful learning for young EFL learners.

INTEGRATING ARTIFICIAL INTELEGENCE IN READING COMPREHENSION: CLASSROOM ACTION RESEARCH WITH EFL UNIVERSITY STUDENTS Mahendra Puji Permana Aji; Jenny Ika Mesela; Putri Novitasari
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 3 (2026): Volume 3 Number 3 May - July 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/cxs55f51

The use of generative artificial intelligence in teaching reading comprehension has expanded rapidly since late 2022. Despite growing interest among language educators, few studies have examined how teachers can systematically introduce AI tools into actual classroom reading instruction using iterative, reflective methods. This study aimed to answer two questions: first, whether structured AI integration across multiple instructional cycles improves EFL students' reading test scores, and second, how students' ways of interacting with AI change as they gain more experience. Forty second-year English majors at an Universitas Nusantara PGRI Kediri participated in three action research cycles over nine weeks. The researcher, who was also the classroom teacher, designed nine reading tasks where students used ChatGPT alongside academic passages. Data collection included pre-tests and post-tests measuring five reading sub-skills, screenshots of student-AI conversations (360 total), questionnaires administered after each cycle, semi-structured interviews with 12 students, and detailed classroom observation notes. Test scores rose from an average of 62.4% before the intervention to 79.25% at the end of Cycle 3. A repeated measures ANOVA confirmed that these improvements were statistically significant (p < .001) with a large effect size (partial η² = 0.676). The most notable gains appeared in two higher-order skills: synthesizing information across multiple text segments (+20.3 percentage points) and drawing inferences from implied content (+19.0 percentage points). An examination of the 360 ChatGPT interaction logs revealed a clear shift in how students used the tool. During Cycle 1, 62% of all prompts were either vocabulary definitions (34%) or translation requests (28%). By Cycle 3, these basic requests had dropped to 25% of total prompts, while more sophisticated prompts emerged: questioning an author's tone or bias (18%), asking for counterarguments (15%), and requesting feedback on the student's own understanding (12%). Interview data, analyzed using thematic analysis, produced four main themes. First, students consistently reported that ChatGPT helped them overcome comprehension barriers that would otherwise have stopped them from engaging with difficult academic texts. Second, participants described developing a more critical stance over time, learning to verify AI outputs and recognize potential inaccuracies. Third, students expressed ongoing tension between appreciating AI's helpfulness and worrying about becoming dependent on it. Fourth, those who worked in pairs during Cycles 2 and 3 reported that discussing AI responses with a partner reduced uncritical acceptance and deepened their understanding. When teachers integrate AI tools through sustained, reflection-driven classroom action research rather than one-time implementation, students can achieve measurable reading comprehension gains while simultaneously developing critical digital literacy. The findings suggest three practical principles for language educators: introduce basic prompting first, add collaborative structures to encourage peer discussion of AI outputs, and continuously adjust instruction based on observed student difficulties rather than following a fixed plan.

Enhancing Students’ Achievement In Writing Text Using Group Investigation Method Jenny Ika Misela; Mahendra Puji Permana Aji; Khoiriyah Khoiriyah
JUPEIS : Jurnal Pendidikan dan Ilmu Sosial Vol. 5 No. 1 (2026): JUPEIS: Jurnal Pendidikan dan Ilmu Sosial
Publisher : Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupeis.Vol5.Iss1.2367

Group Investigation (GI) is an organizational approach that allows a class to work actively and collaboratively in small groups and enables students to take an active role in determining their own learning goals and processes. This study is aimed at investigating the implementation of GI to enhance the students’ writing ability. This study was conducted by using classroom action research that has two cycles within. The subject of the research was first grade students of English Department UNP Kediri. The instruments of collecting data were quantitative (writing test) and qualitative data (observation sheet, and field notes). Based on the writing test scores, the students’ score kept improving in every test. In the pre-liminary study, there were only 43% of the students who passed the minimum standard score. After giving treatment to the students using GI, 91% of the students passed the test in cycle 1 and 100% of the students passed the test in cycle 2. The students can be more active in group work, and they can follow the process of writing well-ordered by implementing the steps of GI. The result of the research showed that GI method could enhance students’ achievement in writing instruction text.

Co-Authors Agung Wicaksono AGUNG WICAKSONO Aminah Erita Purnadesia Cynthia Untsa Libasa Fandini, Pramesti Wahyu Fery Satria Hutama Jenny Ika Mesela Khoiriyah Khoiriyah Khoiriyah Misela, Jenny Ika Putri Novitasari Rino Sardanto Riwayatiningsih, Rika Suhartono Suhartono Suhartono Sulistiyani Sulistiyani Sulistyani Sulistyani Sulistyani Sulistyani Yoyok Febrijanto Yunik Susanti

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