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All Journal Cakrawala Pendidikan Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa AKSIOMA: Jurnal Program Studi Pendidikan Matematika PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Pedagogia: Jurnal Pendidikan EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Al Ishlah Jurnal Pendidikan English and Literature Journal POLYGLOT JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Lectura : Jurnal Pendidikan Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara EDUKATIF : JURNAL ILMU PENDIDIKAN SOSCIED SALEE: Study of Applied Linguistics and English Education Jurnal Abdimas Prakasa Dakara International journal of education and learning International Journal of Educational Innovation and Research JEELS (Journal of English Education and Linguistics Studies) Eureka: Journal of Educational Research Studies in English Language and Education Journal of Learning and Technology Community Empowerment Journal IndoMath: Indonesia Mathematics Education Prosiding Temu Ilmiah Nasional Guru EduInovasi: Journal of Basic Educational Studies The International Journal of Mathematics and Sciences Education Journey: Journal of English Language and Pedagogy
Audi Yundayani
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : SOSCIED

 1 
DEVELOPING TASK-BASED ENGLISH MATERIALS MODEL FOR STUDENTS OF PRIMARY TEACHER EDUCATION Ridawati Sirait; Audi Yundayani; Didik Santoso
SOSCIED Vol 5 No 1 (2022): SOSCIED - Juli 2022
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v5i1.433

Abstract

English can be used as the language of instruction in specific educational units to support students' foreign language skills. However, teachers are still not fit to teach lessons in English because of the poor quality of English. This study aims to develop a model of task-based English materials for students of primary teacher education. The type of this study is Research and Development through the model of task-based. This study involved alumni, English lecturer of PGSD UNIMED, and students of PGSD UNIMED as the research’s participants. Questionnaire, interview guidelines, and English test were the instruments used to collect the data. The research findings show that (1) from the analysis result, 100% respondents wanted primary school books based on existing themes in content courses would be used as sources of course materials; 2) the design used task-based approach and was made based on basic competency to measure the student competency achievement; (3) the basic competence for unit one is to represent and communicate observations and ideas in a variety of ways; (4) according to experts judgment, the developed materials are suitable for students of primary teacher education, which can be shown from the percentage of the content and language appropriateness are 100%, presentation appropriateness is 97% and layout appropriateness is 95% which categorized as very good; (5) there are differences in test results before and after the explanation of English teaching materials. It means that the English teaching materials developed is effective in increasing students' interest in learning.
The Influence of Problem-Based Learning Model, Expository Learning Model, and Students’ Learning Styles on Their Descriptive Writing Skill Noflin Merlina Wenas; Golda Juliet Tulung; Audi Yundayani
SOSCIED Vol 5 No 2 (2022): SOSCIED - November 2022
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v5i2.456

Abstract

Writing is one of the essential skills of language. It is a way we can communicate with others. It is considered a skill that needs study and practice. Although writing is important, many students who are learning English assume that writing is a difficult skill because of some elements that need to be considered, such as word choices, grammar, punctuation, spelling, coherence, and many others. Similarly, the use of monotonous learning models by teachers without regard to the student's learning style. The aim of the research was to analyze the influence of the PBL model, the EL model, and students’ learning styles on their descriptive writing skills. This research used a quasi-experimental research design with a pattern of treatment by the level design. The population in this study was all class VII students at SMP Advent 3 Ranotana as many as 23 students (11 women and 12 men) aged 11-12 years in experimental classes who received treatment in the form of PBL learning models and in control classes involving 21 students (8 women and 13 men) using EL model. From the data analysis, it was found that there was no significant difference between the PBL model, and EL model. The learning model has no effect on the student’s descriptive writing skills. There is a significant difference between visual, auditory, and kinesthetic learning styles. In this case, learning styles have an effect on the student’s descriptive writing skills. However, the interaction between learning models and styles affects the student's descriptive writing skills
Enhancing Students' Descriptive Writing Skills through the Use of Teacher-Created Tutorial Video Anwar Saleh Harahap; Audi Yundayani; Hanna Sundari
SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i1.574

Abstract

Most students struggle with English descriptive writing skills, particularly generating ideas, creating sentences, and developing paragraphs, resulting in a lack of motivation. A teacher-created tutorial video (TCTV) was utilized to address the students' difficulties with descriptive writing skills. This study aims to investigate TCTV media's effect on students' descriptive writing skills and to determine their perceptions of the medium. This research employed a mixed method with an explanatory research design. The study's sample comprised 25 of 98 seventh-grade students from an Indonesian public secondary school in (city) Indonesia. The findings indicated that Zcount is greater than ttable, 26.0 > 1.708. It was concluded that the hypothesis is accepted, indicating that the use of TCTV media affected the descriptive writing skills of the students. In addition, students had good responses about the use of TCTV media in producing a descriptive text since it enables them to cope with the stages of the writing process by adapting the concepts of the Genre-based Approach (GBA) through the stimulus provided by the teacher. It is highly advised that the teacher create appropriate media to assist the students in accomplishing the learning goals. TCTV media can also be designed with the learning purpose, student profile, and student needs in mind.
THE EFFECTIVENESS OF HERRINGBONE TECHNIQUE IN TEACHING READING COMPREHENSION AT VOCATIONAL HIGH SCHOOL Trival Setyadik; Audi Yundayani; Suratinah Suratinah
SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i1.595

Abstract

An efficient method of reading comprehension instruction is required for students to comprehend a text. This study's objectives were to examine if the Herringbone technique helps teach reading comprehension to vocational high school students majoring in fisheries and to explain the students' perceptions of the technique. This study's sample comprised students from the fisheries aquaculture technology department at Sekolah Usaha Perikanan Menengah (SUPM) in Pontianak. This study utilized a mixed-methods research approach. The researcher obtained data from the students by pre-test and post-test, observation, questionnaire, and interview. The Herringbone approach significantly impacts reading comprehension, as determined by statistical analysis. This research also demonstrated that the Herringbone approach was 14% effective in improving students' reading comprehension. Then, based on the students' perceptions of the Herringbone technique, it can be concluded that the students have a positive perception of reading comprehension while utilizing the Herringbone technique and the 5W1H method. In other words, the herringbone method significantly enhances students' reading comprehension in vocational high schools.
DEVELOPING AN ENGLISH WRITING MATERIALS MODELS BASED ON SMART APPLICATION CREATOR FOR JUNIOR HIGH SCHOOL STUDENTS Rya Gita Sari; Audi Yundayani; Didik Santoso
SOSCIED Vol 6 No 2 (2023): SOSCIED - November 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i2.724

Abstract

The student’s need for English writing materials that can improve the student’s writing skills to make the learning process more interesting, challenging, an interactive. This study aims to develop English writing materials models based on SAC for junior high school. The objectives of this study were:(1) To know the students needs for English writing materials in junior high school,(2) To know how to design the English writing materials based on SAC for junior high school, (3) To know the development of English writing materials based on SAC for junior high school,(4) To know the implementation of English writing materials based on SAC grade I,(5) To know the effectiveness of English writing materials models based on SAC for teaching the students. This research uses the ADDIE model approach which has five steps. It determine the efficacy of English writing materials based on SAC in the learning. This research uses research & development ( R&D ) study. The subjects of the study were the students in the ninth grade of SMP Negeri 2 Tanjung Pura. The instruments for collecting data were questionnaires, interview, and English test. This writing materials uses a contextual teaching materials (CTL) approach to improve the student’s writing skills. The final result show that the average result of content expert’s score is 89%. The average result of media expert score is 87%. The average result of student;s response score is 85,9%. The average result of teacher response score is 88,3%. There are differences in test result before and after the developing English writing materials based on SAC. The average post test is higher. There is a significant improvement in student’s writing skills after they were taught using writing materials based on SAC. It can be concluded that developing English writing materials based on SAC is effective in increasing student’s writing skills in learning
THE USE OF LOCAL WISDOM-BASED INSTRUCTIONAL MATERIALS IN ENGLISH LANGUAGE TEACHING FOR JUNIOR HIGH SCHOOL STUDENTS IN TIMOR TENGAH SELATAN REGENCY Ottu, Margarita D. I; Yundayani, Audi; Djahimo, Santri E. P
SOSCIED Vol 7 No 2 (2024): SOSCIED - November 2024
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v7i2.804

Abstract

In English language teaching, integrating local wisdom into reading materials is frequently overlooked, leading to a disconnect between students and their cultural heritage. This gap often results from the reliance on external textbooks that do not reflect local culture, which can alienate students from their cultural identity and reduce their motivation to engage with reading materials. The research aims to describe the use of local wisdom-based instructional materials in English language teaching. Research focuses on junior high schools in Timor Tengah Selatan, emphasizing local cultural elements like historical sites, legends, and symbols. The data can be obtained through observation on the application of local wisdom-based instructional materials in English language teaching, analysis of lesson plan documents, using interviews, and a series of questionnaires. The interview is addressed to the teachers and students, while the questionnaire is addressed to the students, and the next is distributed to the teachers. The interview used to know how teachers apply local wisdom-based instructional material used in English language teaching. The researcher used questionnaire to find out the students’ and teachers’ responses on the use of local wisdom-based instructional materials in English language teaching. The researcher interviewed three teachers who have appropriate educational qualifications, more than 5 years of experience teaching English, and three students who get high level achievement, medium, and low achievement. The researcher adopted interview guidelines through a semi structured technique. Then the researcher distributed the questionnaires to know the students’ responses on the use of local wisdom-based instructional materials in English language teaching, and the teachers’ responses on the use of local wisdom-based instructional materials in English language teaching. This study included 60 students and 10 teachers engaged in activities featuring local cultural elements. Descriptive qualitative analyses were used to interpret the data, with responses categorized using Likert scale categories measure how strongly respondents agree or disagree with a statement. Local wisdom-based instructional materials in English language teaching incorporate regional cultural and contextual knowledge into the learning process. This approach makes learning more relevant and engaging for students, while also deepening their appreciation of their cultural heritage. Students generally respond favorably to these materials, finding them relevant, engaging, and culturally enriching. Teachers value the use of local wisdom-based materials because they connect students with their culture and enhance their English skills. This method also supports cultural preservation and makes learning more meaningful. The study recommends that English curricula include local folklore, myths, legends, and historical narratives. Texts, audio-visual aids, and interactive projects can strengthen students' cultural connections and improve their language acquisition
INDONESIAN LANGUAGE FOR FOREIGN SPEAKERS (BIPA): INDUSTRY-ORIENTED MATERIAL DEVELOPMENT NEEDS ANALYSIS Yundayani, Audi; Syafri, Frimadhona; Izzati, Arini Noor
SOSCIED Vol 8 No 1 (2025): SOSCIED - Juli 2025
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v8i1.911

Abstract

BIPA has gained significant momentum on a global scale since the Indonesian language (IL) became the official language. Due to the high demand for industry-specific material development, researchers conduct a needs analysis regarding IL as a foreign language. From the standpoint of target situation analysis, this study aims to identify the outcomes of a need analysis of foreign learners concerning industrial-oriented IL skills by utilizing a qualitative methodology through a questionnaire. A total of fifty-two people participated voluntarily. The data analysis was qualitative. The findings revealed that IL skills should be related to the industry context, which covers listening, speaking, reading, writing, and knowledge of language structure. It is also essential to reflect metacognitive strategies through the content on material development. These findings will guide the design of learning material and processes by considering the learners' needs and characteristics from the perspective of BIPA as a foreign language.
THE USE OF LOCAL WISDOM-BASED INSTRUCTIONAL MATERIALS IN ENGLISH LANGUAGE TEACHING FOR JUNIOR HIGH SCHOOL STUDENTS IN TIMOR TENGAH SELATAN REGENCY Ottu, Margarita D. I; Yundayani, Audi; Djahimo, Santri E. P
SOSCIED Vol 7 No 2 (2024): SOSCIED - November 2024
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v7i2.804

Abstract

In English language teaching, integrating local wisdom into reading materials is frequently overlooked, leading to a disconnect between students and their cultural heritage. This gap often results from the reliance on external textbooks that do not reflect local culture, which can alienate students from their cultural identity and reduce their motivation to engage with reading materials. The research aims to describe the use of local wisdom-based instructional materials in English language teaching. Research focuses on junior high schools in Timor Tengah Selatan, emphasizing local cultural elements like historical sites, legends, and symbols. The data can be obtained through observation on the application of local wisdom-based instructional materials in English language teaching, analysis of lesson plan documents, using interviews, and a series of questionnaires. The interview is addressed to the teachers and students, while the questionnaire is addressed to the students, and the next is distributed to the teachers. The interview used to know how teachers apply local wisdom-based instructional material used in English language teaching. The researcher used questionnaire to find out the students’ and teachers’ responses on the use of local wisdom-based instructional materials in English language teaching. The researcher interviewed three teachers who have appropriate educational qualifications, more than 5 years of experience teaching English, and three students who get high level achievement, medium, and low achievement. The researcher adopted interview guidelines through a semi structured technique. Then the researcher distributed the questionnaires to know the students’ responses on the use of local wisdom-based instructional materials in English language teaching, and the teachers’ responses on the use of local wisdom-based instructional materials in English language teaching. This study included 60 students and 10 teachers engaged in activities featuring local cultural elements. Descriptive qualitative analyses were used to interpret the data, with responses categorized using Likert scale categories measure how strongly respondents agree or disagree with a statement. Local wisdom-based instructional materials in English language teaching incorporate regional cultural and contextual knowledge into the learning process. This approach makes learning more relevant and engaging for students, while also deepening their appreciation of their cultural heritage. Students generally respond favorably to these materials, finding them relevant, engaging, and culturally enriching. Teachers value the use of local wisdom-based materials because they connect students with their culture and enhance their English skills. This method also supports cultural preservation and makes learning more meaningful. The study recommends that English curricula include local folklore, myths, legends, and historical narratives. Texts, audio-visual aids, and interactive projects can strengthen students' cultural connections and improve their language acquisition
Co-Authors Abdul Halim Abdullah Agus Sulaeman Ahmad, Aisha Nada Revelia Andang Saehu, Andang Anwar Saleh Harahap Ardiasih, Lidwina Sri Arifannisa, Arifannisa Aulia Fitriani, Aulia ayu muassari Bejo Sutrisno Benedicta Lintang Larassaty Chairunnisa Chairunnisa Chan, A Apri Satriawan Dewantara, Andi Taufan Bayu Dian Kardijan dian kardijan Didik Santoso Elin Herlina Emzir Emzir Erma Hermawar Fatimah Layba Ibrahim Fiki Alghadari Frimadhona Syafri Genç, Murat Halfa, Aisyah Amirah Hanna Sundari Hasani, Ihsan Heni Nurhaeni Herlina Herlina Husnawati, Nurul Irwan Herika Irzy Lil Iman Izzati, Arini Noor Juhana, Juhana Kardijan, Dian Kogoya, Arniati mariam brenda aprilialamongi Marlin Marlin Marlin Marlin, Marlin mary ika Maya Puspitasari, Maya Ma’ruf, Abdul Hakim monika monika Muchlas Suseno Muhammad Ahsanu Mukhlasul Fasikh neni winarti Noflin Merlina Wenas Ottu, Margarita D. I Paiman Paiman Puspitasari , Maya Rahmat Husein Raina Astrid Andini Rainy Dwi Apriliani Ridawati Sirait Rizki Februansyah Ruminda Ruminda Rya Gita Sari Sahwa Alifia Ardi Sari Astuti Sari, Fiska Sasmita, Nafisah Manda Siregar, Sari Putri Elrida Sri Lestari Suciati Suciati Sudjoko Sudjoko, Sudjoko Suratinah Suratinah Susilawati Susilawati Susilawati Susilawati Tiara Savitri Trival Setyadik Tulung, Golda Juliet Utami, Diana Puji Wibowo, Alya Hadistya Wisma Yunita Yulinda, Desi Zainal Rafli, Zainal