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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Anisa Septia Megawati
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Religion Education Languange, Linguistic, Communication & Media Other

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The Use Of The Hellotalk Application To Improve Writing Skill In Recount Text Anisa Septia Megawati; Chantika Dewi
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 3 No. 3 (2023): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/alinea.v3i3.815

Abstract

his research was about the use of the HelloTalk application to improve writing skill in recount text at ten grade of SMK Mutiara Terpadu Palabuhanratu Sukabumi. The objective of the research are to know (1) Is there any effectiveness in the use of the HelloTalk application improve writing skills in recount text at Tenth grade SMK Mutiara Terpadu Palabuhanratu? and (2) Is there any differences between students taught by using HelloTalk application and those are not at Tenth gradeSMK Mutiara Terpadu Palabuhanratu?. The type of this research was quantitatif throgh quasi experimental research which used control class and experimental class. The subject of this research was the 10th grade Farmasi as control class and 10th grade Perawat as experimental class. Data in the form of pre-test and post-test than analyzed quantitatif. In analyzing data, there was found N-Gain score and mean score of pre- test and post-tes. The N-Gain score of experimental class was about 60,92 with interpretation Moderately Effective. So it conclude that HelloTalk application has significant effect or moderately effective to improve writing skill in recount text, and the improvement of Students’ can be seen from the comparison means score of pre-test and post-test of experimental class. It increased 25% afte comparison, from 60,4100 to 85,0876. It assumed that Students’ grade increased after using HelloTalk application. The hypothesis of this research was computed by th T-test, where the result of the value of Asymp.Sig.(2-tailed) of 0.000
THE IMPLEMENTATION OF PROJECT-BASED LEARNING ON DEEP LEARNING Salwa Desrina; Handi Pabriana; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60817

Abstract

Project-Based Learning (PBL) is a learner-centered approach to learning that has the potential to support deep learning through active, collaborative, and contextual learning experiences. However, research on the implementation of PBL in supporting deep learning, as well as teachers’ understanding of the relationship between these two concepts in English language learning, remains limited. This study aims to examine the implementation of Project-Based Learning in supporting Deep Learning and to explore teachers’ understanding of the relationship between PBL and Deep Learning. The study employed a qualitative approach using a case study design at Mutiara Terpadu High School in Palabuhanratu. Data were collected through classroom observations, semi-structured interviews, and document analysis, and were subsequently analyzed using thematic analysis. The research findings indicate that the implementation of PBL supports deep learning through discussions, pair work, group projects, presentations, peer assessment, reflection, and individual assignments, which foster meaningful learning, mindful learning, joyful learning, collaboration, critical thinking, problem-solving, knowledge transfer, reflection, and deep conceptual understanding. In addition, teachers have a comprehensive understanding of the relationship between PBL and Deep Learning, emphasizing the importance of student-centered learning, meaningful learning experiences, the development of higher-order thinking skills, as well as continuous facilitation and reflection. Thus, the implementation of Project-Based Learning contributes to creating meaningful and authentic English language learning that supports the development of Deep Learning.
AN ANALYSIS OF ENGLISH TEACHER CODE SWITCHING AND CODE MIXING TO ENCOURAGE STUDENT ENGLISH LEARNING PARTICIPATION Sudrajat; Usman Diennur; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61310

Abstract

This study aims to analyze the use of teacher code switching and code mixing in English classroom interaction and their role in encouraging student participation during the learning process. The research was conducted in Grade X AP 2 at SMK Mutiara Terpadu Palabuhanratu using a qualitative descriptive method with a case study approach. The participants consisted of one English teacher and the students of the selected class, five of whom were interviewed in depth. Data were collected through classroom observation, semi-structured interviews with the teacher and students, documentation, and transcription of classroom interaction, and were analyzed using thematic analysis. The findings show that the teacher employed three types of code switching—inter-sentential switching (119 utterances), intra-sentential switching (51 utterances), and extra-sentential switching (2 utterances)—as well as two types of code mixing, namely alternation (119 utterances) and insertion (53 utterances). These strategies were applied to explain learning materials, give instructions, overcome students’ language barriers, adapt language use to students’ proficiency levels, and maintain smooth classroom interaction. The results further reveal that teacher code switching and code mixing helped create learning conditions in which students could understand the material more easily, participate in discussions, answer and ask questions, follow instructions, and interact more confidently. Thus, teacher code switching and code mixing function as pedagogical communication strategies that support classroom interaction and encourage student participation in EFL learning.
AN ANALYSIS OF ILLOCUTIONARY ACTS AND FELICITY CONDITIONS IN THE DOCUSERIES TAYLOR SWIFT: THE END OF AN ERA Reenad; Anisa Alawiyyah; Anisa Septia Megawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62503

Abstract

This research aims to analyze the categories of illocutionary acts and how their corresponding felicity conditions are fulfilled as observed in the docuseries Taylor Swift: The End of an Era. Unlike traditional linguistic studies, this qualitative research deliberately confines its scope strictly to the production of illocutionary forces and the essential criteria that render these communicative acts valid and successful, without including politeness or perlocutionary effects. To systematically analyze the language phenomena, this study employed a descriptive qualitative method as the research methodology. Data were collected from the utterances spoken by the main subject across six episodes through comprehensive transcribing, note-taking, and categorizing based on John R. Searle's theoretical framework. The findings revealed a total of 522 analyzed utterances spread across the categories. Among these classifications, assertive acts emerged as the absolute dominant illocutionary acts with 330 utterances, driven by the biographical nature of the docuseries to state facts, explain creative processes, and report past memories. Furthermore, the analysis of felicity conditions demonstrated that the sincerity condition was the most dominant criterion fulfilled with 358 utterances, establishing the linguistic validity, social contract, and psychological authenticity of the spoken utterances. In conclusion, this research highlights how pragmatic competence operates within public narratives. The results imply that understanding illocutionary structures enables a deeper comprehension of how public figures construct meaning, project authentic personas, and maintain communicative efficacy in contemporary media.
INTEGRATING JOYFUL LEARNING PRINCIPLES IN TASK-BASED LANGUAGE TEACHING TO BUILD STUDENTS’ PARTICIPATION IN ENGLISH CLASS AT SMPN 2 SIMPENAN Stadela; Anisa Septia Megawati; Usman Diennur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62746

Abstract

Student participation is an important aspect of successful English language learning, activities. However, many students are reluctant to participate actively due to low motivation, lack of confidence, and limited opportunities for meaningful interaction. This study aimed to investigate how joyful learning principles integrated into Task-Based Language Teaching (TBLT) build students’ participation in English classes and to identify the challenges encountered during its implementation. This study employed a qualitative case study design. Data were collected through classroom observations, student interviews, and teacher interviews and analyzed using Miles and Huberman’s interactive model of qualitative data analysis. The findings revealed that integrating joyful learning principles within TBLT encouraged students’ behavioral, cognitive, and emotional engagement. Students actively participated in learning activities, collaborated with peers, completed assigned tasks, and engaged in discussions and problem-solving. Students also stated that enjoyable and interactive activities made them feel more comfortable, motivated, confident, and willing to participate. In addition, these learning activities provided meaningful opportunities for students to communicate, collaborate, and express their ideas in a supportive classroom environment. Several challenges were identified, including classroom management, differences in students’ motivation, confidence, and language proficiency, difficulties in designing tasks, and time constraints. Overall, the findings indicate that integrating joyful learning principles into TBLT supported students’ participation by creating a more engaging learning environment.
THE ROLE OF ENGLISH FOR HOSPITALITY WITHIN THE 'SIDE DUTIES' PROGRAM IN FOSTERING STUDENTS' CAREER READINESS: A CASE STUDY AT SMK MUTIARA TERPADU PALABUHANRATU Widia Kustiani Waluya; Anisa Septia Megawati; Anisa Alawiyyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62935

Abstract

This study examines the role of English for Hospitality Purposes (EHP), integrated within the Side Duties Program (SDP), in fostering the career readiness of Grade XII Hotel Accommodation students at SMK Mutiara Terpadu Palabuhanratu. The study is motivated by the persistent gap between the General English instruction commonly delivered in vocational high schools and the specialized communicative demands of the international hospitality industry. A qualitative case study design was employed. Data were collected through in-depth, semi-structured interviews with five Grade XII students who had completed Field Work Practice (PKL) at three star-rated hotels in West Java, together with one Productive Hospitality teacher who supervises the program. Data were analyzed using the interactive model of data condensation, display, and conclusion drawing, with credibility established through source triangulation and member checking. The findings show that EHP is integrated into the Side Duties Program contextually and on a needs basis, with department-specific language content for Front Office, Food and Beverage Service, and Housekeeping. Students reported a substantial rise in English-speaking confidence, from baseline levels as low as 2 out of 10 to post-internship levels as high as 9.8 out of 10, and rated their overall career readiness between 8 and 9.8 out of 10. However, all student participants identified difficulty in comprehending diverse international accents and variable speech rates as the most significant unresolved challenge. The study concludes that the Side Duties Program is an effective work-based model for developing EHP competence and career readiness, but requires further strengthening through authentic multi-accent listening exposure, increased spontaneous speaking practice, and structured reflective learning.
Co-Authors Anisa Alawiyyah Chantika Dewi Handi Pabriana Reenad Salwa Desrina Stadela Sudrajat Usman Diennur Widia Kustiani Waluya