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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA
Puji Haryanti , Rahayu
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Interweaving Indonesian Local Wisdoms and Synchronized Virtual Learning: Students’ Experience in ESP Wiannastiti, Melania; Mujiyanto, Januarius; Puji Haryanti , Rahayu
DIALEKTIKA: JURNAL BAHASA, SASTRA DAN BUDAYA Vol. 10 No. 2 (2023): Desember
Publisher : Prodi Sastra Inggris UKI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/dia.v10i2.5414

Abstract

The research delves into integrating Indonesian local wisdom, specifically Pancasila, within synchronized virtual learning for English for Specific Purposes (ESP), aiming to unveil students' experiences and assess the impact on presentation skill development. Thirty students participated in a 13-session Business English presentation course, with Pancasila embedded in the virtual learning mode. Data encompassed closed questionnaires and pretest/post-test scores, analyzed qualitatively and quantitatively. The findings underscore the intervention's efficacy, notably enhancing students' comprehension of Pancasila's cultural significance and augmenting their presentation skills. Notably, improvements were observed in structure, delivery, and gesture, affirming the approach's success in deepening cultural understanding while refining practical abilities. Quantitative analysis revealed shifts in presentation skill scores pre and post-intervention. While medium scores declined, low and high score categories exhibited marked changes, indicative of substantial advancements in presentation proficiency across skill domains. In conclusion, merging Pancasila into synchronized virtual learning yielded notable benefits, aligning cultural content with skill-focused education. This integration not only enriched cultural appreciation but also honed crucial presentation skills. These outcomes accentuate the potential of targeted educational strategies in harmonizing cultural knowledge and skill development within higher education settings, fostering holistic learning experiences. The study advocates for continued exploration and implementation of similar integrative approaches, emphasizing their value in enhancing both cultural understanding and practical skill acquisition among students in specialized learning contexts.
The Use of English Movie for Enhancing Students’ Listening Skills: Teacher’s and Students’ Challenges at Junior High School Pu'adah Zahra, Rifa Nur; Puji Haryanti , Rahayu; Wahyuni , Sri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6207

Abstract

This study aimed to examine the process of teaching and learning English listening using English movies, identify the challenges encountered by both teachers and students, and determine whether movies can enhance students’ listening skills. This mixed-method research was conducted at Junior High School Tasikmalaya and involved 25 ninth-grade students and one English teacher. Data were collected through document analysis, classroom observations, questionnaires, interviews, and pretest-posttest assessments. The intervention was implemented over four weeks and consisted of three instructional meetings. The findings revealed that the teacher followed the Merdeka Curriculum format and delivered listening instruction in three structured stages: pre-listening, while-listening, and post-listening. Students faced several challenges, including unfamiliar vocabulary, rapid speech, listening anxiety, limited contextual understanding, passive viewing, and minimal exposure to authentic English outside the classroom. The teacher also experienced difficulties related to students' varying proficiency levels, technical and equipment issues, material selection, classroom management, and institutional constraints. The quantitative results indicated a significant improvement in students’ listening skills, with the mean pretest score increasing from 74.24 to 85.00 in the posttest. A paired sample t-test confirmed that this improvement was statistically significant (p < 0.001), demonstrating the effectiveness of English movies in enhancing listening comprehension in the EFL classroom.
The Use of English Movie for Enhancing Students’ Listening Skills: Teacher’s and Students’ Challenges at Junior High School Pu'adah Zahra, Rifa Nur; Puji Haryanti , Rahayu; Wahyuni , Sri
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6207

Abstract

This study aimed to examine the process of teaching and learning English listening using English movies, identify the challenges encountered by both teachers and students, and determine whether movies can enhance students’ listening skills. This mixed-method research was conducted at Junior High School Tasikmalaya and involved 25 ninth-grade students and one English teacher. Data were collected through document analysis, classroom observations, questionnaires, interviews, and pretest-posttest assessments. The intervention was implemented over four weeks and consisted of three instructional meetings. The findings revealed that the teacher followed the Merdeka Curriculum format and delivered listening instruction in three structured stages: pre-listening, while-listening, and post-listening. Students faced several challenges, including unfamiliar vocabulary, rapid speech, listening anxiety, limited contextual understanding, passive viewing, and minimal exposure to authentic English outside the classroom. The teacher also experienced difficulties related to students' varying proficiency levels, technical and equipment issues, material selection, classroom management, and institutional constraints. The quantitative results indicated a significant improvement in students’ listening skills, with the mean pretest score increasing from 74.24 to 85.00 in the posttest. A paired sample t-test confirmed that this improvement was statistically significant (p < 0.001), demonstrating the effectiveness of English movies in enhancing listening comprehension in the EFL classroom.
Co-Authors Januarius Mujiyanto, Januarius Melania Wiannastiti Pu'adah Zahra, Rifa Nur Wahyuni , Sri