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All Journal Esteem Journal of English Study Programme Community Education Engagement Journal Conference on Management, Business, Innovation, Education and Social Sciences (CoMBInES)
Data, Aga
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Implementıng Peer Feedback In Increasing Motivation In Speaking English Using Tiktok Sasmi, Nafa Indah; Lady Pratiwi, Theodesia; Data, Aga; Badrah Zaki, Leil
CoMBInES - Conference on Management, Business, Innovation, Education and Social Sciences Vol. 4 No. 1 (2024): The 4th Conference on Management, Business, Innovation, Education and Social Sc
Publisher : Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/combines.v4i1.8853

Abstract

The 21st-century educational landscape, shaped by technology and diverse student needs, emphasizes digital literacy, personalized learning, and innovative teaching. TikTok's role in enhancing English skills has been explored, showing positive impacts on proficiency and pronunciation. This study investigates TikTok's influence on English learning motivation among students, using a mixed-method approach at SMK Negeri 2 Batam. Classroom observations, questionnaires, and interviews with students and teachers form the data collection methods. Analysis involves defining objectives, data cleaning, selecting appropriate techniques, and drawing conclusions. The study aims to provide insights into leveraging technology for language learning, emphasizing the need for adaptable education to meet contemporary learners' demands.
Kolaborasi Kegiatan Belajar Mengajar BIPA Universitas International Batam dan Sekolah Global Indo-Asia Marsevani, Maya; Balqis, Nurhayati; Purba, Angelina Trisnauly; Data, Aga; Jap, Gabriella
Community Education Engagement Journal Vol. 5 No. 2 (2024): APRIL
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ceej.v5i2.15316

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memberikan penanaman nilai-nilai karakter, pengenalan budaya indonesia serta keterampilan peserta didik melalui praktek mengajar BIPA di sekolah Global Indo-Asia, kota Batam. Dengan mencapai tujuan pembelajaran, yakni para peserta didik dapat membedakan, menyebutkan, dan menganalisis pohon keluarga, serta mendapatkan evaluasi positif dari guru, kolaborasi pembelajaran dan pengajaran ini dapat dianggap sukses. Para peserta didik tidak hanya memperoleh pengetahuan baru, tetapi juga terlibat aktif dalam proses pembelajaran, meningkatkan keterampilan interpersonal, dan merasakan keuntungan mendalam dari kolaborasi ini. Oleh karena itu, kegiatan kolaboratif semacam ini memiliki dampak positif yang signifikan bagi kedua belah pihak, membuktikan bahwa pembelajaran dapat menjadi pengalaman yang bermanfaat dan memuaskan. Mahasiswi memiliki peran yang krusial dalam praktek mengajar Bahasa Indonesia bagi Penutur Asing (BIPA) di Sekolah Global Indo-Asia. Peran mereka tidak hanya sebatas sebagai pengajar, tetapi juga sebagai agen perubahan dalam mendukung pembelajaran lintas budaya. Metode pelaksanaan dalam kegiatan ini yaitu dengan memberikan materi yang melingkupi kosa kata keluarga dan penggunaan kata ganti dalam tokoh keluarga terkenal di indonesia kepada murid di Global Indo-Asia, Kota Batam yang dilakukan melalui kegiatan implementasi. Para peserta didik tidak hanya memperoleh pengetahuan baru, tetapi juga terlibat aktif dalam proses pembelajaran, meningkatkan keterampilan interpersonal, dan merasakan keuntungan mendalam dari kolaborasi ini.
STUDENTS’ AND TEACHERS’ PERCEPTIONS OF THE CAMBRIDGE CURRICULUM IMPLEMENTATION IN ENGLISH SUBJECT AT AN SPK SCHOOL IN SURABAYA Data, Aga
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19408

Abstract

This study explores students’ and teachers’ perceptions, along with contributing factors, toward the implementation of the Cambridge curriculum (TCC) in an SPK school in Surabaya. Using a mixed-methods approach with a descriptive design, data were gathered from 195 students and 4 teachers. The results from questionnaires and interviews indicate generally positive perceptions, with mean scores of 3.96 for students and 4.28 for teachers. Despite this, several challenges emerged, such as students’ difficulty in understanding Cambridge textbooks and differing views on infrastructure particularly Wi-Fi access and the presence of a language laboratory. Key factors influencing curriculum implementation include teacher adaptability, engagement from both students and teachers, curriculum flexibility, collaborative learning, and ICT integration. These findings provide valuable insight for SPK schools in Indonesia to assess and enhance their English curriculum practices. The study contributes to a better understanding of how international curricula are perceived in local contexts and offers practical considerations for improving teaching and learning strategies under the TCC framework.
Co-Authors Badrah Zaki, Leil Balqis, Nurhayati Jap, Gabriella Lady Pratiwi, Theodesia Marsevani, Maya Purba, Angelina Trisnauly Sasmi, Nafa Indah