Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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This Author published in this journals
All Journal Journal of English Language Teaching and Cultural Studies
Miranty, Delsa
Universitas Sultan Ageng Tirtayasa
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Influence of Using Chatbot Towards Junior High School Students’ Vocabulary Mastery Ramdhani, Muhamad; Juniardi, Yudi; Miranty, Delsa
Journal of English Language Teaching and Cultural Studies Vol 7, No 2 (2024): September 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i2.26013

Abstract

This research aimed to determine the influence of using chatbot on students’ vocabulary mastery in class VII SMPN 13 Cirebon. This research used quantitative research method by implementing quasi-experimental research design. The participants in this study were 48 students from two classes. VII E served as experimental class and VII D control class. This research used purposive cluster sampling as the sampling technique. This research used a test as an instrument and is analyzed by using IBM SPSS 25. The research finding showed that the post-test mean score in experimental class was higher than control class (70,00 > 68,96). This result means students’ vocabulary mastery improving in experiment class was better than control class. Furthermore, the t-test result showed that sig (2-tailed) was less than 0,05 (0,029 < 0,050). This result meant null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. In addition, there is low effect in using Chatbot towards junior high school students’ vocabulary mastery. Therefore, this indicated that there was an influence of using chatbot on seventh-grade students’ vocabulary mastery at SMPN 13 Cirebon.
Exploring Students’ Perceptions of Portfolio-Based Assessment in English Language Learning: Insight from an ELT Classroom Context Fitriyani, Fitriyani; Miranty, Delsa
Journal of English Language Teaching and Cultural Studies Vol 8, No 2 (2025): September 2025
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v8i2.31868

Abstract

This study explores students’ perceptions of portfolio-based assessment (PBA) in English language learning in ninth-grade students who utilize PBA as an assessment tool in their English studies. It focuses on its benefits, challenges, and overall effectiveness. The study uses a qualitative method. The data were collected through questionnaires distributed to 40 students and semi-structured interviews with two participants. The result demonstrates that most students recognize the benefits of PBA in tracking progress and fostering independent learning. However, difficulties were also noted, including time-consuming portfolio administration, unclear grading standards, and the need for additional guidance. Three main themes- self-monitoring, responsibility, and self-support in learning were found using theme analysis of the interview answers. Although 75% of students were satisfied with PBA, the surveys imply that digital technologies, well-defined criteria, and organized advice could improve efficiency. Despite its difficulties, PBA offers an engaging and reflective learning environment that lets students participate actively in their education. The study found that PBA positively impacts students' learning improvement, promoting learner autonomy and academic development.
Co-Authors Fitriyani, Fitriyani Juniardi, Yudi Ramdhani, Muhamad