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p-Index From 2021 - 2026
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All Journal Jurnal Nasional Holistic Science Reflection Journal
Sudiani, Sudiani
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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English Vocabulary Mastery Profile of STIS Harsy Central Lombok Students Sudiani, Sudiani
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2326

Abstract

This study explores the English vocabulary mastery profile of fifth-semester students in the Family Law Program at STIS Harsy, Central Lombok. The primary objective is to identify students' vocabulary proficiency levels, as vocabulary is a key foundation for productive language skills. Using a descriptive research method, the study evaluates the vocabulary skills of all students within the specified group through a multiple-choice vocabulary mastery test. Results categorize student vocabulary proficiency into three levels: "Not Good" (43.33%), "Poor" (30.00%), and "Good" (26.67%). The significant portion of students in the "Not Good" category highlights the need for instructional interventions to enhance vocabulary knowledge, essential for effective communication in academic settings. Conclusions indicate that targeted teaching methods, including explicit instruction, cooperative learning, and digital tools, are recommended to address vocabulary deficiencies. Implementing these strategies can foster independent vocabulary acquisition and improve overall language skills, enabling students to participate more actively in academic contexts.
The Influence of Digital Technology on English Language Learning in Secondary Schools: An In-Depth Analysis Sudiani, Sudiani; Zuhdi, Herman
Holistic Science Vol. 5 No. 1 (2025): Jurnal Nasional Holistic Sciences
Publisher : Lembaga Riset Mutiara Akbar NOMOR AHU-0003295.AH.01.07 TAHUN 2021

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/hs.v5i1.881

Abstract

This research aims to analyse the influence of digital technology on English language learning in secondary schools. With the rapid development of digital technology, the importance of mastering English as an international language has increased significantly. This study employs a quantitative method with a questionnaire distributed to 200 students and 50 teachers across several secondary schools in Jakarta. The results indicate that 75% of students feel that digital technology has enhanced their understanding of English, while 80% of teachers state that the use of technology in teaching makes the learning process more engaging. However, challenges such as the lack of training for teachers in using technology persist. This research is expected to provide recommendations for the development of a more effective curriculum and teaching methods. In an increasingly interconnected global context, proficiency in English has become one of the essential skills. Therefore, this research focuses on how digital technology can facilitate English language learning at the secondary school level. By leveraging technology, it is hoped that the learning process can become more interactive, engaging, and effective. Through in-depth analysis, this study will also identify the challenges faced in the integration of technology in education, as well as provide recommendations for improvement.
English Vocabulary Mastery Profile of STIS Harsy Central Lombok Students Sudiani, Sudiani
Holistic Science Vol. 5 No. 1 (2025): Jurnal Nasional Holistic Sciences
Publisher : Lembaga Riset Mutiara Akbar NOMOR AHU-0003295.AH.01.07 TAHUN 2021

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/hs.v5i1.882

Abstract

This study explores the English vocabulary mastery profile of fifth-semester students in the Family Law Program at STIS Harsy, Central Lombok. The primary objective is to identify students' vocabulary proficiency levels, as vocabulary is a key foundation for productive language skills. Using a descriptive research method, the study evaluates the vocabulary skills of all students within the specified group through a multiple-choice vocabulary mastery test. Results categorize student vocabulary proficiency into three levels: "Not Good" (43.33%), "Poor" (30.00%), and "Good" (26.67%). The significant portion of students in the "Not Good" category highlights the need for instructional interventions to enhance vocabulary knowledge, essential for effective communication in academic settings. Conclusions indicate that targeted teaching methods, including explicit instruction, cooperative learning, and digital tools, are recommended to address vocabulary deficiencies. Implementing these strategies can foster independent vocabulary acquisition and improve overall language skills, enabling students to participate more actively in academic contexts.
Google Classroom in EFL Writing: Students’ Perceived Improvement and Interview-Based Insights into Feedback–Revision Cycles Sudiani, Sudiani; Zuhdi, Herman
Reflection Journal Vol. 5 No. 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/32zsap73

Abstract

This study examines students’ perceived improvement in EFL writing when using Google Classroom (GC), with particular attention to mechanisms related to asynchronous feedback and revision cycles enabled through GC–Google Docs. A mixed-methods design was employed, involving a questionnaire administered to 100 EFL students and semi-structured interviews with 10 students at Sekolah Tinggi Ilmu Syariah Haji Abdul Rasyid. Descriptive survey results show that 75% of respondents perceived GC as helpful for improving writing, while 25% did not. Patterns across usage categories suggest a positive gradient between frequency of GC use and perceived improvement: students who used GC daily reported higher perceived improvement than those who used it less frequently. Interview findings indicate that perceived improvement is primarily associated with repeated engagement in feedback–revision cycles, where students check lecturer comments, interpret feedback, and revise drafts iteratively. Students also emphasized that the usefulness of GC depends on the specificity and actionability of lecturer feedback, the analytical quality of peer feedback, and contextual constraints such as internet stability and device access. Because outcomes are self-reported, findings are interpreted as evidence of perceived effectiveness and process-level mechanisms rather than objectively verified performance gains. The study recommends designing GC-based writing instruction around structured multi-draft tasks, actionable feedback practices, and scaffolded peer review, alongside institutional support for infrastructure and lecturer capacity building.
Google Classroom in EFL Writing: Students’ Perceived Improvement and Interview-Based Insights into Feedback–Revision Cycles Sudiani, Sudiani; Zuhdi, Herman
Reflection Journal Vol. 5 No. 2 (2025): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/32zsap73

Abstract

This study examines students’ perceived improvement in EFL writing when using Google Classroom (GC), with particular attention to mechanisms related to asynchronous feedback and revision cycles enabled through GC–Google Docs. A mixed-methods design was employed, involving a questionnaire administered to 100 EFL students and semi-structured interviews with 10 students at Sekolah Tinggi Ilmu Syariah Haji Abdul Rasyid. Descriptive survey results show that 75% of respondents perceived GC as helpful for improving writing, while 25% did not. Patterns across usage categories suggest a positive gradient between frequency of GC use and perceived improvement: students who used GC daily reported higher perceived improvement than those who used it less frequently. Interview findings indicate that perceived improvement is primarily associated with repeated engagement in feedback–revision cycles, where students check lecturer comments, interpret feedback, and revise drafts iteratively. Students also emphasized that the usefulness of GC depends on the specificity and actionability of lecturer feedback, the analytical quality of peer feedback, and contextual constraints such as internet stability and device access. Because outcomes are self-reported, findings are interpreted as evidence of perceived effectiveness and process-level mechanisms rather than objectively verified performance gains. The study recommends designing GC-based writing instruction around structured multi-draft tasks, actionable feedback practices, and scaffolded peer review, alongside institutional support for infrastructure and lecturer capacity building.
Co-Authors Zuhdi, Herman