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All Journal NextGen Education Review Journal Tomorrow’s Education Journal Journal of Innovative and Creativity
Virga Putra Darma
Institut Prima Bangsa
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role Of Introvert And Extrovert Characters In English Language Subjects: A Qualitative Study: Peran karakter introvert dan ekstrovert dalam pelajaran bahasa inggris: sebuah studi kualitatif Virga Putra Darma; Reni Apriani; Caskani; Khojanatun; Juniawan Ramadhan
Journal of Innovative and Creativity Vol. 6 No. 1 (2026)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v6i1.7457

Abstract

Communication plays an essential role in human interaction because through communication individuals can gain knowledge, build relationships, and exchange ideas. In the context of foreign language learning, the effectiveness of communication is influenced by students’ personality characteristics, particularly introvert and extrovert traits. Foreign language acquisition varies among learners and involves the mastery of four main skills: listening, speaking, reading, and writing. Therefore, students with different personality types tend to demonstrate different patterns of language acquisition, where extroverted learners are generally more open and expressive, while introverted learners tend to be more reserved. This study employed a descriptive qualitative method with a case study approach. The participants were 15 sixth-semester students of the English Education Department at Prima Bangsa Institute. Data were collected through interviews, classroom observations, and literature study to explore the role of introvert and extrovert personalities in English language acquisition. The results indicate that most participants displayed introverted personality traits, yet they still showed relatively good foreign language acquisition. Introverted students tended to listen more carefully and speak concisely, which contributed positively to their comprehension and language development, although limited vocabulary and pronunciation sometimes hindered fluency. Meanwhile, extroverted students were more active in verbal interaction but did not necessarily demonstrate superior language acquisition. In conclusion, introvert–extrovert personality differences do not solely determine students’ foreign language acquisition. Language development is also influenced by learners’ motivation, learning environment, and willingness to participate in communication activities.
A ANALYSIS OF STUDENT'S PROBLEMS IN MASTERING VOCABULARY: A CASE STUDY AT SMPN 4 PANGALENGAN Nurul Aribah Nurul; Virga Putra Darma; Lili Sururi Asipi
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.119

Abstract

This study aims to determine students' problems in vocabulary mastery. In this study, researchers investigated students' problems in vocabulary mastery at SMPN 4 Pangalengan. This study applies a descriptive method that uses qualitative analysis of research data. Researchers collect data that supports this study by conducting interviews, questionnaires, and observations. Participants in this study were 7th grade students, there were seven students as subjects in this study.The results of this study obtained that students' problems in vocabulary mastery were lack of student interest and motivation. There are two factors that cause lack of student interest and motivation (1) students' difficulty in memorizing vocabulary, (2) because of the use of smartphones which is the main factor in this problem.
Investigating The Teacher Perspectives in Communicative Language Teaching in EFL Classrooms Mu'tasim Bila; Virga Putra Darma; Utami Rosalina
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/1tzr8922

Abstract

This study investigates the opinions of English teachers in Indonesian primary schools on Communicative Language Teaching (CLT). Interviews and document analysis were used to collect data from three teachers using a qualitative descriptive method. The results indicate that although teachers place a high value on communicative competence, curriculum demands, student motivation, and resource constraints frequently cause classroom practices to combine CLT with grammar-focused instruction. Despite obstacles like huge class sizes and inadequate training, teachers adapt CLT through task-based activities, group projects, scaffolding, and culturally relevant resources. The study emphasizes that in order to improve communicative language learning in EFL classes, professional development, contextual adaptability, and supportive policies are necessary.
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY Siti Lina Nurlina; Virga Putra Darma; Dwi Nopiyadi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xswqa81

Abstract

This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
Student's Perceptions on Gender Representation in "English for Nusantara" (A Critical Discourse Analysis Study) Nessa Yuanita; Utami Rosalina; Virga Putra Darma
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xbhsz76

Abstract

The purpose of this research is to examine gender representation in the English for Nusantara textbook for Grade VIII and to explore students’ perceptions of these representations. The research method employed is a qualitative approach involving critical discourse analysis and semi-structured interviews. The analysis draws on Van Dijk’s Socio-cognitive Approach to examine how gender is represented semantically, syntactically, rhetorically, and visually. Data was collected from a criteria-based sample of two students at SMP Negeri 10 Cirebon, both of whom demonstrated strong English proficiency. The results showed revealed that male characters are predominantly represented in active, central roles across stories, visuals, and sentence structures.  In contrast, female characters tend to occupy background or passive roles and are often linked with emotional, domestic, or supportive functions. The use of language also shows a significant disparity in pronoun frequency and character traits, with males described using positive and dynamic adjectives, while females are more often associated with personal appearance and social limitations. The findings suggest that textbooks should strive for balanced portrayals to avoid reinforcing traditional gender stereotypes.
STUDENTS' PERCEPTION OF USING CHARACTER AI TO IMPROVE STUDENTS SPEAKING SKILLS AT PRIMA BANGSA INSTITUTE CIREBON Veronika Simbolon; Lili Sururi Asipi; Virga Putra Darma
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/9hvsqz94

Abstract

The purpose of this study is to explore students' perceptions of the use of Character AI in improving English speaking skills and to identify the limitations or problems encountered by students when practicing speaking with this technology. This study used a qualitative descriptive method conducted in the English Education Study Program at the Prima Bangsa Institute in Cirebon. The participants were eighth-semester students who had used Character AI. Data were collected through observation, interviews, and speaking test. The results of the study show that students have a positive perception of the use of Character AI because it helps improve fluency, pronunciation, and confidence, while also providing more opportunities for practice. However, there are also problems such as technical issues, limited response accuracy, and a lack of natural communication nuances compared to direct interaction. In conclusion, this study confirms that Character AI has great potential as an innovative learning medium for improving speaking skills.
THE EFFECT OF LEARNING MOTIVATION AND WORDWALL MEDIA TOWARDS VOCABULARY ENHANCEMENT IN EFL LEARNERS Devi Nurhayati; Lili Sururi Asipi; Virga Putra Darma
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/wa93wy24

Abstract

This study investigates the effect of learning motivation and the use of WordWall media on vocabulary enhancement among EFL learners. Conducted at SMPN 2 Jatiwangi and SMPN 2 Dawuan, the research involved 224 students who had experience using WordWall in English lessons. Employing a quantitative method with a survey design, data were collected through questionnaires and vocabulary tests. The coefficient of determination (R²) shows a value of 0.648, indicating that 64.8% of students’ vocabulary enhancement can be explained by the combined influence of learning motivation and WordWall media. The remaining 35.2% is influenced by other factors not covered in this study. These results suggest that while digital media like WordWall plays an important role in engaging students, intrinsic factors such as motivation remain the dominant contributor to vocabulary development. This highlights the importance of integrating psychological and technological aspects in EFL learning to foster more effective outcomes.
Co-Authors Caskani Devi Nurhayati Dwi Nopiyadi Juniawan Ramadhan Khojanatun Lili Sururi Asipi Mu'tasim Bila Nessa Yuanita Nurul Aribah Nurul Reni Apriani Siti Lina Nurlina Utami Rosalina Veronika Simbolon