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An Analysis of Students’ Difficulties in Listening Skill: A Case Study on Critical Listening Subject at 2nd Semester of English Education Department Class B in UIN SMH BANTEN Nurfadilah, Khaerani; Rahmawati, Eulis; Handayani, Selnistia
English Education, Linguistics, and Literature Journal Vol. 2 No. 2 (2023): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v2i2.6265

The aims of study were to find out the difficulties that mostly faced by students in learning listening and find out the factors of students difficulties in learning listening. The formulated problems of this study were: (1) What are students’ difficulties found in listening at the student college of the English education department? (2) How the factors that cause the difficulties students’ in listening skill at the student college of the English education department? This study employed the qualitative research approve with case study method. Qualitative method was chosen because this study aims to analysis cases of students difficulties in listening skills. The participants of the research are 29 students from 2nd semester of English education department. Collecting the data of analysis the students difficulties in listening skills were obtained by observation, questionnaire, interviews. The result of the study showed students difficulties in listening skill there are four characteristic. The first characteristic is characteristic of the message, second characteristic of the delivery, the third is characteristic of the listener and the last is characteristic of the environment. Moreover, factors influenced are internal and external factors. Internal factors are physical condition and motivation and external factors are facilitate such as environment, speakers and materials.

Technological-Based Application in Writing Instruction: A Model of Project-Based Learning Ila Amalia; Abdul Gafur Marzuki; Anita Anita; Eulis Rahmawati; Ulfah Ulfah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4526

This study aimed to describe the implementation of technologically based applications for teaching writing. We used Storyjumper, a digital writing tool, as a technological application to complete a writing assignment. We used a case study method to understand the students' involvement in utilizing digital tools for writing assignments within a project-based learning framework. This study also aimed to describe the students’ perceptions of using the digital writing tool Storyjumper in writing activities. We collected the data using a 5-point Likert scale questionnaire and an observation technique, adhering to Stoller's (2006) project-based learning steps. The findings revealed that we could categorize the project-based model for teaching writing using a technological application into three stages: the planning stage, the implementation stage, and the reporting stage. We then expanded these steps into more specific stages. Meanwhile, the results of the questionnaire data analysis showed that students had positive attitudes toward using Storyjumper in writing activities. Storyjumper proved to be an engaging tool for writing activities, effectively enhancing students' writing efficiency and performance while fostering flexibility in terms of time and place to write.

Technological-Based Application in Writing Instruction: A Model of Project-Based Learning Amalia, Ila; Marzuki, Abdul Gafur; Anita, Anita; Rahmawati, Eulis; Ulfah, Ulfah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4526

This study aimed to describe the implementation of technologically based applications for teaching writing. We used Storyjumper, a digital writing tool, as a technological application to complete a writing assignment. We used a case study method to understand the students' involvement in utilizing digital tools for writing assignments within a project-based learning framework. This study also aimed to describe the students’ perceptions of using the digital writing tool Storyjumper in writing activities. We collected the data using a 5-point Likert scale questionnaire and an observation technique, adhering to Stoller's (2006) project-based learning steps. The findings revealed that we could categorize the project-based model for teaching writing using a technological application into three stages: the planning stage, the implementation stage, and the reporting stage. We then expanded these steps into more specific stages. Meanwhile, the results of the questionnaire data analysis showed that students had positive attitudes toward using Storyjumper in writing activities. Storyjumper proved to be an engaging tool for writing activities, effectively enhancing students' writing efficiency and performance while fostering flexibility in terms of time and place to write.

ANALYZING COGNITIVE LEVELS AND CONSTRUCTIVE ALIGNMENT IN A SEVENTH-GRADE ENGLISH TEACHING MODULE Amalia Zulfan Hadi; Tatu Siti Rohbiah; Eulis Rahmawati
INJOSEDU: International Journal of Social and Education Vol. 3 No. 5 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study investigated the cognitive levels and constructive alignment reflected in a seventh-grade English teaching module at SMPN 24 Tangerang. The study aimed to classify the cognitive levels of learning objectives, learning activities, and assessment tasks based on Bloom's Revised Taxonomy and to examine the alignment among these instructional components using Biggs and Tang's Constructive Alignment Theory. A qualitative document analysis was employed, supported by classroom observations and teacher interviews to triangulate data. The data were obtained from Chapter 5 (Units 1–3) of the English teaching module adapted from English for Nusantara. The findings revealed that most instructional components were categorized at the understanding (C2) and applying (C3) levels, indicating the predominance of Lower Order Thinking Skills (LOTS). Nevertheless, one assessment task reached the evaluating level (C5) and two tasks reached the creating level (C6), showing limited integration of Higher Order Thinking Skills (HOTS). The study also found that the instructional components were generally aligned, although several assessment tasks required higher-order cognitive processes than those specified in the learning objectives.

The Effectiveness of Zepeto Game to Improve Students Speaking Skill Hidayati, Afifah Nur; Muin, Abdul; Rahmawati, Eulis
Wanastra: Jurnal Bahasa dan Sastra Vol 15, No 1 (2023): March
Publisher : LPPM Universitas Bina Sarana Informatika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31294/wanastra.v15i1.14476

The purpose of this study was to determine the impact of Zepeto Game learning media on speaking skills in the second grade of MA Annida Al-Islamy Jakarta Barat. This study employed a quasi-experimental design with two classes as the sample. Furthermore, the research design of this study includes a pre-test, treatment, and post-test, with the XI MIPA 1 class acting as the experimental class and the XI MIPA 2 class acting as the control class. The researcher used 60 second-grade students as respondents to accomplish the goal of this study. They were then split into two groups: experimental and control. During the treatment process, the experimental group received Zepeto Game as learning media, while the control group received traditional instruction. According to the t-test calculation, to = 6,06 is greater than tt = 2,39, in the degree of significance 1% = 2,39, and in the degree of significance 5% = 1,67.

The Influence of Educaplay on Students’ English Vocabulary Mastery Mika Avialisha Tama; Ilzamudin Ma’mur; Eulis Rahmawati
English Education, Linguistics, and Literature Journal Vol. 5 No. 2 (2026): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i2.13092

This study examined the effect of Educaplay, a game-based learning platform, on the English vocabulary mastery of 11th-grade students at MAN 2 Serang City. A quasi-experimental non-equivalent control group design was used with 72 students (36 experimental and 36 control) who completed vocabulary mastery exams in meaning, form (spelling), and contextual use. The experimental group was taught through interactive games from Educaplay, while the control group used typical teacher-centered techniques. Results showed a significant improvement in the experimental group, with the mean scores increasing from 75.13 to 86.52 (+11.39 points), and the control group increased from 72.22 to 78.33 (+6.11 points). Results of the Mann-Whitney U test (Sig. 0.000 < 0.05) and independent t-test (t = 5.727 > 1.994) demonstrated statistically significant differences between groups. Effect size analysis (Cohen’s d = −1.850) indicated a large practical effect. These findings highlight the effectiveness of Educaplay as an alternative to traditional approaches in improving vocabulary learning in the Islamic secondary education context.

The Urgency of Oral Corrective Feedback in English Language Teaching: Students and Teachers’ Perception Eulis Rahmawati
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 2 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i2.395

Oral corrective feedback plays a significant role that cannot be ignored in second and foreign language learning. The objectives of the research is to reveal the urgency of oral corrective feedback in the English instruction. It further aims at providing guidance toward English instruction practice at secondary school. This research provides a clear description of feedback on English language teaching, especially how teachers give feedback and how students perceive and interpret the feedback given. The research was conducted in one of secondary schools in Kota Serang. In relation to this, the respondents of the research are English teachers and students at the second grade of secondary school. The data were collected through observation, interview, and questionnaire. It was found that the teacher gave oral corrective feedback immediately and delayed depend on the situation, focus on certain topics and collaboratively. The results revealed that students generally have good perception of oral corrective feedback. They like to be corrected when they made a mistake

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