Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Inggris PAEDAGOGIA English Language Teaching Educational Journal Journal of Language and Literature Studies
Rachmawati, Arandha May
Unknown Affiliation
Arts Education Languange, Linguistic, Communication & Media Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Implementing English Augmented Reality Flashcards For Primary School Students: A Need Analysis Prastiti, Khoirunnisa Candra; Rachmawati, Arandha May; Pratiwi, Nova Indriana; Yulia, Yuyun; Wahid, Muhammad Nurdin
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.95579

Abstract

Vocabulary is one of the foundations of the English language learning; mastering it is detrimental to language mastery. However, it was found that motivation, or lack thereof, is problematic. Needs analysis aims to identify what students and teachers need in learning English. The limited use of interactive learning media results in students being less motivated. Teachers who have limitations in using ICT are an obstacle to following current educational trends. AR flashcards have emerged to be offered as a learning medium.  The aim of this research is to analyze the needs of students and teachers in the English learning process, especially vocabulary learning. This research used a mixed method with the research subjects being fifth grade students and English teachers at SD N Pucung. Use of questionnaires in the form of close - ended questions and interviews as instruments in collecting the data. The research results showed that students and teachers needed more interactive learning media. Therefore, it is necessary for implementing AR Flashcards to increase student motivation in learning English vocabulary so that it becomes interesting and interactive.
Measuring up: Rasch analysis of English reading comprehension test for informal education learners Rachmawati, Arandha May; Widyantoro, Agus
English Language Teaching Educational Journal Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i1.12747

Abstract

This study aims to evaluate the quality of English reading comprehension test instruments used in informal learning, especially as English literacy tests. With a quantitative approach, the analysis was carried out using the Rasch model through the Quest program on 30 multiple-choice questions given to 30 grade IX students from informal educational institutions in Bantul. The results of the analysis showed that although all questions were included in the fit category for the Rasch model, the level of reliability was relatively low, that was 0.52 for items and 0.39 for participants. In addition, 13.3% of the questions showed inconsistent results (misfit), this means that there is inconsistency in the results and quality of the questions that need to be improved. The analysis of the level of difficulty also showed that there were questions that were too easy or too difficult. These findings highlight the importance of revising the test items and the need to increase the number of participants and items to obtain more accurate measurement results. This study also provides practical implications regarding the need for continuous and planned instrument development in the context of informal education, to provide valid and reliable evaluation tools to measure students' literacy skills.
AR-Based Flashcards to Improve Primary School Students’ English Vocabulary Mastery: Insights from Vocabulary Learning Research Rachmawati, Arandha May; Lestari, Bunga Ayu
Journal of Language and Literature Studies Vol. 5 No. 4 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rxsmg853

Abstract

This study aims to develop and test the effectiveness of Augmented Reality (AR) flashcards to improve English vocabulary mastery for 25 students in the fifth-grade primary school. The research method used is Research and Development (R&D) with the ADDIE development model that includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection was carried out through questionnaires, and vocabulary tests before and after treatment. The results of the study indicate that AR flashcards are very effective in supporting vocabulary learning. Validation by material experts showed a feasibility level of 93%, indicating that the content in this media is accurate, relevant, organized coherently, and appropriate to the level of cognitive development of students. Media experts also assessed AR flashcards as valid in terms of visual appearance and functionality. Teachers gave very positive responses, especially in aspects of media use and management in the classroom. Students showed high engagement, enjoyment, and increased learning motivation during learning with this media, although some experienced difficulties in understanding the language used. The test results showed a significant increase in vocabulary mastery, from 40% in the pre-cycle to 92% in the third cycle. These findings demonstrate that AR flashcards are effective and technologically innovative. The implications of this study suggest that AR flashcards can be an alternative contextual and student-centered learning medium in accordance with the Independent Curriculum. However, limitations include the limited number of subjects and the need for simplified language. Further research is recommended for broader coverage and long-term evaluation.
An Identification of English Grammatical Errors in Recount Text Written by Junior High School Students Pratiwi, Nova Indriana; Saputri, Maulidarni; Pratiwi, Dwiyani; Rachmawati, Arandha May; Saputra, Rizki Aulia
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.103197

Abstract

Writing in English is often considered one of the most challenging skills for EFL learners because it requires the ability to organize ideas clearly and accurately through the correct use of grammar. Many students still struggle with grammatical accuracy, especially in applying English rules such as verb forms, tenses, and sentence structures, which often lead to errors in their written work. This issue becomes particularly evident in writing recount texts, which require consistent use of past tense and proper sentence construction. Therefore, this study aimed to identify the types of grammatical errors and analyze their causes in recount texts written by eighth-grade students at a public junior high school in Banjarnegara Regency. Using a mixed-methods approach with an exploratory design, data were collected through document analysis of ten student texts and analyzed both quantitatively and qualitatively. Quantitative analysis was used to determine the frequency of each error type, while qualitative analysis was applied to interpret the causes of errors based on Richards' (1974) framework, including interlingual, intralingual, and developmental factors. The findings revealed that the most frequent grammatical errors occurred in the use of past tense verbs, subject–verb agreement, and prepositions. Intralingual factors such as overgeneralization, incomplete rule application, and false concept hypotheses were identified as the main causes of the errors, while a smaller number stemmed from interlingual influence. The study highlights the need for more contextualized and continuous grammar instruction to help students develop better grammatical awareness and accuracy in their writing. These findings provide valuable insights for English teachers in designing effective feedback and grammar-integrated writing activities
Co-Authors Agus Widyantoro Bunga Ayu Lestari, Bunga Ayu Dwiyani Pratiwi Prastiti, Khoirunnisa Candra Pratiwi, Nova Indriana Saputra, Rizki Aulia Saputri, Maulidarni Wahid, Muhammad Nurdin Yuyun Yulia