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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Edukasi Universitas Jember IJEE (Indonesian Journal of English Education) OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan FKIP e-PROCEEDING QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama LLT Journal: A Journal on Language and Language Teaching IRJE (Indonesian Research Journal in Education) JETL (Journal Of Education, Teaching and Learning) J-REaLL ELTR Journal EFL Education Journal Journal of Education Research New Language Dimensions DINAMIKA ILMU: Jurnal Pendidikan Pancaran Pendidikan International Journal of Integrative Sciences
Eka Wahjuningsih
Universitas Jember
Religion Aerospace Engineering Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The efficacy of 4Cs-based reading to foster 21st-century learning competencies Imamyartha, David; Fitriyah, Siti Masrifatul; Tasnim, Zakiyah; Puspa, Areta; Fardhani, Aan Erlyana; Wahjuningsih, Eka; Sundari, Siti; Hudori, Rizki Febri; Arya, Bambang
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20218

Abstract

The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.
Implementing Jigsaw IV Technique to Improve the Eleventh Grade Students' Narrative Text Reading Comprehension Achievement Zuraida, Anisa Ulya; Andayani T, Made Adi; Wahjuningsih, Eka
EFL Education Journal Vol 3 No 2 (2016)
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.836 KB) | DOI: 10.19184/eej.v3i2.4810

Abstract

This classroom action research was intended to improve the eleventh grade students' participation and reading comprehension achievement of narrative text by implementing Jigsaw IV Technique at SMA Plus Darul Hikmah. Purposivemethod was used to choose the research area and the research subject. The primary data were collected by using observation and reading test. The supporting data were collected by interview and documentation. Both the results of observation and the reading test were analyzed statistically by using percentage formula. The students’ participation in Cycle 1 was 53% and in Cycle 2 was 82%. Meanwhile, the result of students’ reading achievement in Cycle 1 was 59% and in Cycle 2 was 82%. It means that the implementation of Jigsaw IV Technique could improve the students’ participation and reading comprehension achievement. Therefore, it is suggested to implement Jigsaw IV Technique to improve the students’ participation and reading comprehension achievement.
The Learning Strategies Used by EFL Students in Learning English dinda hartina mega; Asih Santihastuti; Eka Wahjuningsih
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.1 | 2019
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v6i1.12111

Abstract

ABSTRACTThis research was aimed to focus on the most frequently used strategy by the successful and unsuccessful senior high school students and describe the difference of strategy used by them. This was a survey design with a questionnaire as the instrument. The participants were 40 students consisting of 20 successful students and 20 unsuccessful students of tenth grade in SMAN 2 Jember. The writer distributed SILL questionnaires to observe their Language Learning Strategy (LLS) based on Oxford (1990), which covers six categorizes of strategies namely cognitive, metacognitive, memory-related, compensatory, affective, and social. The statistical analysis showed that metacognitive became the most frequently learning strategy used by successful students in scale of high use, while the unsuccessful students were medium users of cognitive strategy. It also indicated successful learners employed all six categorizes of strategies in a highly frequencies than the unsuccessful ones. This makes the assumption that successful students have the ability to plan clear goals, control, review, and evaluate their learning rather than unsuccessful students who focus more on the way they think, memorize, summarize, and repeat the learning.ABSTRAKPenelitian ini bertujuan untuk fokus pada strategi yang paling sering digunakan oleh siswa SMA yang sukses dan kurang sukses serta menggambarkan perbedaan strategi yang digunakan oleh mereka. Penelitian ini merupakan penelitian survey dengan instrument berupa kuesioner, sedangkan tanggapan siswa dalam memilih strategi dibahas secara deskriptif. Partisipan adalah 40 siswa yang terdiri dari 20 siswa yang sukses dan 20 siswa yang tidak sukses dari kelas sepuluh di SMAN 2 Jember. Penulis membagikan kuesioner SILL untuk mengamati Language Learning Strategy (LLS) atau strategi pembelajaran bahasa mereka berdasarkan teori Oxford (1990, yang dikategorikan menjadi enam macam strategi, yaitu kognitif, metakognitif, memori, kompensatori, afektif, dan sosial. Menurut hasil statistic metacognitive menjadi strategi pembelajaran yang paling sering digunakan oleh siswa yang sukses dalam skala tinggi, sedangkan siswa yang kurang sukses adalah pengguna menengah dari strategi kognitif. Ini juga menunjukkan bahwa siswa yang sukses menggunakan keenam kategori strategi dalam frekuensi yang sangat tinggi daripada yang kurang sukses. Ini membuat asumsi bahwa siswa yang sukses memiliki kemampuan untuk merencanakan tujuan yang jelas, mengendalikan, meninjau, dan mengevaluasi pembelajaran mereka daripada siswa yang kurang sukses, yang lebih fokus pada cara mereka berpikir, menghafal, merangkum, dan mengulangi pembelajaran. How to Cite: Sartika,  D. H. M., Santihastuti, A., Wahjuningsih, E. (2019). The Learning Strategies Used by EFL Students in Learning English. IJEE (Indonesian Journal of English Education), 6(1), 10-20. doi:10.15408/ijee.v6i1.12111
The Effect of Using Animation Video on the Eight Grade Students’ Vocabulary Achievement at SMPN 5 Jember Ahsin Fahmi Mubarok; Siti Sundari; Eka Wahjuningsih
FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication
Publisher : Pendidikan Fisika FKIP UNEJ

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

Abstract

 Abstract: Vocabulary which plays an important role in mastering all English skills must be taken into account so that students are able to master all language skills properly. Animation video is regarded as the appropriate teaching media to facilitate the students to enhance their vocabulary achievement since it stimulates students’ autonomy and proactivity and motivates students’ passion for learning English. Besides, it portraits the realistic situations in life and provides the students with direct access to learn the culture of English. This research was intended to know whether or not there is a significant effect of using animation video on students’ vocabulary achievement at SMPN 5 Jember in the 2016/2017 academic year. The respondents were VIII-A (experimental class) and VIII-B (control class) that were determined after analyzing the result of homogeneity test which showed that the population was homogeneous. The output of independent sample t-test by using SPSS showed that the value of sig column in the first row was 0.000 and this value was less than 0.05 (p < 0.05). Consequently, the alternative hypothesis: “There is a significant effect of using animation video on the eighth grade students’ vocabulary achievement at SMPN 5 Jember” was accepted. Considering the results of the vocabulary test, it was concluded that the use of animation video had a significant effect on the eighth grade students’ vocabulary achievement at SMPN 5 Jember in the 2016/2017 academic year. As a result, animation video is strongly suggested to be used as an effective media to teach vocabulary. Key words: Teaching media, animation video, vocabulary achievement
The Use of Video to Improve the Eighth Grade Students’ Achievement in Writing Descriptive Text at SMP Negeri 5 Bondowoso Rizky Kurnia R. P; Budi Setyono; Eka Wahjuningsih
FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication
Publisher : Pendidikan Fisika FKIP UNEJ

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Abstract

Abstract: This research was intended to describe how the use of photo montage video can improve the eighth grade students’ achievement in writing descriptive text at SMP Negeri 5 Bondowoso. This research used Classroom Action Research (CAR) as the research design which consisted of planning, action, observing, and reflecting. The research subject were 23 students of class VIII D at SMP Negeri 5 Bondowoso. The data was collected by observation and writing test. Based on the result of observation, it was found that the use of photo montage video helped the students in planning descriptive text through vocabulary, content, and organization. The use of photo montage video also had contribution in helping students to draft a descriptive text through content and organization. Moreover, the use of photo montage video also helped the students in revising descriptive text.  Meanwhile, there were 66.66 % of the students got at least 75 or higher in writing test in cycle 1. Based on the writing test in cycle 2, there were 80.95% of the students got at least 75 or higher. According to the result of the research, it was concluded that the use of photo montage video improved the students’ achievement in writing descriptive text. Keywords: Photo Montage Video, Classroom Action Research, Descriptive Text, Writing Achievement
Employing Blended Literature Circles to Foster Activating Academic Emotions of Struggling Readers David Imamyartha; Eka Wahjuningsih; Areta Puspa; Mitasari Mitasari; Siti Masrifatul Fitriyah; Rizki Febri Andika Hudori; Rika Andayani; Zakiyah Tasnim; Aan Erlyana Fardhani; Siti Sundari; Bambang Arya Wijaputra
Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.847 KB) | DOI: 10.22437/irje.v5i1.9855

Abstract

Grounded within academic emotion and transactional reading theory, the present study investigates the understudied struggling readers’ academic emotions after taking part in three blended literature circles in an English class at tertiary education. Thirteen Physics Education students partook in the research. Data were garnered by open-ended questionnaires and semi-structured interviews, the results of which were analyzed by directed content analysis bound to Academic emotion theory. The research findings explicate that blended literature circles pave the path to propelling reading-to-learn endeavors. Despite sub-optimal reading proficiency, the students’ academic emotions depict the efforts towards achievement goals, primarily laden with a mastery approach, and social goals through dialogic reading in blended literature circles. 
THE EFFECT OF DUOLINGO APPLICATION ON STUDENTS’ ENGLISH VOCABULARY MASTERY Husnur Rosyidah Aulia; Eka Wahjuningsih; Rika Andayani
ELTR Journal Vol. 4 No. 2 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (862.442 KB) | DOI: 10.37147/eltr.v4i2.71

Abstract

This paper examined the effect of Duolingo application on students English vocabulary mastery using quasi-experimental with post-test only design. The participant of this research was the eighth-grade students in one of junior high school in Jember. In this study, the experimental group got treatment by using Duolingo application; meanwhile, the control group taught as usual by using flashcard as the media. The data was collected from vocabulary test and was analyzed by using SPSS with independent sample t-test. The result showed a significant difference between students who use Duolingo application and who didnt with the value of significance (0.017) which was less than 0.05 and the mean score of the experimental group (84.69) was higher than the mean score of the control group (80.78). This demonstrates that using Duolingo Application has a significant effect on students’ vocabulary mastery.
Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research Eka Duriyatul Muhlisoh; Asih Santihastuti; Eka Wahjuningsih
JETL (Journal of Education, Teaching and Learning) Vol 5, No 2 (2020): Volume 5 Number 2 September 2020
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (428.19 KB) | DOI: 10.26737/jetl.v5i2.1728

Abstract

This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.
Linguistics Pattern on Acehnese Reduplicative System: Classifications and Meanings Ika Apriani Fata; Bukhari Daud; Lussi Maunira; Eka Wahjuningsih
OKARA: Jurnal Bahasa dan Sastra Vol. 16 No. 2 (2022): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v16i2.6326

Abstract

The significance of reduplication in language studies was to construct a linguistics pattern. However, linguists tend to disregard the functions of individual creativity and the core language meaning-making approach at the discourse level. Therefore, we should investigate this intriguing topic more to describe the repetition of words. Many studies analyzed classification reduplication in Acehnese through documentation techniques, in contrast, this current study investigated classifications and meanings of reduplication in Acehnese through observation and interview. Sulaiman's paradigm as the framework stated that reduplication had three parts: complete, affix, and ablaut reduplication. In addition, the researchers used the Ali et al. framework, which suggested eight meanings of reduplication, mainly grammatical meanings. The findings revealed that full reduplication was the most common among the 100 data of utterances. Furthermore, the meanings of reduplications are to convey the collective and distributive meaning, to express resemblance, and to express simultaneously and continuously were not discovered. The current study looked at how people could use morphological perspectives on reduplication in community discussions. Acehnese reduplication may vanish.
Exploring the Students’ Attention Level in Teaching and Learning of English Risti Trias Yuliani; Made Adi Andayani T; Eka Wahjuningsih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3430

Abstract

This research investigated the students' attention level in teaching and learning of English. The purposes of this research were to find out the students’ attention level and to find out the most dominant factor affecting the students’attention in teaching and learning of English. This research used a descriptive design with questionnaires as the data collection method. The researcher distributed the questionnaires at the end of English class. The data collected through the questionnaires were analyzed by using Walizer's (1990) formula to answer the research questions. In this research, the result showed that the level of students' attention in teaching and learning of English was at the moderate level and the most dominant factor affecting students' attention was the internal factor.
Co-Authors Aan Erlyana Fardhani Aan Erlyana Fardhani Aan Erlyana Fardhani, Aan Erlyana Abdullah , Humaira DJ Agus Supriyadi Ahsin Fahmi Mubarok Ainur Rofiq Andika Hudori, Rizki Febri Anwar, Indry Widyasti Areta Puspa Arya, Bambang Asih Santi Hastuti Bambang Arya Wija Putra Bambang Suharjito Budi Setyono Bukhari Daud David Imamyartha David Imamyartha dinda hartina mega Eka Duriyatul Muhlisoh Ervin Candra Hari Andika Hi Mumamad, Hujaefa Hudori, Rizki Febri Hudori, Rizki Febri Andika Husain, Siti Rohayati Husnur Rosyidah Aulia Ika Apriani Fata Imamyartha, David Istigfariyanti, Safira Desita Lussi Maunira Lutfiana S., Putri Made Adi Andayani Made Adi Andayani T Magvirah Octasary Mitasari Mitasari Mutiara Bilqis Mutiara Bilqis Mutiara Bilqis Mutiara Bilqis Pamuti Pamuti Prameswari, Novina Permata Prasojo, Niejaar Fatwa Puspitasari, Ayuni Iswiyana Ramadhan, Gagang Rika Andayani Risti Trias Yuliani Rizki Febri Andika Hudori Rizki Febri Andika Hudori Rizky Kurnia R. P Safitri, Disma Ayu Samsu Somadayo, Samsu Sari, Gita Rosita Sholichah, Innas Shofiatus Siti Anisah Siti Masrifatul Fitriyah Siti Sundari Siti Sundari Siti Sundari Sugeng Ariyanto T Andayani, Made Adi Tapain, Sitinur Ajijah Tauda, Sulasti Tika Yulanda Sari Wulan Sari, Fitria Yuta Febriansyah Zakiyah Tasnim Zakiyah Tasnim Zakiyah Tasnim Zuraida, Anisa Ulya