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All Journal Progressive of Cognitive and Ability Jurnal Pendidikan Terapan Unnes Science Education Journal Edumaspul: Jurnal Pendidikan
Nunung Nurhayati
Universitas Setia Budhi Rangkasbitung
Humanities Education Social Sciences Other

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The Impact of Topic Interest on EFL Incidental Vocabulary Acquisition Nunung Nurhayati; Arief Styo Nugroho; Puji Siswanto; Obay Jambari; Habib Cahyono; Anatasya Anatasya
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7821

Abstract

This research was conducted to find out whether there is an impact of topic interest on EFL incidental vocabulary acquisition or not. The sample of this research consist of 39 students, 19 students in experimental class and 20 students in control class. The method used in this research was quantitative with Quasi- Experimental design. The data was analyzed by using SPSS 26.0. The result showed that there was an impact of topic interest on EFL incidental vocabulary acquisition. It was proved by the t count value higher than t-table value (-13.419 < -1.734). Thus, Ha was accepted and Ho was rejected. The result of the pre-test mean value for the experimental class is 78.94, while the mean of post-test is 91.84. Therefore, the mean value of students increased 12.9.
A Vitual Reality Digital Comic: Fostering Environmental Literacy through Baduy Local Wisdom Khoirunnisa Khoirunnisa; Sudarmin Sudarmin; Sigit Priatmoko; Nunung Nurhayati
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36172

Abstract

The objectives of this study are developing and evaluating the effectiveness of a digital comic based green chemistry instructional materials integrated with Virtual Reality (VR) and Baduy local wisdom to improve students’ sustainable environmental literacy. Utilizing Research and Development (R&D) method using 4D model, all instructional components (VR digital comic, teaching module, test instruments, and questionnaires) were validated by experts and deemed highly valid (Aiken’s V > 0.80). A try out of the VR digital comic media with small scale revealed enggaging category with an average percentage exceeding 90%. The Independent Sample t-Test in the experimental and control classes showed a statistically significant difference in posttest scores (Sig. <.001), proving a substantial increase in learning outcomes in the experimental class. Environmental literacy analysis based on the National Environmental Literacy Assessment (NELA) indicators supports these findings: the experimental group achieved a high-level criterion (score: 190) compared to the control group (score: 169). The most prominent improvement in the experimental class was observed in the knowledge and cognitive skills dimensions. The implementation of this learning innovation effectively improves students’ environmental literacy, particularly in knowledge and cognitive skills. Nevertheless, the development of deeply internalized environmental attitudes and behaviors may require more time and a more in-depth approach. However, but this innovation shows significant potential in shaping a generation responsible for environmental issues.
Teachers’ Perceptions and Practices in Promoting Learner Autonomy in Under-Resourced EFL Schools: Enabling and Constraining Factors Nunung Nurhayati; Christine Manara; Bambang Kaswanti Purwo
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.2106

Abstract

This qualitative case study examines how English teachers perceive and enact practices for promoting learner autonomy in under-resourced senior high-school EFL contexts and identifies factors that enable or constrain those practices. Eleven English teachers in Lebak Regency, Indonesia, participated in in-depth interviews, and two of them additionally participated in classroom observations. Interview and observation data were analyzed thematically. The findings show that teachers promoted learner autonomy through inquiry and resource exploration, active and reflective participation, opportunities for students to make selected learning-related decisions, and collaborative group work and peer support. Teacher commitment emerged as an enabling condition, whereas teacher-perceived student dependence on teacher direction and limited teacher knowledge of autonomy-supportive assessment were identified as constraining conditions. The observation data provided contextual support for selected reported practices but were not treated as representative of all participants. The study suggests that learner autonomy in resource-constrained settings can be supported through purposeful pedagogical use of available digital, printed, local, and interpersonal resources. It also highlights learner autonomy as a gradually developed, pedagogically supported, and socially mediated process rather than as independence from teachers or peers.
Playing to Speak: Using Communicative Games to Improve Students’ English Speaking Ability Dhea Fitria Destin; Nunung Nurhayati; Wahyu Wahyu; Iyan Hayani; Raman Kumar
Progressive of Cognitive and Ability Vol. 5 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i1.2469

Abstract

Purpose – This study aims to investigate the implementation of communicative games to improve junior high school students’ English speaking ability. The study was motivated by students’ difficulties in speaking English, including low confidence, limited participation, and difficulties in constructing sentences and using appropriate vocabulary. Methodology – This study employed Classroom Action Research (CAR).The participants were students of junior high school students in, Lebak, Banten. The research was conducted in two cycles, with each cycle consisting of two meetings. The intervention involved interactive speaking activities, including individual role-play in Cycle 1 and the group-based Taboo Talks game in Cycle 2. Data were collected through speaking quizzes and student self-assessment forms. The data were analyzed quantitatively using descriptive statistics and compared across cycles based on predetermined criteria of success. Findings – The findings showed improvement in both students’ speaking ability and participation. The proportion of students who were able to produce five spoken sentences increased from 60% in Cycle 1 to 90% in Cycle 2, while active participation increased from 40% to 90%. The findings indicate that communicative games can provide students with opportunities to practice speaking in an engaging, collaborative, and supportive environment. Novelty – This study contributes evidence on the use of simple, low-technology communicative games within a CAR framework to address speaking difficulties in a junior high school context. Significance – The findings provide practical guidance for English teachers seeking accessible and engaging strategies to improve students’ speaking ability and classroom participation.
Co-Authors Anatasya Anatasya Arief Styo Nugroho Bambang Kaswanti Purwo Christine Manara Dhea Fitria Destin Habib Cahyono Iyan Hayani Khoirunnisa Khoirunnisa Obay Jambari Puji Siswanto Raman Kumar Sigit Priatmoko Sudarmin Sudarmin Wahyu Wahyu