cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Aditya Firdaus
Contact Email
aditya.firdaus83@gmail.com
Phone
+6285795177117
Journal Mail Official
jurnaljotter@gmail.com
Editorial Address
Jl. Kampung Cikupa, Desa Padasuka, Kecamatan Kutawaringin, Kab. Bandung, Jawa Barat, 40911
Location
Kab. bandung,
Jawa barat
INDONESIA
JOTTER
Published by Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung
ISSN : -     EISSN : 30254817     DOI : -
Core Subject : Education,
Education Other
JOTTER: Journal of Teacher Training and Education Research publishes original research and review articles, including field research pertinent to the method and practice of teaching, education, especially as an academic subject or theoretical concept within the context of pre-service or in-service teacher development. Papers that address the connections between reflection, knowledge, and practice, critical analyses of particular programs, development initiatives, technology, assessment, and policy matters, as these topics relate to the main focuses of the journal, are welcome. JOTTER: Journal of Teacher Training and Educational Research is published by Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung. The journal is published three times a year, in Agustus, Desember, and April.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2025): April 2025" : 5 Documents clear
Critical Thinking in Pre-Service English Teachers: Evaluating and Promoting Analytical Skills through Academic Writing Rodriguez-Escobar, Claudia; Carmen Kanelos Saldías
Journal of Teacher Training and Educational Research Vol. 2 No. 3 (2025): April 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v2i3.440

Abstract

Critical thinking is acknowledged to be essential for the educators of the 21st century. Consistent with this, this research project aimed to evaluate the critical thinking abilities of third-year students of the English Teacher Training Programme at a Chilean university, who completed their initial two years of academic instruction exclusively online due to the COVID-19 pandemic. During the diagnosis stage, these pre-service teachers were asked to write a short essay about a topic covered in class. This phase showed participants’ lack of comprehension of the topics as their essays tended to address the issues superficially and present weak arguments, and pre-test results confirmed this. Therefore, four pedagogical interventions were designed and implemented throughout the term, using academic writing as a tool to develop critical thinking abilities. These interventions consisted of continuous feedback on the participants’ writings, an academic writing course, attendance at a webinar on critical thinking and English language teaching, and group reflection sessions. The results of the post-test showed significant improvement in both content organisation and the quality of the arguments presented in the essays. The participants demonstrated a more critical and analytical approach to addressing the topics of their writings, demonstrating a significant progress in their analytical reasoning skills. This research highlights the importance of addressing and strengthening critical thinking skills in pre-service teachers, especially after being immersed in a virtual education context. The pedagogical interventions implemented proved to be effective in improving participants’ critical reasoning, representing a valuable contribution to their future teaching practice.
The Implementation Of Moral Values In Surah Al-Hujurat Verses 11-13 As The Basis For “Stop Bullying” Habituation At MI Baitur Rohman Asemrowo Surabaya Wila, Wilayatul Istianah, S.H.
Journal of Teacher Training and Educational Research Vol. 2 No. 3 (2025): April 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v2i3.447

Abstract

Bullying is a social problem that often occurs in educational settings and can have a negative impact on students' psychological development. In Islam, the moral values contained in the Qur'an can be used as guidelines to shape the character of students to get used to behaving well and avoiding actions that harm others. This study aims to examine the implementation of moral values in Surah Al-Hujurat verses 11-13 as the basis for habituation "Stop Bullying" at MI Baitur Rohman Asemrowo Surabaya. The method used in this research is a qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that the moral values in the verse, such as the prohibition of demeaning others, reproaching, calling bad names, prejudice, and backbiting, have been implemented through habituation activities which include Islamic value-based learning, teacher exemplary, and special anti-bullying programs at school. The implementation of these values has proven effective in shaping students' awareness to respect each other and maintain ukhuwah Islamiyah in the school environment. Thus, strengthening moral values in the Qur'an is an important strategy in instilling anti-bullying character in education.
Investigating Of Using Teacher Talk Strategy To Build Students' Participation And Motivation In English Speaking Class Novitasari; Muhamad Arief; Riki Ruswandi; Hamdan Hidayat
Journal of Teacher Training and Educational Research Vol. 2 No. 3 (2025): April 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v2i3.454

Abstract

Speaking English is about practice. A lack of motivation in learning can become a challenge for both students and teachers. Insufficient participation and interaction between teachers and students lead to an ineffective learning process. Communication is the key to connecting the learning process and its outcomes. Teacher talk is a verbal communication strategy that plays an essential role in the ongoing learning process. This research aims to identify the types of teacher talk frequently used by teachers and the factors influencing student participation and motivation in English-speaking classes. This study used a qualitative approach with a phenomenological method as a research design. The participants of this study were English teachers and seventh-grade students from two different private junior high schools, namely SMP KP 2 Majalaya and SMP Nusantara. The data for this study were obtained from interviews, observations, questionnaires, and documentation. The data analysis technique used was descriptive analysis. The results showed that seventh-grade English teachers at SMP KP 2 Majalaya 100% frequently used the categories of praising, encouraging, and asking. Meanwhile, seventh-grade English teachers at SMP Nusantara 100% often use the categories of giving information and criticizing students. The three highest percentages of factors influencing students' participation and motivation in learning English show that 62% of students are happy with the way teachers give responses and corrections. Then 60% of students are happy when the teacher appreciates and encourages students through motivational words and praise. And 55% of students were happy with the way the teacher delivered the material
Investigation English Songs To Reduce Speaking Anxiety In Efl Classroom Cindy Selvia Somantri Putri; Wahyu Satya Gumelar; Andriana Gaffar
Journal of Teacher Training and Educational Research Vol. 2 No. 3 (2025): April 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v2i3.455

Abstract

Many students experience anxiety in the EFL classroom; their lack of fear and sense of confidence when speaking English in class causes them to dislike the language and even not want to attend English classes. Researchers looked at learning songs in the classroom and found that students were more relaxed and comfortable singing the songs because they could express what they liked about them, choose songs based on genre, enjoy, each one hear the words pronounced correctly, understand the meaning and fee that the classroom environment was more exciting than when they were learning to speak. A qualitative approach using a phenomenological research methodology is used. Techniques for gathering data include interviews, questioners, and observation. Analyzing data from questionnaires to earn about students’ responses to English songs and speaking, interviews to obtain precise findings indicating english songs classes are highly beneficial and can lessen speaking fear in the classroom participants from MEKAR ARUM senior high school class XI science. Thirty students completed the questionnaire, and five participants were interviewed. The study’s findings confirm that listening to English songs. Increase students’ reducing when speaking English. Students also report the english songs are highly enganging and can help students feel less nervous in the classroom. The typical characteristics experienced by students who feel golden in speaking English are lack of self-confidence, fear of being laughed at by their friends, anxiety and fear. This is where English songs students fee freedom of expression, freedom to sing loudly, don’t feel
The Impact Of Experiential Learning To Improve Student's Ability In Reading Recount Text Ajeng Yunica Hanifa; Wahyu Satya Gumelar; Andriana Gaffar
Journal of Teacher Training and Educational Research Vol. 2 No. 3 (2025): April 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v2i3.456

Abstract

This study investigates the effectiveness of experiential learning in improving students' ability to read recount texts. Addressing the challenges faced by students with traditional teaching methods, the research implemented experiential learning strategies to enhance comprehension. Using a one-group pretest-posttest design with 26 male students from SMK 2 LPPM RI Majalaya, the study found significant improvements in reading scores, with averages increasing from 63.35 to 81.42. The frequency distribution also shifted positively post- intervention. Normality tests confirmed the validity of the parametric analyses. The findings indicate that experiential learning effectively enhances students' reading comprehension of recount texts, suggesting its potential for broader educational application. Future research should explore its long-term impact and applicability across diverse student groups

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): Desember 2025 Vol. 3 No. 1 (2025): Agustus 2025 Vol. 2 No. 3 (2025): April 2025 Vol. 2 No. 2 (2024): Desember 2024 Vol. 2 No. 1 (2024): Agustus 2024 Vol. 1 No. 3 (2024): April 2024 Vol. 1 No. 2 (2023): Desember 2023 Vol. 1 No. 1 (2023): Agustus 2023