cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aldha Williyan
Contact Email
alwilliyan@gmail.com
Phone
+628997960183
Journal Mail Official
eltinvada@gmail.com
Editorial Address
Jl. Brigjend Dharsono Bypass No.20, Kertawinangun, Kec. Kedawung, Kabupaten Cirebon, Jawa Barat 45153
Location
Kab. cirebon,
Jawa barat
INDONESIA
Tomorrow’s Education Journal
Published by Institut Pendidikan dan Bahasa Invada
ISSN : -     EISSN : 29883318     DOI : 10.58660
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
It is a cutting edge publication dedicated to advancing the field of education and fostering innovation in teaching and learning. The journal provides a platform for researchers, educators, and practitioners to share their insights, theories, and empirical studies related to educational practices, methodologies, and technologies. With a strong emphasis on the future of education, this Journal encourages submissions that explore emerging trends, transformative approaches, and interdisciplinary collaborations. The scope of the journal encompasses a wide range of topics, including but not limited to curriculum design, instructional strategies, educational technologies, assessment and evaluation, educational psychology, inclusive education, and professional development. By bridging theory and practice, this Journal strives to shape the educational landscape and contribute to the advancement of knowledge for the betterment of education systems worldwide.
Arjuna Subject : Umum - Umum
Articles 32 Documents
 1   2   3   4 
EXPLORING TEACHER FEEDBACK STRATEGIES IN ENHANCING SENIOR HIGH SCHOOL STUDENTS WRITING SKILL IN CIREBON CITY Siti Lina Nurlina; Virga Putra Darma; Dwi Nopiyadi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xswqa81

Abstract

This research investigates teacher feedback strategies in enhancing senior high school students’ writing skills in Cirebon City. The study was motivated by the frequent writing errors made by students and the need to understand how teacher feedback can address these errors effectively. Guided by Vygotsky’s Sociocultural Theory and Hattie and Timperley’s feedback model (2007), this study also employed Dulay et al.’s Surface Strategy Taxonomy (1982) to classify students’ writing errors. A qualitative case study design was used, with data collected from one English teacher and 35 students at Senior High School 2 Cirebon through classroom observations, interviews, and document analysis. The findings reveal that misformation errors were the most frequent, followed by omission, addition, and misordering errors. The teacher provided four types of feedback: task, process, self-regulation, and personal feedback. Students responded positively to the feedback, showing improved awareness of grammar and writing quality in their subsequent drafts. It can be concluded that teacher feedback plays a crucial role in reducing errors and supporting both the technical and motivational aspects of students’ writing development.
The effectiveness of Memrise application and learning motivation on vocabulary mastery of eighth grade junior high school students' in Cirebon Dian Nafisah Syaharani; Virga Putra Darma; Lili Sururi Asipi
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/apm6jd43

Abstract

This research investigates the effectiveness of the Memrise application and learning motivation on vocabulary mastery of eighth grade junior high school students in Cirebon. A quantitative method was employed involving 186 students from SMPN 10 and SMPN 14, with data collected through questionnaires and vocabulary tests. The descriptive results indicated that students demonstrated moderate engagement with the Memrise application (M = 18.57, SD = 3.081), relatively higher levels of learning motivation within the moderate to high category (M = 19.15, SD = 3.092), and moderate achievement in vocabulary mastery (M = 18.52, SD = 3.008). These findings suggest that while students’ use of the application and vocabulary performance were at a moderate level, their motivation to learn tended to be stronger, approaching the higher spectrum. Inferential analysis confirmed that both the Memrise application and learning motivation exerted significant positive effects on vocabulary mastery, with their combined influence accounting for 28.3% of the variance. This demonstrates that digital learning tools, when supported by strong motivational factors, can substantially improve students’ vocabulary mastery. The study highlights the importance of integrating technology-based platforms with motivational strategies in English language teaching to promote more effective and sustainable learning outcomes.

Page 4 of 4 | Total Record : 32

 1   2   3   4 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2025): November 2025 Vol. 2 No. 2 (2024): November 2024 Vol. 2 No. 1 (2024): May 2024 Vol. 1 No. 1 (2024): November 2024 Vol. 1 No. 2 (2023): November 2023 Vol. 1 No. 1 (2023): May 2023