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Eka Nurhidayat
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ekanurhidayat16@gmail.com
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Papanda Journal of English Education
Published by Papanda Publisher
ISSN : -     EISSN : 28305477     DOI : https://doi.org/10.56916
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Papanda Journal of English Education (PJEE) is a double-blind peer-reviewed. It is intended to serve as a platform for researchers, scholars, and practitioners in the field of English education to publish, disseminate, and exchange their original research and studies. The journal aims to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. The journal has been published online by Papanda Publisher since 2022. The primary scope and focus of the journal include English Language Teaching (ELT), Technology-Enhanced ELT, Language Testing and Assessment, English Applied Linguistics, and Second Language Acquisition (SLA).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024)" : 5 Documents clear
The Effectiveness of Using BBC Learning English Videos to Improve Reading Comprehension among Seventh Graders Siti Nur'aini, Intan; Zahrotun Nisa; Hilda Muthia Agustin; Putra Abdan Syakuro; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1746

Abstract

Reading comprehension is a critical skill for English as a Foreign Language (EFL) learners, especially in Indonesia, where English is a compulsory subject in junior high schools. However, many students struggle with understanding texts due to limited vocabulary, lack of exposure to authentic English, and conventional teaching methods that rely heavily on textbooks. This study investigates the effectiveness of integrating BBC Learning English videos, combined with the PQ4R (Preview, Question, Read, Reflect, Recite, Review) strategy, to enhance reading comprehension among seventh-grade students at SMPN 1 Sukahaji, Majalengka. Employing a quasi-experimental design, 30 students were divided into experimental and control groups. The experimental group received video-based instruction, while the control group used conventional text-based methods. Data were collected using a 30-item multiple-choice reading comprehension test and analyzed with descriptive statistics, the Shapiro–Wilk test, Levene’s test, and Independent samples t-test. The results show a statistically significant improvement in the experimental group’s reading comprehension scores (p = 0.001), indicating that BBC Learning English videos, when systematically integrated with reading strategies, can enhance students’ understanding, motivation, and engagement. This research contributes to the growing evidence supporting the use of multimedia in EFL classrooms and offers practical recommendations for educators and policymakers.
Improving Students Vocabulary Using Flashcards Hana Fitriana Khoerunnisa; Dina Windiarti; Alfaira Nazwa; Asadelya Adora Rahma Putri; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1781

Abstract

The objective of this study is to ascertain the impact of using flashcards as a medium to enhance the English vocabulary of junior high school students. The research method employed is a quantitative approach, incorporating a quasi-experimental design. The subjects of the research study were divided into two classes: an experimental class that received a treatment consisting of learning using flashcards, and a control class that did not receive the treatment and continued to learn using conventional methods. The instrument employed was a single-test, which was utilized to assess students' vocabulary skills following the culmination of the learning process. The findings of the data analysis demonstrated a substantial discrepancy in the vocabulary scores of students in the experimental and control classes. The utilization of flashcards as a learning aid has been demonstrated to yield higher test scores in comparison to learning without the use of media. This finding indicates that the utilization of flashcards is an effective strategy for enhancing junior high school students' English vocabulary acquisition. Consequently, flashcards emerge as a viable alternative learning strategy, characterized by its engaging, interactive nature, and ease of implementation in the context of English language instruction in schools.
Improving Student's Ability through Instructional Tasks on Self-Introduction and Describe Favorite Things Nur Azizah, Eva Aviah; Ratna Dewi, Yaniar; Nurhidayat, Eka
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1786

Abstract

English speaking ability is an important skill that is still low among junior high school students in Indonesia, due to lack of practice, motivation, and interesting learning media. This study aims to test the effectiveness of speaking tasks that focus on self-introduction and description of favorite things in improving students' speaking ability. Using quantitative methods with quasi-experimental design, this study involved ten junior high school students selected by purposive sampling. The instrument in this study was a speaking test that measured fluency, vocabulary, grammar, pronunciation, and comprehensibility. Data were analyzed to determine significant changes in students' speaking skills after the intervention. This study shows that self-introduction and description of favorite things-based learning tasks significantly improve junior high school students' English speaking ability. The statistical test results show a significant increase in Posttest scores compared to Pretest (p < 0.001), with an increase in student performance consistency. These findings confirm the effectiveness of the communicative and contextual task approach in developing speaking skills and increasing students' confidence in communicating.
The Effectiveness of Reciprocal Teaching in Enhancing Reading Comprehension in Majalengka Ginanjar, Teten; Nurhidayat, Eka; Dwika Herdiawan, Rama
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1814

Abstract

This study investigates the effectiveness of Reciprocal Teaching (RT) in improving reading comprehension among vocational high school students in Majalengka, Indonesia. Grounded in Vygotsky’s Zone of Proximal Development (ZPD), RT employs four metacognitive strategies—predicting, questioning, clarifying, and summarizing—within collaborative learning structures. A quasi-experimental design was used involving 64 students divided into experimental and control groups. Pre- and post-tests were conducted to assess comprehension improvements. The experimental group, taught using RT, showed a statistically significant increase in scores compared to the control group, confirming RT's efficacy in enhancing comprehension skills. Findings support RT’s potential for broader adoption in Indonesian EFL classrooms to foster metacognitive awareness and independent learning.
Mindful, Meaningful, And Joyful Approaches: Challenges And Potential Solutions As Perceived By EFL Teacher At Primary School Level Yazid Mubarok; Dwika Herdiawan, Rama; Nurhidayat, Eka
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v3i2.1818

Abstract

This research explores English as a Foreign Language (EFL) teachers’ perceptions, implementation practices, challenges, and strategies in applying the Mindful, Meaningful, and Joyful (MMJ) approach at an Islamic primary school in Indonesia. This research adopts a qualitative case study design, using open-ended questionnaires and semi-structured interviews with three EFL teachers as primary data sources. This research applies Braun and Clarke’s (2006) thematic analysis to identify patterns related to teacher perceptions, classroom implementation, and contextual constraints. This research reveals that teachers perceive MMJ as a holistic and student-centered approach rather than a set of isolated techniques. This research finds that teachers implement MMJ through reflective routines, culturally relevant stories, joyful projects, and mindfulness practices that promote emotional engagement and language acquisition. This research also identifies major challenges, including limited instructional time, resource constraints, student diversity, and sociocultural expectations. This research shows that teachers respond to these challenges with adaptive strategies, such as integrating MMJ into the national curriculum, simplifying tasks, and using local cultural elements to sustain student motivation. This research highlights the evolving role of teachers as emotional caregivers, learning designers, and reflective practitioners, emphasizing the importance of teacher agency in educational innovation. This research concludes that the MMJ approach, when supported by professional development and contextual flexibility, holds significant potential for enriching English language teaching in Indonesian primary schools.

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