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Eka Nurhidayat
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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 35 Documents
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Exploring The Implementation of Technological Pedagogical and Content Knowledge (TPACK) in Teaching English at Senior High School Lestari, Fidya Rahayu Apriyani; Eva Fitriani Syarifah; afief fakhruddin
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.933

Abstract

TPACK means teacher’s ability to facilitate students. A good learning process needs complex understanding that correlates three knowledge resources; technology, pedagogy and content. From TPACK, we know that teachers knowledge about how to facilitate students learning from certain content by pedagogy and technology approach. This research aims to explain the implementation of TPACK in teaching English at senior high school and to explain the obstacle experienced by English teacher in implementing TPACK in teaching English at senior high school. This research was conducted in one of the senior high school. This research used a case study with a qualitative method. Sample in this research is one English teacher. The process collecting data is done through observation, interview and questionnaire. The research results show the implementation of TPACK in teaching English in senior high school can be categorized as good in implemented TPACK based on sixth component, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technogical Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge of TPACK. The obstacle faced by the English teacher in implementing TPACK in learning process, teacher was poor in one component Technological Knowledge such as lack of IT literacy. Based on the research, researcher it can be conclude that in implementation of TPACK in teaching English it was found that there were still several part of TPACK component that had not been implemented properly in classroom learning.The researcher suggested that this research can be a guideline for other researchers in conducting research on TPACK. Other researchers can also explore teachers obstacle in teaching English based on the TPACK framework.
Unveiling Idiom Usage: Analyzing Frequency and Context in Students' Diaries of Favorite Songof The 12th grade Students in Senior High School Dian Ayu Ratnasari; Theresia Cicik Sophia; Sukma Nur Ardini
Papanda Journal of English Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

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Abstract

The research aimed at identifying the frequency and context of the different idiomatic used diaries of fovorite song in the diary writing. It employed the theory of McCarty and O’Dell and an idiom dictionary to address the set research topics. This research employed qualitative descriptive research techniques. The data were gathered from students grade 12th. Then, they were analyzed by reducing and displaying information to draw conclusions. The result revealed that; 1) the six kinds of McCarty and O'Dell idiomatic idioms were discovered in the diaries: My Favorite Song. 2) the six categories of terms are Similes idioms (1%), Phrasal verb idioms (30%), Metaphorical idioms (32%), Aphorism idioms (30%), and Cultural and Historical idioms (7%). The most common form of idiomatic expression is a Fixed Statement idiom, which is the dominating idiom. On the other hand, simile idioms are the style of idiomatic expression that My Favorite Song. 3) the implied meaning of idiomatic can be deduced from the context of the statement in the diaries, idioms cannot be understood in just one word or phrase, so they must be understood as a whole in the context of one sentence or paragraph in order to understand the meaning of the original contextual. Therefore, it is suggested to the future researcher to enhance understanding of idiomatic expressions in English Department students, particularly through writing-by-writing diaries, by providing a valuable resource on frequency and contextual aspects. Keywords: Idiom, Frequency, Context, Diary Writing
Examining the Phenomenon of Bullying among Students in the English Education Environment Intan Siti Nur'aini; Hana Fitriana Khoerunnisa; Alfaira Nazwa; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

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Abstract

This research aims to examine the phenomenon of bullying among students in the English Education Study Program. The research focuses on identifying the factors causing bullying and the impacts of bullying on students. To achieve these objectives, the researcher employs a qualitative approach, allowing an in-depth exploration of students' experiences and perspectives regarding campus environments and the bullying phenomenon. The researcher used surveys distributed to English Education students through Google Forms for data collection. The respondents of the survey were students from the English Education Program themselves. The survey was designed to gather detailed qualitative data about students' experiences, social conditions in the classroom, and their views on bullying. Therefore, this research is expected to contribute to the development of policies and strategies for creating a more inclusive and safe learning environment for all students.
Factors Affecting the Use of English in the Internal Communication Forum: A Case Study at an English Education Student Association of Universitas Majalengka Zahrotun Nisa; Dina Windiarti; Eva Aviah Nur Azizah; Hilda Muthia Agustin; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

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Abstract

This research aimed to analyze the factors affecting the low use of English in the internal communication forum of the English Education Student Association of Universitas Majalengka members. This research has the problem of the lack of use of English in internal communication among English Education Student Association of Universitas Majalengka members as its background. Although they are the leading pioneers in the organization of language study programs, their communication still needs to improve in English, and Indonesian is more dominant in their use. This research uses qualitative methods, a case study approach with observation instruments, and semi-structured interviews. The researcher found that members of the English language association still do not use English in communication and discussion forums due to several factors, such as lack of vocabulary, confidence, worry about being wrong, and more comfortable discussing in Indonesian. Even so, the researcher suggested that association members use English more in their discussion forums to become the first step towards being good role models in their study program environment.
Reasons Behind the Challenges Faced by Undergraduate Level Students While Communicating in English: Khulna University Perspective Md. Fajlay Rabbi; Fairuz Kamal; Md. Sefatul Islam Islam; Shahriar Shajid Abir
Papanda Journal of English Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

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Abstract

English is a required subject in the national curriculum of Bangladesh and pupils have to study English for twelve years. Even after twelve years of studying English, most of the pupils cannot speak English. Often it can be noted that tertiary-level students struggle when communicating in English in courses. Therefore, the study attempts to find out the challenges that the learners encounter in speaking English in the tertiary level courses.The study has conducted interviews with undergraduate students in almost every discipline of Khulna University. Students who were fresher in universities and studied basic courses in English were picked for the interview. In total, 40 individuals were chosen relying on opportunity sampling from various disciplines. Interview questions for the pupils were developed following the thesis objectives. Interview questions were translated into Bangla All interviews were done in Bangla. After a comprehensive investigation of qualitative techniques, suggestions have been offered for the learners and instructors.The gathered data were thematized and examined in terms of two broad categories: causes of Problems faced by students and Causes of Writing and Speaking Problems. The study studied mainly: personal, social, environmental, and language problems for speaking issues and teacher and teaching, course content, overuse of mother tongue, poor schooling, and classroom culture as the cause factors of speaking weakness. The study suggested building a positive setting, increasing student liberty, changing teaching practices, rewriting classes, and conducting speaking activities time and again.
The Effectiveness of Using BBC Learning English Videos to Improve Reading Comprehension among Seventh Graders Intan Siti Nur'aini; Zahrotun Nisa; Hilda Muthia Agustin; Putra Abdan Syakuro; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

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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

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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 Eva Aviah Nur Azizah; Yaniar Ratna Dewi; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

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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 Teten Ginanjar; Eka Nurhidayat; Rama Dwika Herdiawan
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

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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; Rama Dwika Herdiawan; Eka Nurhidayat
Papanda Journal of English Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

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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.

Page 3 of 4 | Total Record : 35

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