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All Journal EDULITE: Journal of English Education, Literature and Culture Journal International of Lingua and Technology Simple: International Journal of English Education
Syafei, Muh
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Education Languange, Linguistic, Communication & Media

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Overseas and home students’ perspectives towards the implementation of portfolio-based timed-writing technique in composition class Syafei, Muh; Fajardo, Ana Cecillia; Rusiana, Rusiana; Hilal, Achmad; Montales, Cherry Love B
EduLite: Journal of English Education, Literature and Culture Vol 8, No 2 (2023): August 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.8.2.263-279

Abstract

This inquiry addressed students’ perspectives towards the implementation of the Portfolio-Based Timed-Writing Technique (PBTHT) under an international transfer credit (ICT) program at Universitas Muria Kudus. It is to answer the following questions: (1) What are the overseas students’ perspectives towards the PBTHT implementation? (2) How do their perspectives compare to their home counterparts? Using narrative analysis, this study qualitatively revealed that PBTHT is a new technique for overseas students. Their perspectives show their composition strengths cover the use of proper grammar, spelling, and mutually supportive essay elements. Meanwhile, their weaknesses include the content and mechanics. Overseas and home students expressed different perspectives due to different experiences, abilities, and teaching processes in their respective countries. Both groups acknowledged that the PBTHT implementation help them with the improvement of their writing skills.
Learn independently using the Padlet application to improve writing skills Pakaja, Marina; Ninsiana, Widhiya; Fachruzzaki, Fachruzzaki; Yulianingsih, Lilik; Syafei, Muh
Journal International of Lingua and Technology Vol. 3 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v3i2.642

Abstract

This study aims to explore the effectiveness of using the Padlet application to improve writing skills through self-study. Self-directed learning methods are becoming increasingly important in today's educational landscape, with technology acting as a key driver. This study engages students in educational settings to apply independent learning using padlets in developing their writing skills. This research was conducted through a qualitative approach with a classroom action research design. Data collection was carried out through observation, interviews, and document analysis of the activities carried out by students in the learning environment. The results of the study show that the use of the Padlet application is effective in stimulating student learning independence and active participation in the development of writing skills. This app provides an interactive platform that facilitates collaboration, reflection, and feedback between students and other teachers. The results of this study have important implications for the design of learning strategies that encourage student independence and develop writing skills. In addition, this research also highlights the role of technology in creating innovative learning environments and supporting student academic growth. Thus, the application of the Padlet application in independent learning can be considered as the right solution to improve students' writing skills
AN ANALYSIS OF STUDENTS' DIFFICULTIES IN WRITING RECOUNT TEXT IN ELEVENTH GRADE OF SMA N 1 BAE KUDUS ACADEMIC YEAR 2022/2023 Aini, Mawarina Nurul; Syafei, Muh; Nurcahyo, Agung Dwi
SIMPLE: International Journal of English Education Vol 1, No 2 (2023): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v1i2.10935

Abstract

Teaching English in Senior High School significantly emphasizes enhancing four fundamental language skills: listening, speaking, reading, and writing. The objective is for students to attain mastery of all four language skills. Among these, the enhancement of productive skills, particularly writing, holds paramount importance in English instruction. Nonetheless, in practical application, numerous students encounter challenges when it comes to composing English texts. Therefore, this research aims to analyze students’ difficulties in writing recount text at eleventh students SMA N 1 Bae Kudus. The research design of this study is content analysis qualitative research. The researcher analyzed the students’ recount texts based on the writing aspect that should be considered by the students in writing a recount text which is content, organization, grammar, vocabulary, and mechanics. It was found that students' difficulties in writing recount text were in five categories: content (21,3%), organization (19,4%), vocabulary (19,7%), language use (18,5%), and mechanic (21,1%). Furthermore, it can be concluded that the difficulty in writing recount text by students of class XI IPA 4 and XI IPA 7 SMA N 1 BAE Kudus academic year 2022/2023 is in the Language Use section with the lowest score 984 (18,5%).
ENGLISH JUNIOR HIGH SCHOOL TEACHERS’ AND STUDENTS’ PERSPECTIVES OF DIFFERENTIATED INSTRUCTION PRACTICES IN KURIKULUM MERDEKA Astuti, Yulia Fitri; Syafei, Muh; Suryani, Fitri Budi
SIMPLE: International Journal of English Education Vol 1, No 1 (2023): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v1i1.10614

Abstract

This study proposes to explore English Junior High School teachers’ and students’ perspectives of differentiated instruction practices in Kurikulum Merdeka. The study conducted a descriptive qualitative approach. Three teachers and 3 classes of each grade of Junior High School students were selected to become participants in this study. The data were gathered through questionnaires, semi-structured interviews, classroom observations, and document analysis. The result of this study revealed that all teachers and most of the students had positive perspectives on the use of Differentiated Instruction in the classes. That was indicated from their positive thoughts on their planning and implementation that Differentiated instruction became an effective and engaging learning practice in the classroom. The teachers planned the lesson with different stages but with the same topic. The teachers are evaluated as good practitioners for students in practicing Differentiated Instruction. And most of the students had positive feedback on their experiences and found when the teachers implemented differentiated instruction strategies in their classes, they could overcome their learning difficulties. All this result leads to the alignment of the differentiated instruction practices that should be implemented in any classroom activities
Co-Authors Agung Dwi Nurcahyo Aini, Mawarina Nurul Astuti, Yulia Fitri Fachruzzaki, Fachruzzaki Fajardo, Ana Cecillia Fitri Budi Suryani, Fitri Budi Hilal, Achmad Montales, Cherry Love B Pakaja, Marina Rusiana Rusiana Widhiya Ninsiana, Widhiya YULIANINGSIH, LILIK