Articles
<![CDATA[UNDERGRADUATE STUDENTS’ PERCEPTIONS TOWARD BLENDED LEARNING THROUGH INSTAGRAM IN ENGLISH FOR BUSINESS CLASS ]]>
<![CDATA[Sari, Fatimah Mulya]]>;
<![CDATA[Wahyudin, Achmad Yudi]]>
<![CDATA[ International Journal of Language Education Vol. 3, No. 1, 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v1i1.7064
<![CDATA[Addressing the needs of the millennial students brings the implemention of blended learning using social network site in the teaching and learning process. Instagram becomes one of the most popular social network sites in Indonesia. It has been a potential teaching platform to help English teachers to facilitate language learning, especially for learners at the tertiary level. This paper is intended to explore the students’ perceptions toward English language learning and the implementation of Instagram in their English for Business class. Students’ attitudes toward English course should be investigated to form a basis for this further study. The subjects were 116 undergraduate students who took general English for Business course at the Faculty of Engineering and Computer Science, University of Teknokrat Indonesia. They were classified into three groups. The data gained were from observation, questionnaire, and interview. The data, then, were analyzed quantitatively and qualitatively. The results indicated that most students showed high positive perceptions in using Instagram in their learning since social network Instagram influenced their motivation, engangement, and attitudes. In addition, internet connection and its speed, misunderstanding, and miscommunication toward the materials and task instructions were considered as the problems that hamper their learning. Instagram might help the students to learn English Language. Thus, it is suggested to improve the teaching of technology skills by preparing suitable digital literacy in academic content.]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES OF UNDERGRADUATE EFL STUDENTS ]]>
<![CDATA[Mega Lestari]]>;
<![CDATA[Achmad Yudi Wahyudin]]>
<![CDATA[ Journal of English Language Teaching and Learning Vol 1, No 1 (2020): JELTL ]]>
Publisher : <![CDATA[fsip.teknokrat.ac.id ]]>
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DOI: 10.33365/jeltl.v1i1.242
<![CDATA[This study attempts to explore the language learning strategies used by the students’ who take English Literature study programs in English as a foreign language (EFL) setting. This study involves 76 participants asked to fulfill a questionnaire called Strategy Inventory for Language Learning (SILL) developed by Oxford (1990). The result of this research showed that metacognitive has been the most frequently used strategy followed by social and compensation strategies while affective strategies become the least strategy used by the students. This research could be meaningful insight for other researches or the students to analyze the language learning strategies used by the students and be meaningful to know the language learning strategies that appropriate especially in the field of the second language.]]>
<![CDATA[VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT TERTIARY LEVEL ]]>
<![CDATA[Achmad Yudi Wahyudin]]>;
<![CDATA[Reza Pustika]]>;
<![CDATA[Marta Widiawitasari Br Simamora]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 2 (2021): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v8i2.15647
<![CDATA[This article aims at investigating the vocabulary learning strategies of EFL learners at tertiary level. Since the students are required to pass English as a required subject in Indonesian tertiary education, exploring vocabulary strategies attracts more attention from teachers and practitioners. A survey approach was carried out in conducting this research. The present study involved 120 non-English major participants to fill out a questionnaire consisting of four vocabulary learning strategies: cognitive, metacognitive, memory, and determination strategies. The data of this research were descriptively analysed to reveal the vocabulary learning strategies used by EFL learners at tertiary level. This study reveals that the cognitive strategy is the most frequently strategy used. The respondents use new words in a sentence to remember them from time to time. While the least frequently strategy used is making a mental image to remember the words. The findings of the study might give an insight for English as a foreign language (EFL) teachers and practitioners to consider changes and adjustments to their pedagogical practice. ]]>
<![CDATA[PENGGUNAAN KOMIK DIGITAL TOONDOO DALAM PEMBELAJARAN BAHASA INGGRIS TINGKAT SEKOLAH MENENGAH ]]>
<![CDATA[Achmad Yudi Wahyudin]]>;
<![CDATA[Daud Jepri]]>;
<![CDATA[Martha Widiawitasari Simamora]]>;
<![CDATA[Irma Widya Pratiwi]]>;
<![CDATA[Alfa Rina]]>
<![CDATA[ Journal of Social Sciences and Technology for Community Service (JSSTCS) Vol 1, No 1 (2020): Maret ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
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DOI: 10.33365/jta.v1i1.673
<![CDATA[Studi ini menyelidiki penggunaan Toondoo pembuat komik strip dalam pengajaran teks recount di pendidikan menengah. Dengan partisipasi seorang guru bahasa Inggris, penelitian ini mencoba menangkap proses pembuatan komik sebagai media pengajaran pada tahun akademik 2018-2019 di sekolah umum di Lampung, Indonesia. Observasi digunakan sebagai teknik pengumpulan data. Hasilnya menunjukkan proses pembuatan komik dengan elemen teks recount. Proses penulisan komik terdiri dari pendaftaran, membuat tata letak, memilih karakter komik, memilih latar belakang, membuat balon, dan menerbitkan komik. Proses ini diintegrasikan ke dalam proses belajar mengajar di kelas. Studi ini dapat memberikan implikasi pedagogis bagi guru dan praktisi dalam pendidikan menengah yang dapat dibantu dengan penggunaan komik]]>
<![CDATA[Flipped Classroom Learning Model: Implementation and Its Impact on EFL Learners’ Satisfaction on Grammar Class ]]>
<![CDATA[Berlinda Mandasari]]>;
<![CDATA[Achmad Yudi Wahyudin]]>
<![CDATA[ Ethical Lingua: Journal of Language Teaching and Literature Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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<![CDATA[This study is aimed at describing the implementation of flipped classroom learning model and analyzing the impact of this learning model on students’ satisfaction on Grammar class. This study was conducted at Universitas Teknokrat Indonesia. The participants of this study were 48 students of English Education study program who enroll Intermediate Class. The design of this research was descriptive qualitative. Data were obtained from observation, questionnaire and interview. Observation technique was used to gain information on how flipped classroom learning model implemented. Questionnaire consists of 13 statements an participants may respond on the level of strongly agree, agree, neutral, disagree and strongly disagree to gain information about impact of flipped classroom learning model toward students’ satisfaction. Interview was administered to strengthen the data of questionnaire. The results of this study were flipped classroom learning model has been well-implemented in teaching grammar. This learning mode broke the physical limitation between students and lecturers. Another result of this study was the students satisfy with the learning process carried out using flipped classroom. It was found that flipped classroom was easy to implement, promote self-directed learning and improve grammar knowledge. It can be suggested that flipped classroom learning model is an alternative mode incorporating education with technology advancement.]]>
<![CDATA[THE IMPACT OF ONLINE PEER FEEDBACK ON EFL STUDENTS WRITING AT TERTIARY LEVEL ]]>
<![CDATA[Achmad Yudi Wahyudin]]>
<![CDATA[ Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 17 No 1 (2018): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 17 Nomor 1 Januari 2018 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/BAHTERA.171.1
<![CDATA[AbstractThe need for supporting the practice of teaching English as Foreign Language (EFL) writing at tertiary level has been the major concern for researchers and practitioners. Peer feedback has received much attention since its effectiveness in enhancing students writing ability. However, English teachers have often encountered time constraints and large class during the writing process. Currently, Facebook becomes one of the most popular social network site (SNS) in Indonesia and has been a very potential platform to help English teachers to facilitate learning. This paper attempts to confirm whether the use of Facebook as a medium of peer feedback outside the classroom can improve EFL Students Writing ability. The subjects were 81 undergraduate students studying Essay Writing which is a compulsory subject in English Department in Universitas Teknokrat Indonesia. The subjects then were randomly assigned into experimental group and control group. The experiment lasted for eight weeks started with pre-test in the beginning and ended with a post-test in the last meeting. During the treatment, the teacher applied planning, drafting, revising and editing stages and online learning with Facebook as the medium to facilitate the students peer feedback. The result shows online peer feedback with Facebook may be used as an effective instructional media. It could help students improve their writing ability as well as critical thinking. Keywords: Facebook, Writing Ability, Tertiary Level, Online Peer Feedback]]>
<![CDATA[PERCEPTUALS LEARNING STYLES PREFERENCES OF INTERNATIONAL MASTER'S STUDENTS IN MALAYSIA ]]>
<![CDATA[Achmad Yudi Wahyudin]]>;
<![CDATA[Akhyar Rido]]>
<![CDATA[ Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 19 No 1 (2020): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 19 Nomor 1 Januari 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/bahtera.191.10
<![CDATA[It has been a consensus that learning styles have been a predominant factor of success in master's degree program. Since the preferences of learning styles are affected by students' cultural background, this study was carried out to explore the perceptual learning style preferences of international Master’s students in a Malaysian university. Sixty students consisting of Indonesian, Iranian, and Libyan were involved in the present study. The findings reveal that Indonesian and Libyan students tended to be more kinesthetic/tactile learners while Iranian tended to be more visual learners. This study suggested practitioners use various learning strategies to cater the learning style preferences of the students.]]>
<![CDATA[Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context ]]>
<![CDATA[Fatimah Mulya Sari]]>;
<![CDATA[Achmad Yudi Wahyudin]]>
<![CDATA[ TEKNOSASTIK Vol 17, No 1 (2019): TEKNOSASTIK ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
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DOI: 10.33365/ts.v17i1.204
<![CDATA[The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students’ responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students’ responses and students’ attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition.]]>
<![CDATA[LANGUAGE LEARNING STRATEGIES AND ACADEMIC ACHIEVEMENT OF ENGLISH DEPARTMENT STUDENTS ]]>
<![CDATA[Wulan Agustin]]>;
<![CDATA[Achmad Yudi Wahyudin]]>;
<![CDATA[Shaleha Isnaini]]>
<![CDATA[ Journal of Arts and Education Vol 1, No 1 (2021): Volume 1, Nomor 1, Juli 2021 ]]>
Publisher : <![CDATA[Faculty of Arts and Education ]]>
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DOI: 10.33365/jae.v1i1.34
<![CDATA[In mastering English, students of English Department need to use language learning strategies while they also should pay attention to their academic achievement. As language learning strategies are relevant to the students’ effort to achieve the high-grade academic achievement, this study aims to determine the relationship between language learning strategies use and the students’ academic achievement indicated by grade point average (GPA). The method used in this research is quantitative research, employing documentation and questionnaires. The sample in this study were 38 students of English Department at one of private universities in Indonesia. From the result of this study, it can be concluded that there is a positive relationship between the language learning strategies use and students’ academic achievement. The pedagogical implications are related to the suggestion for English teachers to introduce and train the English Department students to use language learning strategies to improve their academic achievement.]]>
<![CDATA[THE STUDENTS’ MOTIVATION AND ACADEMIC ACHIEVEMENT AT TERTIARY LEVEL: A CORRELATIONAL STUDY ]]>
<![CDATA[Eyin Tria Agustina]]>;
<![CDATA[Achmad Yudi Wahyudin]]>;
<![CDATA[Alfina Adelia Pratiwi]]>
<![CDATA[ Journal of Arts and Education Vol 1, No 1 (2021): Volume 1, Nomor 1, Juli 2021 ]]>
Publisher : <![CDATA[Faculty of Arts and Education ]]>
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DOI: 10.33365/jae.v1i1.33
<![CDATA[One of the factors affecting student’s academic achievement is student learning motivation. The motivation that exists in students can drive them to be more enthusiastic to do excel in learning process. This study aimed to determine whether there is a correlation between the tertiary students’ motivation and the students’ academic achievement indicated by their Grade Point Average (GPA). This study was designed using a quantitative correlational study and 39 students were involved as the participant. Questionnaire and document perusal were done to collect the data. The results suggest that there is a positive correlation between students’ motivation and the students’ learning achievement.]]>
