Articles
<![CDATA[The Effectiveness of Edmodo to Teach Writing Viewed From Studentsâ Motivation ]]>
<![CDATA[Hastomo, Tommy]]>
<![CDATA[ Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education ]]>
Publisher : <![CDATA[Sebelas Maret University ]]>
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<![CDATA[Edmodo is a media of private micro-blogging service which can create an effective learning experience and allow students to exchange collective and individual feedback and responses. This article refers to an experimental study on the effectiveness of Edmodo media to teach writing at one of Senior Highschool in Bandar Lampung. The samples were two classes namely experimental class which was taught using Edmodo and control class which was taught without Edmodo. Each class was divided into two groups in which each consisted of students having high motivation and those having low motivation. To gain the data, two instruments were used namely writing test and motivation test. The data were analysed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey test. Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The findings of this research are: (1) Edmodo is more effective than Picture Series to teach writing; (2) The students with high motivation have better writing skill than those having low motivation; and (3) There is an interaction between teaching media and studentsâ motivation in teaching writing.]]>
<![CDATA[SCHOOLOGY EFFECTS ON STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Hastomo, Tommy]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 12 No 1 (2019): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Schoology is a learning management system for students to create, control, and share the content of their learning resources. Also known as teaching media for the virtual learning experience, this course management system provides tools to administer classroom activity for the blended learning activity. The present study was aimed to analyze schoology effects on students’ writing ability, and to investigate the students’ interest towards schoology in the writing process. There were sixty students from the first semester students of English Department at STKIP PGRI Bandar Lampung in 2018/2019 academic years. The samples composed of two groups that consist of the experimental and control group. Schoology was used in the experimental class, and the conventional method was used in the control class. The writing test and questionnaire administered to accomplish the objective of the research. Paired and independent sample t-test was used for analyzing the quantitative data. The findings of the quantitative data revealed the use of schoology was more effective than the use of non-schoology. It was determined by the mean score from both of the groups (82 > 72). The difference (df) of both mean scores was statistically significant based on the t-test value at 0.05 significance level, and the probability value was smaller than the significant level (0.000 < 0.05). In summary, the result of hypothesis testing found that t-value = 5.993 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted, and Ho was rejected. In addition, the result of questionnaire analysis confirms that schoology platform was attractive for teaching and learning writing subject.]]>
<![CDATA[VIDEO CONFERENCES IN TEACHING EFL: A CASE STUDY OF USING ZOOM ]]>
<![CDATA[Hastomo, Tommy]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol 14 No 1 (2021): Lentera ]]>
Publisher : <![CDATA[LPPM STKIP PGRI Bandar Lampung ]]>
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DOI: 10.52217/lentera.v14i1.830
<![CDATA[This study discovers a case study using a Zoom video conference to teach English to English Department Students (N=70) in STKIP-PGRI Bandar Lampung, Indonesia. This study aimed to uncover students’ perception of video conference activities' enlightening benefit and determine if Zoom improves writing ability. During the first semester, the instructors conducted 16 meetings in the Zoom conference, including materials and exercises to explore the writing subject. This research exposes the effectiveness of Zoom as an educational platform for teaching English. The researcher utilized open-response questionnaires as a qualitative and quantitative research method consisting of pre-test and post-test to evaluate the students’ writing ability.]]>
<![CDATA[TEACHING PROCEDURE TEXT THROUGH SERIES PICTURES TO IMPROVE STUDENTS’ SPEAKING PERFORMANCE ]]>
<![CDATA[Tommy Hastomo]]>;
<![CDATA[Hery Yufrizal]]>;
<![CDATA[Ramlan Ginting Suka]]>
<![CDATA[ U-JET Vol 2, No 10 (2013): U-JET ]]>
Publisher : <![CDATA[FKIP UNILA ]]>
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<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat peningkatan signifikan dari performa berbicara siswa setelah pembelajaran melalui gambar berseri. Desain pre-test dan post-test satu kelompok digunakan dalam penelitian ini. Hasil penelitian membuktikan bahwa terdapat perbedaan signifikan dari pencapaian siswa dalam performa berbicara sebelum dan sesudah pembelajaran melalui serial gambar. Nilai rata-rata dari pre-test adalah 57 dan post-test adalah 84. Dengan membandingkan rata-rata dari pre-test dan post-test, itu dapat diketahui bahwa peningkatan rata-rata adalah 27. Ini membuktikan bahwa skor siswa meningkat dengan signifikan karena p0.05 (p=0.000). Berdasarkan data, ini dapat disimpulkan bahwa terdapat perbedaan signifikan dari pencapaian siswa dalam performa berbicara sebelum dan sesudah pembelajaran melalui gambar berseri. Oleh karena itu, mengajar menggunakan gambar berseri dianjurkan untuk digunakan oleh para guru agar meningkatkan performa berbicara siswa.The objective of this research is to know whether there is a significant improvement of the students’ speaking performance after being taught through series pictures. The one group pre-test and post-test design was used in this research. The result of the research proved that there is a significant difference of students’ achievement in speaking performance before and after being taught through series pictures.The mean score of pre-test was 57 and post-test was 84. By comparing between the mean of pre-test and post-test, it can be found that the increase of the mean was 27. It proved that the students’ scores increase significantly because p0.05 (p=0.000). Based on the data, it can be concluded that there is a significant difference of students’ achievement in speaking performance before and after being taught through series pictures. Therefore, series pictures is recommended to be used by teachers to improve the students’ speaking performance.Keywords: improvement, series pictures, speaking performance ]]>
<![CDATA[PARTNER READING STRATEGY : An Effective Strategy for Improving Students’ Reading Comprehension ]]>
<![CDATA[Hajjah Zulianti]]>;
<![CDATA[Tommy Hastomo]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v11i1.4435
<![CDATA[The researchers decided to implement Partner Reading Strategy in this research because it is an effective strategy for improving the students’ reading comprehension.The students worked together to read, analyze, and discuss the text assigned in this cooperative learning strategy. This research aimed to help the students of the VIII C class of MTs N 1 Lampung Tengah improve their reading comprehension using the Partner Reading Strategy and identify their engagement in learning activities. This research used a Classroom Action Research method as research design. Partner Reading Strategy is independent variable and students’ reading comprehension is dependent variable. The subject of this research were 31 students, consisted eleven (11) male students and twenty (20) female students. The researchers used some instruments to assess students' reading comprehension that consist of formative test and summative test. In collecting the data, the writers used non-tests, including interviews, observation sheets, questionnaires, and field notes. The improvement of students' reading comprehension can be concluded from the improvement of the mean score of pre-test, formative test, and summative test. The summative test was given in the last meeting of each cycle. The result shows that using the Partner Reading Strategy successfully improved students’ reading comprehension. Moreover, students’ engagement played an influential role and impacted their learning outcomes. Implementing a Partner Reading Strategy can make students be involved in the educational activity and have a high level of engagement so that they can earn high learning outcomes.]]>
<![CDATA[IMPLEMENTATION OF ONLINE LEARNING FOR ENGLISH CLASS DURING COVID-19 PANDEMIC: LEARNERS’ PERCEPTION ]]>
<![CDATA[Eny Dwi Marcela]]>;
<![CDATA[Tommy Hastomo]]>;
<![CDATA[Siswo Edi Wibowo]]>;
<![CDATA[Adenan Damiri]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2021): Lentera ]]>
Publisher : <![CDATA[STKIP PGRI Bandar Lampung ]]>
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<![CDATA[This study aims to identify the learner's perception regarding online learning implementation during the COVID-19 pandemic. Data collection was done through a survey questionnaire consisting of both open-ended and close-ended questions, and continued by interview activities. The participants in this study amounted to 28 students of 3rd semester of STKIP PGRI Bandar Lampung. Data collection techniques in this study used questionnaires with Likert scale and interview. Results from this research showed that students have a positive attitude toward the online learning experience in general. The implementation of online learning during a pandemic is considered an effective and cheap way of accessing knowledge. However, most students showed frustration due to bad internet access, which affects their learning success. Students also felt the need for improvement in terms of interaction and engagement between students and teachers.]]>
<![CDATA[VIDEO CONFERENCES IN TEACHING EFL: A CASE STUDY OF USING ZOOM ]]>
<![CDATA[Tommy Hastomo]]>;
<![CDATA[Eny Dwi Marcela]]>;
<![CDATA[Akhmad Sutiyono]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2021): Lentera ]]>
Publisher : <![CDATA[STKIP PGRI Bandar Lampung ]]>
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<![CDATA[This study discovers a case study using a Zoom video conference to teach English to English Department Students (N=70) in STKIP-PGRI Bandar Lampung, Indonesia. This study aimed to uncover students’ perception of video conference activities' enlightening benefit and determine if Zoom improves writing ability. During the first semester, the instructors conducted 16 meetings in the Zoom conference, including materials and exercises to explore the writing subject. This research exposes the effectiveness of Zoom as an educational platform for teaching English. The researcher utilized open-response questionnaires as a qualitative and quantitative research method consisting of pre-test and post-test to evaluate the students’ writing ability.]]>
<![CDATA[SCHOOLOGY EFFECTS ON STUDENTS’ WRITING ABILITY ]]>
<![CDATA[Tommy Hastomo]]>
<![CDATA[ Lentera: Jurnal Ilmiah Kependidikan Vol. 12 No. 1 (2019): Lentera ]]>
Publisher : <![CDATA[STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Schoology is a learning management system for students to create, control, and share the content of their learning resources. Also known as teaching media for the virtual learning experience, this course management system provides tools to administer classroom activity for the blended learning activity. The present study was aimed to analyze schoology effects on students’ writing ability, and to investigate the students’ curiosity towards schoology in the writing process. There were sixty students from the first semester students of English Department at STKIP PGRI Bandar Lampung in 2018/2019. The samples composed of two groups that consist of the experimental and control group. The experimental class implemented Schoology and the control class applied conventional media. The writing test and questionnaire administered to accomplish the objective of the research. Paired and independent sample t-test was used for analyzing the quantitative data. The findings of the quantitative data revealed the use of schoology was more effective than the use of non-schoology. It was determined by the mean score from both of the groups (82 > 72). The difference (df) of both mean scores was statistically significant based on the t-test value at 0.05 significance level, and the probability value was smaller than the significant level (0.000 < 0.05). In summary, the result of hypothesis testing found that t-value = 5.993 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted, and Ho was rejected. In addition, the result of questionnaire analysis confirms that schoology platform was attractive for teaching and learning writing subject.]]>
<![CDATA[EXPLORING LEARNERS’ AUTONOMY IN ONLINE LANGUAGE-LEARNING IN STAI SUFYAN TSAURI MAJENANG ]]>
<![CDATA[Pipit Muliyah]]>;
<![CDATA[Dyah Aminatun]]>;
<![CDATA[Sukma Septian Nasution]]>;
<![CDATA[Tommy Hastomo]]>;
<![CDATA[Setiana Sri Wahyuni Sitepu]]>;
<![CDATA[Tryana]]>
<![CDATA[ Getsempena English Education Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v7i2.1164
<![CDATA[The impact of the coronavirus outbreak on the education system is inevitable that higher education institutions choose to transform their instructional practices to entirely online using specific platforms. This shifting comes with challenges to students as they are demanded to be independent and autonomous. This study investigated the students’ readiness and perception towards being an autonomous learner in online language-learning. This case study investigated 25 students who joined online language learning by the WhatApps group in an English department of STAI Sufyan Tsauri Majenang. The data were gained by giving an online questionnaire, having an online interview with some students who were chosen randomly, and also assigning students self-report. The data showed that the students do not have enough autonomy in online language-learning. It means that the students are not ready to be autonomous learners in online language learning. The result of the study indicated that the students prefer having a face to face class and direct guidance from the teacher where 66.9% of the same students prefer learning in class or face to face meeting. In comparison, only 18.5 % who share no problem having an online class. 14.6% of them enjoy both options. This finding suggests that teachers need some strategies to promote and foster students’ learner autonomy to achieve learning objectives in online language learning.]]>
<![CDATA[COLLABORATIVE LEARNING: A STRATEGY FOR IMPROVING STUDENTS' SPEAKING SKILL ]]>
<![CDATA[Muhammad Fikri Nugraha Kholid]]>;
<![CDATA[Zathu Restie Utamie]]>;
<![CDATA[Tommy Hastomo]]>
<![CDATA[ Lexeme : Journal of Linguistics and Applied Linguistics Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Pamulang ]]>
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DOI: 10.32493/ljlal.v4i1.19064
<![CDATA[This research aimed to identify the collaborative English learning at UIN Raden Intan Lampung. Classroom Action Research is the research method in this study. The researchers employed the theory from Harmer (2007) and Dillenbourg (1999) as the fundamental theory in this research. Collaborative learning is an effective strategy for teaching Sharia Economics students at UIN Raden Intan Lampung. There are five stages in this action research: diagnosing, planning, action, observation, and reflection. The findings show that collaborative learning can improve students' speaking ability because this strategy can increase their engagement, confidence, and critical thinking to deliver their ideas in classroom activities.]]>
