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All Journal JOURNEY : Journal of English Language and Pedagogy E-Link Journal SALEE: Study of Applied Linguistics and English Education Didaktika: Jurnal Kependidikan
Wahyu Diny Sujannah
Universitas Brawijaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Use of Peer Feedback as the Social Affective Strategy to Improve Skills in Writing Analytical Exposition Text Siti Nabilla Indah Tita Okvianti; Wahyu Diny Sujannah; Putu Dian Danayanti Degeng
Journey: Journal of English Language and Pedagogy Vol 6 No 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.2564

Abstract

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.
VOCATIONAL HIGH SCHOOL STUDENTS’ PERCEPTION ON THE USE OF TASK-BASED LEARNING (TBL) IN SPEAKING CLASS Silvanda Isnavira; Wahyu Diny Sujannah
E-LINK JOURNAL Vol 10, No 1 (2023): E-LINK JOURNAL
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v10i1.768

Abstract

Task-based learning (TBL) has been widely discussed among recent researchers. Its implementation is proven to be beneficial for English as foreign language teaching method. Many previous studies bring in its evident efficacy to increase vocational high school students' basic language abilities. This study used survey research that aimed to explore vocational high school students’ perception on the use of TBL to enhance their speaking skills. Quantitative data were obtained through a questionnaire as the instrument which was distributed to approximately 103 11th grade Office Authorization and Governance students at one of vocational high schools in Kediri. The findings revealed that students had a positive perception on the use of TBL to enhance their speaking skills because they felt relaxed when they are taught English using TBL, they feel motivated to learn English using TBL, and they perceive that TBL should be used more during English class. Furthermore, they also saw improvements in their speaking skills, in terms of fluency, pronunciation, grammar, and vocabulary. This study was to gain perceptions on task-based activities limited to discussions, presentations, and giving and receiving feedback and it was focused on learning descriptive text. A suggestion for the teachers is they may broaden the variation of the task-based activities while teaching the students, thus it could adapt to different genre texts. The researchers also came up with a recommendation for future researchers to explore students’ perceptions of their difficulties when the teachers implement TBL.Keywords: task-based learning, speaking skills, English for Specific Purposes
Factors Contributing to Students' Willingness to Communicate during English Day Program: A Case Study at SMK Putra Indonesia Malang Zumrotul Auliyah; Wahyu Diny Sujannah
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 2 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v4i2.845

Abstract

A lot of habituations are needed to get students accustomed to communicating using a foreign language. One of the habits that schools can hold is through outside classroom program, such as English Day program by SMK Putra Indonesia Malang, held weekly to create an English environment for students to develop their speaking skills. However, in practice, students’ willingness to communicate (WTC) was considered low based on the initial observations conducted by one of the researchers. The present study aimed to investigate the factors contributing to WTC during the English Day program. Using a case study through interview and observations, the participants were eight tenth grade students of Industrial Chemical and Industrial Pharmacy classes represented by high and low achievers. The results showed that there were five factors influence their WTC during the English Day Program, including their surroundings, being afraid of committing grammatical mistakes, lack of vocabulary knowledge, lack of pronunciation mastery, and shyness. Thus, English teachers are recommended to encourage students to speak more through fun learning activities in the classroom. Moreover, further researchers are suggested to conduct research on a wider sample to know the main factor contributing to low WTC during the English Day program.
The Effect of Differentiated Learning on EFL Students’ Reading Skills Indi Azimah; Wahyu Diny Sujannah
Didaktika: Jurnal Kependidikan Vol. 13 No. 1 (2024): DIDAKTIKA Februari 2024
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.473

Abstract

Students might have different levels of reading skills due to their knowledge and background. Implementing differentiated learning can be a solution to overcome this diversity by helping them face challenges and achieve good reading comprehension in 21st-century education. This pre-experimental research aimed to explore the effect of differentiated learning on students’ reading skills. The application of this strategy focused on the aspects of process, content, and product differentiation. The participants were 29 eighth-grade students from one of the State Junior High Schools in Batu. The results indicate that implementing differentiated learning is effective in improving students’ reading skills since it helps them face challenges in reading, learn more vocabulary, provide a fun reading experience, and achieve learning objectives. Hence, it is suggested that English teachers implement differentiated learning to teach reading. Moreover, future research may explore students’ difficulties while implementing differentiated learning to learn reading.
Co-Authors Degeng, Putu Dian Danayanti Indi Azimah Silvanda Isnavira Siti Nabilla Indah Tita Okvianti Zumrotul Auliyah