Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14806
Rika Sandi Arianto, J. Juhana, Ruminda Ruminda
Differentiated Instruction is a way of learning where teachers make adjustments in content, process, product, and learning environment to improve students’ learning ability. This research aims to explore how English teachers implement Differentiated Instruction and build students’ confidence in speaking English. This research was a case study. The informants were two English teachers of Sekolah Menengah Pertama Negeri (SMPN) 4 Jember, 31 students of class VIID, and 31 students of class VIIF. The data were collected through observation, interviews, and questionnaires. The data were analyzed using data condensation, data display, and conclusion drawing/verification. The results showed that the English teachers had implemented all elements of Differentiated Instruction to build students’ confidence in speaking English. In the interview, the teachers stated that they used various methods such as presentation, discussion, question and answer, and games to make students confident in speaking English. The interview results were in line with the observation results where during the implementation of Differentiated Instruction, teachers had provided various activities to encourage students to be more confident in speaking English. Based on the questionnaire results, there was an increasement in students’ confidence in speaking English during the implementation of Differentiated Instruction. The finding showed that the confidence of students in classes VIID and VIIF to speak English increased by 6.23% for class VIID and 1.72% for class VIIF. From the results of the study, it can be concluded that Differentiated Instruction can increase students’ confidence in speaking English.
{"title":"Building Students’ Confidence in Speaking English through Differentiated Instruction","authors":"Rika Sandi Arianto, J. Juhana, Ruminda Ruminda","doi":"10.31849/lectura.v14i2.14806","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14806","url":null,"abstract":"Differentiated Instruction is a way of learning where teachers make adjustments in content, process, product, and learning environment to improve students’ learning ability. This research aims to explore how English teachers implement Differentiated Instruction and build students’ confidence in speaking English. This research was a case study. The informants were two English teachers of Sekolah Menengah Pertama Negeri (SMPN) 4 Jember, 31 students of class VIID, and 31 students of class VIIF. The data were collected through observation, interviews, and questionnaires. The data were analyzed using data condensation, data display, and conclusion drawing/verification. The results showed that the English teachers had implemented all elements of Differentiated Instruction to build students’ confidence in speaking English. In the interview, the teachers stated that they used various methods such as presentation, discussion, question and answer, and games to make students confident in speaking English. The interview results were in line with the observation results where during the implementation of Differentiated Instruction, teachers had provided various activities to encourage students to be more confident in speaking English. Based on the questionnaire results, there was an increasement in students’ confidence in speaking English during the implementation of Differentiated Instruction. The finding showed that the confidence of students in classes VIID and VIIF to speak English increased by 6.23% for class VIID and 1.72% for class VIIF. From the results of the study, it can be concluded that Differentiated Instruction can increase students’ confidence in speaking English.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75651900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.15100
Lusi Intani, Mohammad Ilyas, Bibit Suhatmady
This research was conducted with the objectives of: (1) to produce learning media based on mobile learning in the form of a pantun writing learning media website. (2) carrying out learning to write pantun using mobile learning-based media using Wordpress CMS. (3) determine the effectiveness of the use of mobile learning-based learning media using Wordpress CMS on pantun writing MAterial. The method used is a research and development model adapted from Sugiyono, namely with ten steps: 1) potentials and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product trial, 7 ) product revision, 8) trial use, 9) revision, 10) MAss product. The research location at SMPN 3 North Penajam Paser in February-March 2023. Based on data analysis, mobile learning-based pantun writing learning media is appropriate and effective for learning to write pantun for seventh grade students of junior high school.
本研究的目的是:(1)以盘屯写作学习媒体网站的形式制作基于移动学习的学习媒体。(2)利用移动学习媒体使用Wordpress CMS进行盘曲写作学习。(3)确定基于移动学习的学习媒体在盘屯写作素材上使用Wordpress CMS的有效性。所使用的方法是一种改编自Sugiyono的研发模型，即有十个步骤:1)潜力和问题，2)数据收集，3)产品设计，4)设计验证，5)设计修改，6)产品试用，7)产品修改，8)试用，9)修改，10)批量产品。研究地点为SMPN 3 North Penajam Paser，摄于2023年2 - 3月。根据数据分析，基于移动学习的盘曲写作学习媒体适合初七年级学生学习盘曲写作。
{"title":"Development of Learning Media for Writing Pantun Based on Mobile Learning Using WordPress Content Management System","authors":"Lusi Intani, Mohammad Ilyas, Bibit Suhatmady","doi":"10.31849/lectura.v14i2.15100","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15100","url":null,"abstract":"This research was conducted with the objectives of: (1) to produce learning media based on mobile learning in the form of a pantun writing learning media website. (2) carrying out learning to write pantun using mobile learning-based media using Wordpress CMS. (3) determine the effectiveness of the use of mobile learning-based learning media using Wordpress CMS on pantun writing MAterial. The method used is a research and development model adapted from Sugiyono, namely with ten steps: 1) potentials and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product trial, 7 ) product revision, 8) trial use, 9) revision, 10) MAss product. The research location at SMPN 3 North Penajam Paser in February-March 2023. Based on data analysis, mobile learning-based pantun writing learning media is appropriate and effective for learning to write pantun for seventh grade students of junior high school.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74504324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14355
Zulfikar Noor, S. Daulay
A plethora of studies in Indonesia have investigated the research of the use of technology on students’ listening skills but research about the use of English word affirmation podcasts in improving students' listening skills based on student perception is still limited. This study aimed to investigate students' views on the effect of listening to “English words of affirmation” on their listening skills. This research employed a qualitative case study methodology. By using a closed-ended questionnaire and a semi-structured interview, 24 English students from one of North Sumatera's state universities were recruited to fulfill the demographic survey. The participants were selected by using purposive sampling, as the researchers selected only those who frequently listened to “English word affirmation” in their daily lives to enhance their English proficiency, particularly their listening skills. The questionnaire was disseminated through a Google Form to collect the demographic survey of students who were familiar with listening to the “English word affirmation podcast”. The interview was then conducted via the Zoom application to delve deeper into students' perceptions of the positive influence of listening to the “English word affirmation podcast” on improving their listening skills. This study discovered that listening to the “English word of affirmation” podcast could improve students' listening skills. This study suggested that educators and students could use English word affirmation podcasts as a reference in the English learning process, particularly for listening skills.
{"title":"Does the “Words of Affirmation” English Podcast Have Any Positive Influence on Students' Listening Skills?","authors":"Zulfikar Noor, S. Daulay","doi":"10.31849/lectura.v14i2.14355","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14355","url":null,"abstract":"A plethora of studies in Indonesia have investigated the research of the use of technology on students’ listening skills but research about the use of English word affirmation podcasts in improving students' listening skills based on student perception is still limited. This study aimed to investigate students' views on the effect of listening to “English words of affirmation” on their listening skills. This research employed a qualitative case study methodology. By using a closed-ended questionnaire and a semi-structured interview, 24 English students from one of North Sumatera's state universities were recruited to fulfill the demographic survey. The participants were selected by using purposive sampling, as the researchers selected only those who frequently listened to “English word affirmation” in their daily lives to enhance their English proficiency, particularly their listening skills. The questionnaire was disseminated through a Google Form to collect the demographic survey of students who were familiar with listening to the “English word affirmation podcast”. The interview was then conducted via the Zoom application to delve deeper into students' perceptions of the positive influence of listening to the “English word affirmation podcast” on improving their listening skills. This study discovered that listening to the “English word of affirmation” podcast could improve students' listening skills. This study suggested that educators and students could use English word affirmation podcasts as a reference in the English learning process, particularly for listening skills.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89301902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14848
Galuh Safitri, Sukartono Sukartono
Education is crucial for everyone because it emphasises the importance of reading literacy, which is a skill that everyone should possess because it can help people learn new things and gain new insights from their previous reading. The aim of this study is to find out the teacher’s efforts in improving reading literacy with the SI PANCA extracurricular (Siswa Pandai Membaca) in classroom. The method used was a qualitative method with a phenomenological design, namely discussing the process and meaning of phenomena as the reality of the subject at Sekolah Dasar (SD) Muhammadiyah Wonorejo. Research data was collected using interviews, observation, and documentation. The points in the interview were efforts to increase reading literacy with SI PANCA, factors that influence SI PANCA, and solutions to overcome SI PANCA constraints. Points of observation included the objectives of SI PANCA, plans to improve reading literacy with SI PANCA, SI PANCA plans that help learning, and materials used in SI PANCA that can support the learning process. The results of this study indicated that the extracurricular SI PANCA programme had a great impact on teaching and learning activities because students become fluent readers and are independent readers of material that previously had to be read by the teacher, as well as an increase in reading literacy skills in students both at school and at home. In conclusion, the extracurricular SI PANCA at SD Muhammadiyah Wonorejo is going well with the progress of students’ abilities.
{"title":"Teacher’s Efforts in Improving Reading Literacy with SI PANCA Extracurricular (Siswa Pandai Membaca) in Elementary School","authors":"Galuh Safitri, Sukartono Sukartono","doi":"10.31849/lectura.v14i2.14848","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14848","url":null,"abstract":"Education is crucial for everyone because it emphasises the importance of reading literacy, which is a skill that everyone should possess because it can help people learn new things and gain new insights from their previous reading. The aim of this study is to find out the teacher’s efforts in improving reading literacy with the SI PANCA extracurricular (Siswa Pandai Membaca) in classroom. The method used was a qualitative method with a phenomenological design, namely discussing the process and meaning of phenomena as the reality of the subject at Sekolah Dasar (SD) Muhammadiyah Wonorejo. Research data was collected using interviews, observation, and documentation. The points in the interview were efforts to increase reading literacy with SI PANCA, factors that influence SI PANCA, and solutions to overcome SI PANCA constraints. Points of observation included the objectives of SI PANCA, plans to improve reading literacy with SI PANCA, SI PANCA plans that help learning, and materials used in SI PANCA that can support the learning process. The results of this study indicated that the extracurricular SI PANCA programme had a great impact on teaching and learning activities because students become fluent readers and are independent readers of material that previously had to be read by the teacher, as well as an increase in reading literacy skills in students both at school and at home. In conclusion, the extracurricular SI PANCA at SD Muhammadiyah Wonorejo is going well with the progress of students’ abilities.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87765303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.13434
M. Affandi Arianto, Maulluddul Haq, Jufrizal Jufrizal
The trend of topics in language education research is affected by how authors convince readers about the issues being discussed. However, the persistence of the topic is not based on the number of scholars who have conducted the research, for instance, collaborative writing topics, but it focuses more on the newness to be contributed to the advancement of knowledge by indicating research gaps. Therefore, this qualitative study, which is specified into genre analysis, aims to describe the strategies for indicating research gaps and the area of gaps that are still needed to be fulfilled in the research of collaborative writing. A corpus consisting of 20 research article introductions (RAIs) published in highly reputable journals with high-impact factors was compiled and subjected to analyze, respectively (i.e., using the frameworks of Lim, 2012 and Ewijk, 2018) the types of research gap strategies and the areas of gaps that have been focused on by the authors. The findings show that the strategy of stating the absence of a specific area in the research of collaborative writing is employed in a vast majority (45.45%). Besides, the area of impact is found as the promising area of gap (occurred 24 times) that the authors tend to focus on. The pedagogical implications of this study are also discussed in this article.
{"title":"Exploring the Strategies for Indicating Research Gaps Used by Authors in English Education Research Article Introductions","authors":"M. Affandi Arianto, Maulluddul Haq, Jufrizal Jufrizal","doi":"10.31849/lectura.v14i2.13434","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.13434","url":null,"abstract":"The trend of topics in language education research is affected by how authors convince readers about the issues being discussed. However, the persistence of the topic is not based on the number of scholars who have conducted the research, for instance, collaborative writing topics, but it focuses more on the newness to be contributed to the advancement of knowledge by indicating research gaps. Therefore, this qualitative study, which is specified into genre analysis, aims to describe the strategies for indicating research gaps and the area of gaps that are still needed to be fulfilled in the research of collaborative writing. A corpus consisting of 20 research article introductions (RAIs) published in highly reputable journals with high-impact factors was compiled and subjected to analyze, respectively (i.e., using the frameworks of Lim, 2012 and Ewijk, 2018) the types of research gap strategies and the areas of gaps that have been focused on by the authors. The findings show that the strategy of stating the absence of a specific area in the research of collaborative writing is employed in a vast majority (45.45%). Besides, the area of impact is found as the promising area of gap (occurred 24 times) that the authors tend to focus on. The pedagogical implications of this study are also discussed in this article.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135971468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14926
Wiwiek Afifah, Soeharto Soeharto, Tri Rina Budiwati, Zanuwar Hakim Atmantika
When students have good level of speed, critical and creative reading abilities, they will easily understand scientific knowledge and able to understand big volume of reading sources. However, most of teaching reading are dominated with conventional methods emphasizing on reading with question-and-answer. For the reasons, this study explores how do reading skills for speed, critical, and creative interrelate to one another, what specific techniques can be applied to enhance the level of students’ speed, critical, and creative reading abilities, and how were the three readings skills interrelation and connected to Foreign Language Learning theories. The research design was classroom action research with the participants of 35 students from English Literature Study Program. Two types of data: quantitative and qualitative were gained by using test and non-test. They were analysed descriptively by using interactive data analysis consisting of reduction, presentation, and verification. The data showed that students’ speed, critical, and creative reading abilities were still under standard but after the treatments, they made improvement. Their speed, critical and creative reading abilities reached standard scores. There is interrelation among speed, critical, and creative reading abilities. While integrating them in the reading class, students’ level of reading skills enhanced. They could employ speed-reading strategies to quickly comprehend the texts before engaging in critical and creative reading. In critical reading, students could optimize their ability in questioning, problematizing and not passively follow the information given by the authors. Yet, students can read the text by optimizing their imagination in understanding the text information.
{"title":"Enhancing Reading Abilities: Exploring the Interrelationships among Speed, Critical, and Creative Reading through Classroom-Based Action Research","authors":"Wiwiek Afifah, Soeharto Soeharto, Tri Rina Budiwati, Zanuwar Hakim Atmantika","doi":"10.31849/lectura.v14i2.14926","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14926","url":null,"abstract":"When students have good level of speed, critical and creative reading abilities, they will easily understand scientific knowledge and able to understand big volume of reading sources. However, most of teaching reading are dominated with conventional methods emphasizing on reading with question-and-answer. For the reasons, this study explores how do reading skills for speed, critical, and creative interrelate to one another, what specific techniques can be applied to enhance the level of students’ speed, critical, and creative reading abilities, and how were the three readings skills interrelation and connected to Foreign Language Learning theories. The research design was classroom action research with the participants of 35 students from English Literature Study Program. Two types of data: quantitative and qualitative were gained by using test and non-test. They were analysed descriptively by using interactive data analysis consisting of reduction, presentation, and verification. The data showed that students’ speed, critical, and creative reading abilities were still under standard but after the treatments, they made improvement. Their speed, critical and creative reading abilities reached standard scores. There is interrelation among speed, critical, and creative reading abilities. While integrating them in the reading class, students’ level of reading skills enhanced. They could employ speed-reading strategies to quickly comprehend the texts before engaging in critical and creative reading. In critical reading, students could optimize their ability in questioning, problematizing and not passively follow the information given by the authors. Yet, students can read the text by optimizing their imagination in understanding the text information.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.15075
Dede Zulfa Sania, Ade Hikmat
Lack of media used by teachers so far needs to be changed. It is intended that students are not only of high theoretical quality but also of high practical quality. The purpose of this study is to find out the effect of series image media on the writing skills of grade III students of Madrasah Ibtidaiyah (MI) Al-Ikhlasiyah, Depok. In this study there were populations, namely all students in class III A and III B with a sample of 40 students. In this study, the data collection technique used the pretest posttest. The data analysis technique used was Normality and Homogeneity tests. The results of the analysis of research data stated that the existence of a series of media images was very affect with the ability to write descriptive essays for grade III students of MI Al-Ikhlasiyah, Depok. This was seen based on the average score of pretest and posttest results that have been carried out in the experimental group and the control group. The average pretest score obtained by the experimental group was 69, and for the control class the average score was 67.75. After both classes received treatment, the experimental class obtained an average score of 80.75 while for the control class obtained an average of 76.00. The same as the results of calculations through the t-test. The calculation results in the experimental group resulted in a probability value of <0.05, which is 0.000, which means that the series image media affect student learning outcomes.
{"title":"The Effect of Serial Image Media on Students’ Skill in Writing Descriptive Essays","authors":"Dede Zulfa Sania, Ade Hikmat","doi":"10.31849/lectura.v14i2.15075","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15075","url":null,"abstract":"Lack of media used by teachers so far needs to be changed. It is intended that students are not only of high theoretical quality but also of high practical quality. The purpose of this study is to find out the effect of series image media on the writing skills of grade III students of Madrasah Ibtidaiyah (MI) Al-Ikhlasiyah, Depok. In this study there were populations, namely all students in class III A and III B with a sample of 40 students. In this study, the data collection technique used the pretest posttest. The data analysis technique used was Normality and Homogeneity tests. The results of the analysis of research data stated that the existence of a series of media images was very affect with the ability to write descriptive essays for grade III students of MI Al-Ikhlasiyah, Depok. This was seen based on the average score of pretest and posttest results that have been carried out in the experimental group and the control group. The average pretest score obtained by the experimental group was 69, and for the control class the average score was 67.75. After both classes received treatment, the experimental class obtained an average score of 80.75 while for the control class obtained an average of 76.00. The same as the results of calculations through the t-test. The calculation results in the experimental group resulted in a probability value of <0.05, which is 0.000, which means that the series image media affect student learning outcomes.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136020102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.15185
Wulan Novita Haeriyati, Dudung Gumilar, Dante Darmawangsa
Feedback is a technique used in the teaching and learning environment to improve the acquisition of knowledge and skills, including writing mastery. This study investigates the impact of incorporating peer and teacher feedback techniques through Twitter on developing writing skills in French as a Foreign Language (FFL) class. The study employed a quantitative experimental approach that adopted a One Group Pre-Test and Post-Test design. A sample of 30 students enrolled in the fourth semester of the French Language Education Study Program at a university in Bandung, Indonesia, participated in the study. This study used two research instruments to gather the data: a writing assessment consisting of a pre-test and post-test and a questionnaire to measure students' perceptions of the studies' treatment. The data test was analyzed using the CEFR A2-level assessment instrument from Tagliante (2005) and then processed statistically using SPSS 26 software. While questionnaire data were analyzed using a Likert scale with five intervals. The statistical analysis results demonstrated a substantial impact, indicating increased scores from the pre-test to the post-test. The observable augmentation in the caliber and efficacy of student writing across all evaluation domains supports this assertion. In conclusion, the implementation of peer and teacher feedback using Twitter in French as a Foreign Language (FFL) writing class significantly enhances students' writing proficiency. Furthermore, it allows students to demonstrate a favorable acceptance and perception of this implementation to improve their French writing skills.
{"title":"The Impact of Peer and Teacher Feedback Using Twitter on FFL Writing Class","authors":"Wulan Novita Haeriyati, Dudung Gumilar, Dante Darmawangsa","doi":"10.31849/lectura.v14i2.15185","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.15185","url":null,"abstract":"Feedback is a technique used in the teaching and learning environment to improve the acquisition of knowledge and skills, including writing mastery. This study investigates the impact of incorporating peer and teacher feedback techniques through Twitter on developing writing skills in French as a Foreign Language (FFL) class. The study employed a quantitative experimental approach that adopted a One Group Pre-Test and Post-Test design. A sample of 30 students enrolled in the fourth semester of the French Language Education Study Program at a university in Bandung, Indonesia, participated in the study. This study used two research instruments to gather the data: a writing assessment consisting of a pre-test and post-test and a questionnaire to measure students' perceptions of the studies' treatment. The data test was analyzed using the CEFR A2-level assessment instrument from Tagliante (2005) and then processed statistically using SPSS 26 software. While questionnaire data were analyzed using a Likert scale with five intervals. The statistical analysis results demonstrated a substantial impact, indicating increased scores from the pre-test to the post-test. The observable augmentation in the caliber and efficacy of student writing across all evaluation domains supports this assertion. In conclusion, the implementation of peer and teacher feedback using Twitter in French as a Foreign Language (FFL) writing class significantly enhances students' writing proficiency. Furthermore, it allows students to demonstrate a favorable acceptance and perception of this implementation to improve their French writing skills.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136020834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14031
Iqmatul Pratiwi
There are many children who do not go to school, they are more concerned with making a living for their survival. Even though the government has provided assistance to elementary schools in the form of Assistance for Poor Students, Jakarta Smart Card, and Smart Indonesia Program. The aim of this article is to describe whether the problem of financing education comes from internal or external because the government has provided inexpensive and free education in accordance with Article 31 of the 1945 Constitution. This research used a qualitative approach with case study design. This research used interview and observation techniques with stakeholders at public elementary schools in the Tebet area. Then conducted interviews with the principal, vice principal, treasurer, committee, class coordinator, and parents. Both internal and external factors are mutually sustainable, if one of the two does not support it will have an impact on children’s education. This research is more directed to internal factors, namely family factors, where financial management in the family is regulated by the parents. On average, they set aside 20% of their income for their children’s education. Sometimes some parents borrow money from relatives and neighbors if the situation is urgent.
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Pub Date : 2023-08-01DOI: 10.31849/lectura.v14i2.14981
Siti Arinda Widaningsih, A. Sutisnawati, D. A. Uswatun
Along with the development of the times, changes always occur, including in the world of education. One of them is the education system in Indonesia, namely, the curriculum, the curriculum in Indonesia always changes with the times. Just as the Minister of Education and Culture issued a new curriculum, namely the independent curriculum, in this independent curriculum there were two important tools that were formulated, namely the independent curriculum and the independent platform. The Merdeka curriculum is designed in a simple and in-depth manner, while the Merdeka platform utilizes existing technology. as was the case during an interview at one of the public schools, media facilities and feelings were already available but had not been utilized optimally, therefore the researchers worked together to make educational media interactive posters based on educandy to facilitate students in the learning process. This study aims to produce and describe the feasibility of educandy-based interactive posters in science learning based on material, media and practitioner validation and to find out how students respond to educandy-based interactive posters when used in research. This research method uses the ADDIE development model. This study produced educandy-based interactive digital posters and obtained 97% results from material experts, media experts and practitioner experts while student responses obtained very good responses as evidenced by obtaining 93% results in the very good category. Data collection techniques and data analysis, namely, interviews, questionnaires and expert validation while qualitative and quantitative data analysis.
{"title":"Development of Educandy-Based Interactive Poster Learning Media in Elementary School for Natural and Social Sciences Lessons","authors":"Siti Arinda Widaningsih, A. Sutisnawati, D. A. Uswatun","doi":"10.31849/lectura.v14i2.14981","DOIUrl":"https://doi.org/10.31849/lectura.v14i2.14981","url":null,"abstract":"Along with the development of the times, changes always occur, including in the world of education. One of them is the education system in Indonesia, namely, the curriculum, the curriculum in Indonesia always changes with the times. Just as the Minister of Education and Culture issued a new curriculum, namely the independent curriculum, in this independent curriculum there were two important tools that were formulated, namely the independent curriculum and the independent platform. The Merdeka curriculum is designed in a simple and in-depth manner, while the Merdeka platform utilizes existing technology. as was the case during an interview at one of the public schools, media facilities and feelings were already available but had not been utilized optimally, therefore the researchers worked together to make educational media interactive posters based on educandy to facilitate students in the learning process. This study aims to produce and describe the feasibility of educandy-based interactive posters in science learning based on material, media and practitioner validation and to find out how students respond to educandy-based interactive posters when used in research. This research method uses the ADDIE development model. This study produced educandy-based interactive digital posters and obtained 97% results from material experts, media experts and practitioner experts while student responses obtained very good responses as evidenced by obtaining 93% results in the very good category. Data collection techniques and data analysis, namely, interviews, questionnaires and expert validation while qualitative and quantitative data analysis.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76876157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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