Archive

Examining the Role of Self-Regulated Learning and Self-Efficacy in Reducing English Language Anxiety

Siti Maesaroh, Anggis Bernadeta, Alina Ria Citra

This study examines the interaction between self-efficacy, self-regulated learning, and English language anxiety among secondary school and university students in Cirebon, West Java. The urgency of this research lies in the high levels of English language anxiety, which negatively affect students’ learning performance. Using path analysis on data from 289 participants, the results show that self-regulated learning significantly mediates the relationship between self-efficacy and English language anxiety (indirect effect = 0.281, p < 0.05). The model accounts for 31.5% of the variance in English language anxiety (R² = 0.315). These findings highlight the crucial role of self-regulation and metacognitive strategies in reducing anxiety and enhancing learning effectiveness. This research supports the need for intervention programs that strengthen self-efficacy and self-regulated learning, particularly within the local educational and cultural context of Cirebon. Further studies are recommended to explore other contextual factors more deeply.

Politeness Maxims Analyzed in Taulany TV's Vlog, Showcasing Ayu Ting Ting's Large House

Revi Mariska

This research aims to analyse the application of the maxim of politeness in Taulany TV vlogs, focusing on the episode featuring Ayu Ting Ting's house. The method used is qualitative content analysis of vlog videos by selecting relevant vlog samples and analysing conversation transcriptions to identify the application of the maxim of politeness. The results show that deviations from the maxim of quantity and maxim of relationship often occur when the speaker provides more information than necessary or makes statements that are not directly relevant to the previous discussion. This research provides new insights into the adaptation of the politeness maxim in the context of vlogs and emphasizes the importance of considering contextual factors in digital communication. It also contributes to the development of more effective and ethical communication theories.

Students' Perception of The Fondi Application in Improving Speaking and Listening Skills: Strengths and Challenges

Devi Tania Maudy

This study explores students' perceptions of the Fondi app in enhancing their English speaking and listening skills using a qualitative descriptive method. The researcher conducted interviews with two students regarding their experiences with the application. Findings indicated significant improvements in pronunciation, fluency, and confidence, along with better listening comprehension. Both students found the Fondi app very helpful for improving their English skills, noting its attractive interface and user-friendly design as key strengths. However, they also encountered challenges, including server downtime and bugs. Despite these issues, the students held a positive view of the app, recognizing its potential for facilitating real-world English practice. This study offers valuable insights into the benefits and challenges of using the Fondi app and provides recommendations for further enhancements, highlighting the importance of addressing technical issues to maximize its effectiveness in language learning.

Analysis Project-Based Learning of English Speaking Skills in Merdeka Curriculum

Yasri Tika Damayanti

This qualitative study explores the perceptions of teachers and 10th-grade students in senior high school on the use of Project-Based Learning (PjBL) to improve English- speaking skills within the Merdeka Curriculum. Data were collected through interviews, observations, and document analysis. Teachers observed that PBL effectively enhances student engagement, collaboration, and speaking confidence, though they noted challenges such as time constraints and varying English proficiency levels. Students reported that PjBL increased their confidence and motivation, as it allowed for self- expression and interactive learning. Classroom observations showed that PjBL promoted active student participation, with teachers facilitating and providing feedback on speaking skills. Document analysis highlighted improvements in students' creativity and vocabulary usage, despite occasional grammar issues. The study concludes that PBL, aligned with the Merdeka Curriculum, fosters English-speaking skills and encourages active learning, though additional support is needed to address challenges in collaboration and classroom management.

Analysis of the Principle of Cooperation in the My Little Pony Movie "Dragonshy"

Al Isa Maulida Sari

This research delves into the exploration of cooperation principles depicted in the animated film "My Little Pony: Dragonshy." Drawing upon the Cooperative Principle Theory proposed by linguist Paul Grice, which emphasizes the importance of communicative cooperation, the study investigates how the movie exemplifies these principles through conversation. Through qualitative analysis, the study identifies them into two types, namely the category of Non-Observance and the type of Maxim. In the category of Non-Observance, there are five, namely: Flouting a Maxim, Violating a Maxim, Opting Out a Maxim, Infringing a Maxim, and Suspending a Maxim. This category is mostly Violating a maxim. Then in the type of Maxim there are four, namely Maxim of Quality, Maxim of Quantity, Maxim of Relevance, and Maxim of Manner. The most common maxim violation observed is in the Maxim of Relevance. For the conversational implicature it is concluded that particularized is the most of the seven data results.

The Implementation of Teacher Feedback to Improve Students Writing Skills in Junior High School

Siti Lina Nurlina

This study investigates the implementation of teacher feedback to improve junior high school students' writing skills, focusing on common writing errors and the effectiveness of different types of feedback. English is a significant challenge for many Indonesian students, especially in grammar and syntax. Research using the Taxonomy of Surface Strategies (Dulay, Burt, & Krashen, 1982), established four main types of writing errors: omission, addition, misformation, and misordering. The study further examined teacher feedback by using Hattie and Timperley's (2007) model, which divides feedback into task, process, self-regulatory, and personal types. Data were collected through classroom observations, interviews, and analysis of students' written documents. The main results of the study show that omission errors are the most common among students, followed by addition errors, information errors, and sequencing errors. Feedback from teachers, especially those focusing on task type and process, proved to be very effective in helping students correct errors and improve their writing skills. The study also found that feedback that encourages students' self-regulation can improve their ability to self-correct errors, while personalized feedback helps increase students' motivation. The implications of this study suggest that comprehensive feedback strategies, which include error correction as well as writing process support, are essential to be implemented in English language learning in junior high schools in Indonesia, in order to sustainably improve students' writing skills.

Analisis Materi Ekosistem dalam Buku Teks SD Kelas V: Studi Dokumentasi Kualitatif Deskriptif

This study undertakes a comparative analysis of two Science (Ilmu Pengetahuan Alam – IPA) textbooks concerning ecosystem material for fifth-grade elementary school students. Each textbook distinctively represents the 2013 Curriculum (Student Book Theme 5 Ecosystem) and the Merdeka Curriculum (IPAS-BS-KLS-V Book), respectively. Employing a descriptive qualitative methodology, the research utilized a documentary study approach. A document analysis sheet served as the primary research instrument, facilitating the identification and comparison of the material's scope, pedagogical approaches, and core emphases presented in both textbooks. The analysis reveals that while both resources offer a comprehensive treatment of ecosystem concepts, fundamental distinctions exist in their structural organization and primary focus. The 2013 Curriculum textbook adopts an integrated thematic approach, interweaving ecosystem topics with various other subjects to foster a holistic learning experience, simultaneously stressing character development and literacy skills. In contrast, the Merdeka Curriculum textbook centers on inquiry and project-based learning, thereby prioritizing in-depth conceptual understanding and the cultivation of science process skills through active exploration. The implications of these findings underscore the critical importance for educators to comprehend the unique characteristics and curricular emphases of each textbook when selecting or combining learning resources. This understanding is vital for optimizing the attainment of learning objectives and effectively accommodating diverse student learning styles.

Analisis Konten Komparatif Bahan Ajar IPA Tata Surya: Studi Kritis Kurikulum KTSP-Merdeka

Sintiyani Fatikha Rizki, Adinda Kusuma Mouristi, Firly Hernanda

This study aims to analyze and compare science textbooks focused on the solar system for fourth-grade elementary school students. A literature review identifies several essential criteria that quality textbooks must fulfill. If deficiencies are found, revisions are necessary to ensure effective teaching. Science textbooks should also include activities that promote critical thinking among students. The research evaluates the content feasibility, language use, and presentation suitability of science textbooks aligned with the KTSP and Merdeka Curriculum regarding solar system material. A qualitative descriptive approach is employed, concentrating on science textbooks about the solar system for fourth-grade students. Data collection involves observation, documentation, and analysis of errors and conceptual accuracy within the textbooks. The findings reveal minor errors in the KTSP textbooks, particularly in language and presentation aspects. In contrast, the Merdeka Curriculum textbooks are deemed suitable as learning resources for sixth-grade students. Their comprehensive content, simple and understandable language, and engaging, interactive presentation make these books effective in supporting the learning process. Overall, the Merdeka Curriculum textbooks are more appropriate than the KTSP textbooks as teaching materials for elementary science.

Analisis Perbandingan Materi Ekspor Impor Dalam Buku IPS Kelas VI Pada Kurikulum KTSP dan Kurikulum Merdeka

Adinda Kusuma Mouristi, Sintiyani Fatikha Rizki, Firly Hernanda

This study investigates the comparative presentation of export and import material in sixth-grade Social Studies (IPS) textbooks under the 2006 School-Based Curriculum (KTSP) and the 2022 Independent Curriculum (Kurikulum Merdeka). The research employs a qualitative descriptive method, focusing on content analysis of two government-issued textbooks to explore differences in structure, depth, pedagogical approach, and visual representation. Findings reveal that the KTSP textbook delivers content in a compartmentalized and structured manner, emphasizing conceptual mastery through explicit maps and thematic separation of social and economic aspects. In contrast, the Independent Curriculum adopts an integrated, narrative, and project-based approach through IPAS textbooks, merging science and social studies to foster contextual understanding and critical thinking. However, the lack of concept maps and explicit economic focus in the IPAS book poses pedagogical challenges. The study concludes that curriculum design significantly influences students’ comprehension of global economic concepts and highlights the need for textbooks to align with curriculum philosophy, offer relevant examples, and support 21st-century skills. This research contributes to curriculum development discourse by emphasizing the importance of contextual and integrated textbook design in enhancing economic literacy among elementary students.

Pengaruh Model Project Based Learning Terhadap Berpikir Kritis dan Pemecahan Masalah Sumber Daya Alam IPS Sekolah Dasar

Lidyanti

This study investigates the effect of Project Based Learning (PjBL) on the critical thinking and problem-solving skills of fourth grade elementary school students in Social Studies, specifically on the topic of Natural Resources. A quantitative method with a descriptive-explanatory design was employed, involving 51 purposively selected students in Gunung Jati District. Data were collected using 20 essay items aligned with indicators of critical thinking and problem solving, which were validated (r_count > 0.361) and demonstrated high reliability (Cronbach's α = 0.899). Results of the paired sample t-test indicated a statistically significant improvement (p < 0.05) in students’ cognitive skills after the implementation of PjBL. The approach was particularly effective in enhancing students’ abilities to analyze problems, draw conclusions, and propose relevant solutions. These findings suggest that PjBL supports the development of higher-order thinking skills by engaging students in contextual, inquiry-based learning. However, challenges such as limited time and inadequate project resources were noted. Practically, the findings recommend integrating PjBL in Social Studies curricula to foster active and critical learning. Theoretically, the study reinforces constructivist learning principles as a basis for curriculum development in primary education.

The Influence of Academic Coping And Friendship Quality on Elementary Students’ Learning Engagement

Fitria Yuningsih, Salwa Aulia Azzahra, Astri Istiqomah

This study aims to explore the relationship between academic coping strategies, friendship quality, and learning engagement of elementary school students within a single conceptual framework. A quantitative approach is used through a survey method, with the Partial Least Squares (PLS) analysis technique. The study subjects consisted of 240 students in grades 4 to 6 from three elementary schools. The results of data processing showed that the dimension of friendship quality had a significant influence on student engagement, while the contribution of academic coping strategies was identified as low and not statistically significant. The validity of ACOP constructions is also relatively weak, so it is necessary to develop a more representative instrument. These findings emphasize the important role of social relationships in shaping student engagement in schools, and suggest that educational programs focus more on strengthening supportive social interactions in the learning environment.

Analysis Of Critical Thinking Skills and Learning Independence of Elementary School Students

Monica Astriyanti Sukardi, Reiska Nur Tahbaria, Uni Maelani

The purpose of this observation is to analyze how students' thinking skills are when viewed from the perspective of students' learning independence. This research was conducted in class 4 of SDN Penggung Utara. The research subjects were 38 students consisting of 12 male students and 26 female students. This observation used a qualitative research type. The instruments used in this study were a learning independence questionnaire, and a written test of conceptual understanding consisting of 7 descriptive questions and interviews with homeroom teachers. Data analysis used includes data presentation and drawing conclusions. The results of this study state that students with critical thinking skills of 81-100% are included in the very good category.