Jurnal Mahasiswa IKIP Siliwangi
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SELF DISCLOSURE ANAK REMAJA BROKEN HOME DALAM BERKOMUNIKASI DENGAN ORANG TUA
No full textThis study analyzes self-disclosure as an important aspect of interpersonal communication between broken-hearted children and their parents, which plays a role in helping individuals express their thoughts, feelings, and personal experiences. However, not all clients are able to express themselves optimally, especially when influenced by unsupportive family relationships. Therefore, this study aims to describe clients' self-disclosure based on aspects of self-disclosure. This study uses a qualitative approach with a case study design. Data were obtained from four students of Senior High School X through in-depth interviews. Data analysis was conducted using MAXQDA software based on the five aspects of self-disclosure: amount, valence, accuracy and honesty, intention, and intimacy. The results of this study indicate that the level of self-disclosure among clients varies and is influenced by the quality of interpersonal relationships with parents. Clients who have secure emotional relationships tend to show higher levels of self-disclosure, while those with a background of family conflict show lower levels of self-disclosure. Self-disclosure is mostly characterized by negative emotions, situational honesty, and a tendency to avoid sensitive topics. These findings emphasize the importance of a safe and empathetic communication environment in fostering optimal self-disclosure
Development of Flipped Learning Model Based on Animated Videos to Teach Students' English-Speaking Skills
No full textThis study examines the development of a flipped learning model integrated with animated videos as a learning medium aimed at teaching speaking skills at the vocational high school level. In this model, students can access learning materials outside the classroom through animated videos designed in a contextual and communicative manner, allowing classroom time to be focused on collaborative and participatory oral activities. The research method used is research and development (R&D) based on the Borg and Gall model, which includes ten stages, from Research and Information Collection to Dissemination and Implementation. Development was carried out by designing animated videos based on classroom facilities, student characteristics, and established learning objectives. The study involved 40 tenth-grade students. The instruments used included expert validation, pre-tests and post-tests, and student satisfaction questionnaires. The validation results showed that the instrument validation achieved a validity score of 80%, media validation 88%, and material validation 98%, categorized as “Very Valid”. Learning outcomes showed a 6% improvement after the implementation of media in the classroom. Additionally, the student satisfaction level reached 73,85%, categorized as “Feasible” This study demonstrates that the flipped learning model based on animated videos has a positive impact and serves as an innovative solution that can support and assist in the development of speaking skills in a more active and meaningful manner
Integrating Miro into The Picture Word Inductive Model (PWIM) to Enhance Collaborative Writing in EFL Instruction:
No full textThis study explores the integration of Miro, a digital visual collaboration platform, into the Picture Word Inductive Model (PWIM) to enhance collaborative writing among eighth-grade students in an English as a Foreign Language (EFL) context. Employing a qualitative case study design, data were collected through classroom observations, student interviews, and document analysis of student writing. The integration of Miro addressed key challenges in vocabulary development and idea organization, while also fostering student engagement, peer interaction, and structured language production. Students reported increased motivation, reduced writing anxiety, and greater confidence in expressing their ideas. Miro’s visual tools supported brainstorming, sequencing, and revision activities, enabling learners to develop not only their linguistic abilities but also critical thinking and digital communication skills. The findings highlight the pedagogical value of combining inductive teaching models with interactive digital platforms to support student-centered, collaborative learning in EFL instruction
Barriers and Strategies in Academic Reading Comprehension Among EFL Learners at Hamzanwadi University
No full textThe main objective of this study is to identify various difficulties in understanding English academic reading texts and the strategies used to overcome them. This study employed a mixed-methods approach, combining quantitative data from Likert-scale questionnaires with qualitative insights from semi-structured interviews. A total of 30 fourth-semester EFL students at Hamzanwadi University were selected through purposive sampling. Descriptive statistics were used to analyze questionnaire responses, while qualitative data were analyzed using Miles and Huberman’s (1994) interactive model to deepen understanding and validate the findings. The results uncovered that the most common challenges included unfamiliar vocabulary, complex sentence structures, difficulty in identifying main ideas, and connecting information across paragraphs. Other contributing factors were a lack of focus when reading lengthy texts and a low interest in certain topics. Emotional pressures, such as anxiety and lack of confidence, also worsened reading difficulties. To cope with these challenges, several strategies were applied, including rereading, using dictionaries and translation tools, taking notes, writing summaries, highlighting key sentences, and breaking the text into smaller parts. These strategies helped improve comprehension and reduce the burden of reading complex academic texts
Students’ Difficulties in Stressing Four-Syllable Words: An Exploratory Study at the English Department, Hamzanwadi University
No full textThis study aims to explore the ability and awareness of students regarding word stress, specifically on four-syllable words. The subjects of this research were eight fourth-semester students from the English Language Education study program who had completed the morphology course. The participants were randomly selected from various classes. This study employed a qualitative approach using semi-structured tests and interviews as data collection methods, conducted in person. The findings indicate that most participants have limited ability in correctly placing word stress on four-syllable words. Common errors occurred due to a lack of understanding of morphological rules, especially those related to prefixes and suffixes that influence stress placement. The participants' awareness of the importance of word stress in communication also varied; some were aware of its function, while others considered it insignificant. The study concludes that despite having received morphology instruction, students still face challenges in applying the concept of word stress practically. The implications of these findings highlight the need for a deeper focus on word stress exercises, particularly in the context of phonology and morphology, to enhance students' skills and awareness in English pronunciation
Exploring The Use of Storytelling Technique in Speaking Activities for Junior High School Students
No full textThe purpose of this study is to explore storytelling as a learning technique to support speaking practice among junior high school students and to describe their perceptions of the activity. While many studies focus on storytelling’s effect on speaking performance, fewer address how students experience it. This study was conducted at SMPN 2 Telukjambe Timur, Karawang, with one eighth-grade class, using a qualitative case study design. Data were gathered through classroom observation, semi-structured interviews, and documentation, then analyzed thematically. Findings reveal that storytelling offers students opportunities to speak more fluently, construct sentences carefully, and use clearer pronunciation. Students also reported that preparing and presenting stories encouraged them to practice new vocabulary and apply narrative structures during oral tasks. Beyond language development, storytelling was perceived as enjoyable and motivating, inspiring practice inside and outside the classroom. Despite challenges such as nervousness, hesitation, and forgetting parts of the story, students developed strategies to cope and gradually became more confident speaking before peers. These results show that storytelling is not only a language task but also a supportive approach that fosters motivation, confidence, and participation
A Systematic Review of Technology-Integrated Focus on Form Instruction in Language Education
No full textThis study aims to examine the implementation of digitalized focus-form instruction (FFI) in second language learning and identify the types of technologies supporting its pedagogical functions. Using a systematic literature review (SLR) based on PRISMA guidelines, data were collected from major academic databases for publications from 2021 to 2025: Scopus, ERIC, Taylor & Francis, EBSCO, Wiley Online, Sage, and ScienceDirect. Of the 2,426 identified records, 13 articles met the inclusion criteria and were analyzed. The review results indicate that digital FFI is implemented through three main approaches: explicit, implicit, and hybrid. Besides, this research shows a variety of technologies, including ChatGPT and other large language models, auditory feedback systems in digital literacy games, the Meta AI chatbot via WhatsApp, Grammarly, AI-based diagnostic platforms, Siri as speech recognition, the PRAAT acoustic analysis tool, LLM in the DynaWrite platform, multimedia captioning tools (Nawmal), web-based multimodal teaching platforms, Machina Callida as a corpus-based CALL tool, and ASR-based speech-to-text tools. Thus, these findings highlight the potential of digital FFI to improve linguistic accuracy, noticing, and metalinguistic awareness
Penerapan pendekatan realistic mathematics education (RME) berbantuan teknologi interaktif untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas VIII
Full text linkThe purpose of this study was to determine whether the improvement in mathematical problem-solving abilities of eighth-grade students whose learning implemented the Realistic Mathematics Education (RME) approach assisted by interactive technology was better than students with regular learning. The research method used was a quantitative method using a quasi-experimental research type with a Pretest Posttest Nonequivalent Control Group design. The population of this study was all eighth-grade students of SMP Negeri 4 Cimahi with a research sample of students in class VIII H as the experimental class and class VIII K as the control class. The research instrument used a problem-solving ability test. The test result data were analyzed using the Mann Whitney test. The study showed that the mathematical problem-solving abilities of students whose learning implemented the RME approach assisted by interactive technology were better than students who used regular learning
Analisis kemampuan pemecahan masalah numerasi siswa berdasarkan tahapan polya ditinjau dari gaya belajar
Full text linkThis research aims to describe students' numeracy problem-solving abilities based on the Polya stages in terms of learning styles. The subjects of this research were 3 female students, namely 1 student with a high-ability visual learning style, 1 student with a high-ability auditory learning style, and 1 student with a high-ability kinesthetic learning style. Data collection techniques include conducting tests and semi-structured interviews. Data analysis includes data reduction, data presentation, and conclusion. The research results obtained were that subjects with an auditory learning style had better abilities compared to subjects with a visual learning style and a kinesthetic learning style. Subjects with an auditory learning style have good problem-solving abilities at all stages of Polya. Meanwhile, subjects with a visual learning style have good problem-solving abilities in understanding problems and making plans even though they are incomplete in writing down information. Then subjects with a kinesthetic learning style have good problem-solving abilities at all stages of Polya even though the subjects are incomplete in writing down information at the stage of understanding the problem and making plans
Pengembangan pelatihan pengajaran tanggap budaya bagi calon guru (strategi dalam menciptakan lingkungan pembelajaran yang inklusif, relevan, dan bermakna bagi siswa)
Full text linkPengajaran yang responsif budaya merupakan suatu metode yang menggunakan perbedaan etnis siswa sebagai sumber motivasi dan sumber belajar guna meningkatkan relevansi dan efektivitas pembelajaran. Kegiatan ini bertujuan untuk memberikan gambaran mengenai pendekatan pengajaran yang responsif budaya yang diajukan oleh Geneva Gay, yang melibatkan delapan karakteristik CRT seperti memvalidasi dan menegaskan, komprehensif dan inklusif, multidimensi, memberdayakan, transformatif, emansipatoris, humanistik, normatif, dan etis, serta pendekatan yang diusulkan oleh Ladson-Billings yang meliputi tiga komponen CRP yaitu prestasi akademik, kompetensi budaya, dan aspek sosio-politik. Kegiatan ini berbentuk pelatihan yang membahas strategi-strategi pembelajaran atau pengajaran yang berbasis tanggap budaya, khususnya ditujukan kepada calon guru (mahasiswa PLP FKIP Unisla).
Kata Kunci : Pengajaran tanggap budaya, calon guru, program pelatihan gur