This study sought to prove whether there is an inclination in students’ ability before and after video-editing treatments.This study was carried out under the umbrella of quasi-experimental study as it involved one group pretes-posttest design. There were 13 students chosen through the procedure of total sampling. They were given a pretest to make 3 videos—3 minutes in duration each—in topic of Describing People, Inviting People, and Accepting and Refusing Invitation. Later, six treatments were given: three treatments of video-editing and three other were about material design. Afterwards, the post-test was essentially similar with pretest regarding the procedural means. The data were analyzed using SPSS 22 by employing the formula of normality test and Z-Score to perform hypothesis testing. The results uncovered that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is consequently accepted because the rvalue obtained from the Z-Score is 2.63, which is higher than rtable= 0.47 (df=11, α=0.05, right tailed). Additionlly, the average score for the 13 samples before applying video editing procedures was 56.23, and after the treatments, this score incilned to be 79.Then in can be concuded that after obtaining the treatments, students' performance in terms of video editing abilities with reference to material design or speaking class has necessarily improved. The finding implies that it is best to train teacher and prospective teachers with video-editing ability to enable them design good and convenient teaching materials in the future where digital era has transmerged into all pedagogical aspects.DOI: 10.26905/enjourme.v7i2.8817

Instrument is an important element in research, including in educational research. In measuring learning environment formed in a teaching process, discrete variables need to be involved. Thence, understanding that teaching-learning process has varied pedagogical outcome(s), teachers and instructors can focus on their teaching orientation—learner-centeredness, knowledge-centeredness, or assessment-centeredness—and can avoid zoning-out of context during teaching with these factorial discrete variables. There are 15 factors determining the centeredness propensity in a research instrument developed based on Bransfrod et al. (2001). This study aims to simplify and reduce these factors to obtain dominant factors that influence the centeredness in a learning environment by using Principal Component Analysis (PCA). The study was conducted by collecting data through questionnaires to 10 respondents. Finally, 5 major factors were obtained. The main factor has an Eigenvalue of 3.95 with a variance of 26.38%. The second factor has an Eigenvalue of 3.51 with a variance of 23.43%. The third factor has an Eigenvalue of 2.46 with a variance of 16.44%. The fourth factor has an Eigenvalue of 1.95 with a variance of 12.99%. The fifth factor has an Eigenvalue of 1.10 with a variance of 7.37%. The overall factor gives a cumulative diversity proportion of 86.64%. Keywords: Construct validity, Assessment, Eigenvalue, and Principal Component Analysis.

This research aimed at finding out main characters and characterization in a family movie entitled ‘Up’. It is intended to give explanation about the main character namely Carl, Ellie, Russel, and Muntz as portrayed in the movie. The objectives of this research are to identify and analyze these four characters as they are considered the major characters in the movie. During data collection, an arm-chair method consisting of several steps were carried out; they are watching the movie, writing its transcription, reading the transcription, analyzing it, and categorizing the transcription into each relevant character. The data were later analyzed using interactive analysis through data reduction, data display, and data verification. The result shows that there are four characters considered as the major characters in this movie, they are Carl, Ellie, Russel, and Muntz. Carl is a character who gives loyalty value; Ellie depicts companionship value; Russel shows te vlaue of bravery; and Muntz shows a rather antagonistic value, which is greed. In conclusion, this movie is a good object to study as a source of learning, especially for young children and family movies. Keywords: Movie Analysis, Philosophical Values, Protagonists, Antagonists, Characterizations

As most students admitted that their problem in reading was mainly regarding vocabulary, the authors were drawn to a premise that there must be a stronger underpinning explanation leading to such comprehension gap in reading. This study aimed at finding out a specific root-problem faced by EFL learners when performing reading, which are the mechanic skills of reading. This study was conducted using qualitative approach—case study design. The respondents were 55 college students in Aceh, Indonesia who were sophomores in Economics and Business faculty. The data were collected from September-December 2019. The data source was a weekly individual checklist based on the mechanical reading framework, namely: phonic-phonemic awareness-vocabulary-fluency-comprehension to find out which problem they repeatedly faced during the reading process. From 14 meetings, it was calculated that 54 students mostly faced fluency problem which means that they know the semantic and literal meaning of a certain word but struggle with the sense of the word. Later, the problem faced was comprehension which was faced by 20 students. Then, the problem of vocabulary was experienced by 16 students. And the least problem faced is phonemic problem which was faced by 1 student only.