Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal ELT-Lectura Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) JELL (Journal of English Language Learning
Lianasari
Universitas Sriwijaya
Agriculture, Biological Sciences & Forestry Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
Empowering Learner Soft Skills in Digital Teaching: A Study of Teacher Perspectives Yentri Anggeraini; Fitria Aprilia; Muhammad Yazir; Lianasari; Nopa Yusnilita
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.17000

Abstract

The necessity of soft skills for digital native learners is paramount, underscoring the urgency of integrating them into pedagogical processes to equip students with essential life competencies for navigating the digital age. This study investigates English educators' perspectives and implementation strategies for fostering eight key soft skills (communication, collaboration, critical thinking, creativity, adaptability, emotional intelligence, leadership, and time management) within the English as a Foreign Language (EFL) classroom. A mixed-methods approach was employed, gathering data from 35 English teachers using both interviews and a closed-ended questionnaire. The qualitative and quantitative analysis revealed that teachers successfully implement a range of project-based and interactive activities. Specifically, the findings demonstrate that activities such as peer tutoring, role-playing, mini drama projects, group presentations, reader's theatre, and self-peer feedback are effective in empowering all eight targeted soft skills in EFL learners. The study concludes that diversified and project-based activities are highly effective pedagogical tools for the simultaneous development of a broad spectrum of soft skills in the digital teaching environment. These findings offer practical implications for curriculum designers and educators seeking to enhance soft skill development in language education.
Pedagogical Use of Social Media in Digitally Mediated English Teaching: Pre-Service Teachers’ Perspectives Lianasari; Firma Pradesta Amanah; Fitria Aprilia; Yentri Anggeraini
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/1t4c4m83

Abstract

Project-Based Learning (PjBL) has become more widely used in English Foreign Language (EFL) classrooms to promote active learning, collaboration, and authentic language use. Speaking classes using Project Based Learning can give the learners tasks related to project completion, presentations and real-world activities. Despite the positive interest in PjBL, studies that explored students’ perceptions on its implementation are still minimal particularly to speaking classes at university as well this study taken place at Sriwijaya Univesity. This study is intended to find out the students’ perception towards Project-Based Learning in Speaking Class and also its challenges. A quantitative descriptive research design was used in this study. The participants consisted of 39 undergraduate students enrolled in a speaking for academic purpose course at Sriwijaya University. Data were collected using 13-items closed-ended questionnaire and 3 items open-ended questionnaire administered through Google Forms. The data were analyzed using descriptive statistics, including frequencies and percentages. The results showed that students had very positive perceptions to PjBL. Aspects with the most positive ratings included creativity development, independent learning skills and pronunciation improvement confidence over speaking. The results also provided evidence that PjBL was considered to promote speaking, collaboration, authentic learning and student engagement. However, challenges related to time management, group coordination, technical issues, and language production were also identified. Overall, the findings suggest that PjBL is a promising instructional approach for promoting speaking development and learner engagement in EFL higher education contexts.
Co-Authors Amrullah Firma Pradesta Amanah Fitria Aprilia Hesti Wahyuni Anggraini Ismail Petrus Machdalena Vianty Muhammad Yazir Nopa Yusnilita Tita Ratna Wulan Dari Yentri anggeraini Zuraida