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All Journal Equilibrium: Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Linguistic, English Education and Art (LEEA) Journal Jurnal Pengabdian Magister Pendidikan IPA Education and Human Development Journal Journal of English Teaching, Literature, and Applied Linguistics Budimas : Jurnal Pengabdian Masyarakat Jurnal Abdimas Berdaya : Jurnal Pembelajaran, Pemberdayaan dan Pengabdian Masyarakat Linguistic, English Education and Art (LEEA) Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Nusantara Educational Review INTENS (International Journal of English Education and Linguistics)
Masyitah Noviyanti
Universitas Nahdlatul Ulama Sidoarjo
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Bilingualism and Cognition: An Annotated Bibliography on the Impact of Bilingualism on Brain Function and Cognitive Abilities Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyanti; Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyant
INTENS (International Journal of English Education and Linguistics) Vol. 3 No. 1 (2026): INTENS 5
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v3i1.6143

Abstract

Bilingualism has received increasing attention in cognitive science and applied linguistics due to its potential influence on brain function and cognitive abilities across the lifespan. This study aims to examine how bilingualism is conceptualized and discussed in relation to cognition, executive control, and neural adaptation through a structured annotated bibliography. Employing a qualitative descriptive approach, this study reviews and critically evaluates ten selected scholarly sources, including journal articles, book chapters, and review studies, using document analysis to identify their objectives, theoretical frameworks, methods, key findings, and scholarly contributions. The results indicate that bilingualism is consistently portrayed as a cognitively demanding experience that engages executive control and attentional systems, leading to adaptive changes in cognitive and neural functioning rather than simple transfer effects. However, the reviewed literature also reveals considerable variability in cognitive outcomes, influenced by factors such as age of acquisition, language proficiency balance, and patterns of language use. In conclusion, this annotated bibliography demonstrates that the cognitive effects of bilingualism are complex, context-dependent, and shaped by individual bilingual experiences. The originality of this study lies in its systematic organization and critical evaluation of influential works on bilingualism and cognition, providing a coherent overview that clarifies ongoing debates and offers implications for future research in cognitive science, linguistics, and educational contexts.
Bilingualism and Cognition: An Annotated Bibliography on the Impact of Bilingualism on Brain Function and Cognitive Abilities Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyanti; Azzawiyatul Annajiyah; Azlin Azlina; Ken Izzun Nadhifah; Luthfiyah Rahma Ahmadany; Masyitah Noviyant
INTENS (International Journal of English Education and Linguistics) Vol. 3 No. 1 (2026): INTENS 5
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/intens.v3i1.6143

Abstract

Bilingualism has received increasing attention in cognitive science and applied linguistics due to its potential influence on brain function and cognitive abilities across the lifespan. This study aims to examine how bilingualism is conceptualized and discussed in relation to cognition, executive control, and neural adaptation through a structured annotated bibliography. Employing a qualitative descriptive approach, this study reviews and critically evaluates ten selected scholarly sources, including journal articles, book chapters, and review studies, using document analysis to identify their objectives, theoretical frameworks, methods, key findings, and scholarly contributions. The results indicate that bilingualism is consistently portrayed as a cognitively demanding experience that engages executive control and attentional systems, leading to adaptive changes in cognitive and neural functioning rather than simple transfer effects. However, the reviewed literature also reveals considerable variability in cognitive outcomes, influenced by factors such as age of acquisition, language proficiency balance, and patterns of language use. In conclusion, this annotated bibliography demonstrates that the cognitive effects of bilingualism are complex, context-dependent, and shaped by individual bilingual experiences. The originality of this study lies in its systematic organization and critical evaluation of influential works on bilingualism and cognition, providing a coherent overview that clarifies ongoing debates and offers implications for future research in cognitive science, linguistics, and educational contexts.
Designing PMRI-Based Learning Materials Using the ADDIE Model to Enhance Conceptual Understanding of π (Pi) in Circle Topics Muhammad Assegaf Baalwi; Wahyu Maulida Lestari; Masyitah Noviyanti
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.16443

Abstract

This article is about developing mathematics learning materials related to the Indonesian Realistic Mathematics Education (PMRI) approach for teaching the circle topic, with a focus on enhancing sixth-grade students’ conceptual understanding of π (Pi) at MI Ma’arif Pagerwojo. The development followed the ADDIE instructional design model. The research instruments included expert validation sheets, lesson implementation observation sheets, response questionnaires, and achievement tests. Based on expert validation, two validators rated the teaching module at 95.5% and 92.6%, the student worksheet (LKPD) at 91.6% and 94%, and the learning outcome test at 85% and 90% all falling within the "highly valid" category. Observation results of lesson implementation by both teacher and students yielded scores of 90% and 87.5%, respectively, while teacher and student response questionnaires reached 93.7% and 87%. It shows that the developed learning materials are highly practical. The effectiveness also has been proved, as 80% of students met the minimum mastery criterion (KKM), satisfying the criterion for classical completeness. These findings demonstrate that PMRI-based materials effectively facilitate students’ meaningful understanding of π through contextual learning activities. Moreover, the context of this study focused on developing instructional materials at the primary school level remains underexplored in educational development research. Thus, this study may serve as a reference for broader international mathematics education, particularly since PMRI aligns closely with the principles of Realistic Mathematics Education (RME).
Reading Ability of Students with Intellectual Disabilities at SLB AC Dharma Wanita Sidoarjo Novi Diksianti; Ruri Fadhilah Kurniati; Ana Christanti; Evi Mahsunah; Masyitah Noviyanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0hbsk138

Abstract

This qualitative case study described the English reading ability of tenth-grade students with moderate and severe intellectual disability at SLB AC Dharma Wanita Sidoarjo and the strategies their English teacher uses to teach them. Seven students, four classified with moderate and three with severe intellectual disability, took part together with the English teacher responsible for their instruction. Data came from a teacher questionnaire, a structured interview, and documentation combined with a field verification visit, analysed through the interactive model of data condensation, display, and conclusion drawing. Findings showed a gap between the two categories that Frith's stage model of reading acquisition describes as a difference in strategy rather than speed: students with moderate intellectual disability were transitioning from the alphabetic stage toward the orthographic stage, producing whole words such as gud moni for good morning but consistently dropping final consonants, while students with severe intellectual disability remained at the logographic stage, with only a narrow, copy-based foothold in the alphabetic stage. To teach reading, the English teacher combined four strategies, adapted English instruction, multisensory instruction, the Visual Auditory Kinesthetic Tactile (VAKT) method, drilling and repetition, and scaffolding with visual support, adjusting the intensity of support to each category rather than applying one procedure to the whole class. The study concludes that reading instruction in special education English classes needs a level-by-level account of reading ability to calibrate support to each student's severity category. Keywords: Intellectual disability, Reading ability, Teaching strategies.
The Implementation Of Youtube Videos As The Learning Media In English Language Teaching At Seventh Grade Of SMPN 2 Gedangan Lamida Andriana; Muawwinatul Laili; Masyitah Noviyanti; Ryan Purnomo
Equilibrium: Jurnal Pendidikan Vol. 14 No. 3 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/rx03bc82

Abstract

This study aimed to describe the implementation of YouTube videos in English language teaching and to identify the challenges faced by the teacher during their implementation in the seventh grade of SMPN 2 Gedangan. This study employed a descriptive qualitative approach. The data were collected through three classroom observations and a semistructured interview with an English teacher. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of YouTube videos was conducted systematically through several stages, including selecting learning materials, choosing appropriate video types, determining learning models and teaching methods, conducting videoassisted learning activities, and evaluating students’ learning outcomes. The teacher utilized three types of YouTube videos, namely animated videos, teacher explanation videos, and vlog videos. The learning models applied were Discovery Learning and Problem-Based Learning, while the teaching methods included lecture, question-and-answer, and group discussion. However, the teacher also encountered several challenges, particularly technical issues such as unstable internet connections, video buffering, projector malfunctions, and differences in students’ concentration levels. Nevertheless, these challenges were addressed through alternative strategies such as direct explanations, ice-breaking activities, and quizzes. Therefore, YouTube videos were proven to be an interesting instructional medium in supporting English language teaching and learning.      
Inflectional Verb Errors in Narrative Text Produced by Eighth-Grade Students at SMP Islam Sidoarjo Adinda Eka Kurnia; Ruri Fadhilah Kurniati; Ana Christanti; Masyitah Noviyanti
Jetlal Vol 10 No 2 (2026): Journal of English Teaching, Literature, and Applied Linguistics
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research attempts to determine the types of inflectional verb errors found in narrative texts written by Grade 8-1 students at SMP Islam Sidoarjo, and to identify the most dominant error type. A qualitative research approach using document analysis was employed in this study. The data consisted of 22 narrative texts produced by students and were analyzed based on the Surface Strategy Taxonomy proposed by Dulay, Burt, and Krashen (1982). The analysis focused on four categories of errors: omission, addition, misformation, and misordering. The findings revealed 47 inflectional verb errors, consisting of 14 omission errors (29.79%), 11 addition errors (23.40%), and 22 misformation errors (46.81%), while no misordering errors were identified. Misformation was found to be the most dominant error type, showing that students had greater challenges in implementing correct past tense verb forms, especially irregular verbs, than in constructing sentence structures. These findings suggest that students possess basic knowledge of English grammar but still face challenges in applying inflectional verb forms accurately in narrative writing. Therefore, teachers need to provide more focused practice on verb inflections, particularly irregular past tense forms, to improve students’ difficulties in English language learning contexts.
Reading Ability of Students with Intellectual Disabilities at SLB AC Dharma Wanita Sidoarjo Novi Diksianti; Ruri Fadhilah Kurniati; Ana Christanti; Evi Mahsunah; Masyitah Noviyanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0hbsk138

Abstract

This qualitative case study described the English reading ability of tenth-grade students with moderate and severe intellectual disability at SLB AC Dharma Wanita Sidoarjo and the strategies their English teacher uses to teach them. Seven students, four classified with moderate and three with severe intellectual disability, took part together with the English teacher responsible for their instruction. Data came from a teacher questionnaire, a structured interview, and documentation combined with a field verification visit, analysed through the interactive model of data condensation, display, and conclusion drawing. Findings showed a gap between the two categories that Frith's stage model of reading acquisition describes as a difference in strategy rather than speed: students with moderate intellectual disability were transitioning from the alphabetic stage toward the orthographic stage, producing whole words such as gud moni for good morning but consistently dropping final consonants, while students with severe intellectual disability remained at the logographic stage, with only a narrow, copy-based foothold in the alphabetic stage. To teach reading, the English teacher combined four strategies, adapted English instruction, multisensory instruction, the Visual Auditory Kinesthetic Tactile (VAKT) method, drilling and repetition, and scaffolding with visual support, adjusting the intensity of support to each category rather than applying one procedure to the whole class. The study concludes that reading instruction in special education English classes needs a level-by-level account of reading ability to calibrate support to each student's severity category. Keywords: Intellectual disability, Reading ability, Teaching strategies.
The Implementation Of Youtube Videos As The Learning Media In English Language Teaching At Seventh Grade Of SMPN 2 Gedangan Lamida Andriana; Muawwinatul Laili; Masyitah Noviyanti; Ryan Purnomo
Equilibrium: Jurnal Pendidikan Vol. 14 No. 3 (2026): EQUILIBRIUM: JURNAL PENDIDIKAN
Publisher : Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/rx03bc82

Abstract

This study aimed to describe the implementation of YouTube videos in English language teaching and to identify the challenges faced by the teacher during their implementation in the seventh grade of SMPN 2 Gedangan. This study employed a descriptive qualitative approach. The data were collected through three classroom observations and a semistructured interview with an English teacher. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the implementation of YouTube videos was conducted systematically through several stages, including selecting learning materials, choosing appropriate video types, determining learning models and teaching methods, conducting videoassisted learning activities, and evaluating students’ learning outcomes. The teacher utilized three types of YouTube videos, namely animated videos, teacher explanation videos, and vlog videos. The learning models applied were Discovery Learning and Problem-Based Learning, while the teaching methods included lecture, question-and-answer, and group discussion. However, the teacher also encountered several challenges, particularly technical issues such as unstable internet connections, video buffering, projector malfunctions, and differences in students’ concentration levels. Nevertheless, these challenges were addressed through alternative strategies such as direct explanations, ice-breaking activities, and quizzes. Therefore, YouTube videos were proven to be an interesting instructional medium in supporting English language teaching and learning.      
Co-Authors Adinda Eka Kurnia Ana Christanti Arie Widya Murni Arif Wicaksono Asnifa, Siti Athika Dwi Wiji Utami Azlin Azlina Azmil Hanafia Risqi Azzawiyatul Annajiyah Chyntia Farah Agustine Deberina Syurfi Yunina Evi Mahsunah Firdausi Nuzula Ghaitza Muhammad Al-Ghozali Ikhwan Edi Nasution Ken Izzun Nadhifah Lamida Andriana Lestari Lestari, Wahyu Maulida Luthfiyah Rahma Ahmadany M. Mustaqim Manurung, Imelda Darmayanti Muawwinatul Laili Muhammad Amir Hamdan Muhammad Assegaf Baalwi Muhammad Assegaf Baalwi Muhammad Mustaqim Muttaqin, Ridwan Maf'ul Novi Diksianti Nur Aisyah Fitri Nur Layli Fatikhatun Nissa Ruri Fadhilah Kurniati Ryan Purnomo Shofiroh, Nadziyah Wahyu Maulida Lestari Widiana, Ilvi Nur