Article Per Year (5 Year)
p-Index From 2021 - 2026
2.737
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education TLEMC (Teaching and Learning English in Multicultural Contexts) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat English Teaching and Linguistics Journal (ETLiJ) Jurnal Wahana Pendidikan Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal) Interdisciplinary International Journal of Conservation and Culture Scientific Development Journal Galuh International Journal of Community Service and Development
Thoyyibah, Luthfiyatun
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Speech acts in EFL classroom interaction in speaking class Thoyyibah, Luthfiyatun; Tarwana, Wawan; Melati, Mela
Side: Scientific Development Journal Vol. 1 No. 1 (2024): SIDE: Scientific Development Journal
Publisher : Arbain Publishing

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

Abstract

This study aimed to identify preferred speech act found in EFL classroom interaction in speaking class based on Searle’s theory of speech act classifications and figure out types of speech acts mostly used in in EFL classroom interaction in speaking class. This study applied qualitative descriptive research design on a eleven grades at an Islamic Senior High Schools in Ciamis. The data were collected through observation and interview. Then the data were transcribed and analyzed. From the observation, directives speech act is mostly produced by the teacher than the others speech acts. This can be seen from the high percentage of assertive speech act has 26 utterances (22%), expressive speech act has 19 utterances (16%), directive speech act has 53 utterances (45%), and commissive speech act has 21 utterances (17%). Regarding directive function, the teacher explained through an interview that, directive of commanding, asking, and requesting are used by the teacher. The function of command is to get students focused on learning when the teacher commands them to pay attention. The teacher used a asking to test the understanding of the students. The teacher employs a lot of request sentences in the core activities to get students to participate in their learning. Its purpose is to assess how far the students' knowledge or understanding has progressed
Enhancing Learning Outcomes in Explanation Texts through the Make a Match Model Sutrisno, Trisno; Fecilita, Benfika Fiden; Thoyyibah, Luthfiyatun; Irawaty, Inna
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.25300

Abstract

This classroom action research (CAR) examines the effectiveness of the Make a Match cooperative learning model in improving students' learning outcomes and motivation in understanding explanation texts. The study employed an experimental design with two classes of 11th-grade students (N=64) at a senior high school in Ciamis Regency: an experimental class (XI-A5) using Make a Match and a control class (XI-S1) using conventional methods. Quantitative data revealed significant differences in outcomes between the two approaches. The experimental class achieved higher average scores on both the pretest (81.88 vs. 75.63) and posttest (86.88 vs. 78.44) compared to the control group. Beyond academic improvement, observational data showed the Make a Match approach increased student engagement through its interactive card-matching activities, which fostered peer collaboration and active participation. These findings demonstrate that Make a Match is more effective than traditional lecture methods for teaching explanation texts, as it simultaneously enhances comprehension and motivation. For classroom implementation, teachers should: (1) integrate game-based elements to increase engagement, (2) design matching tasks that align with key learning objectives, and (3) use collaborative activities to reinforce critical thinking. This approach is particularly valuable in EFL contexts where students struggle with text-based learning, offering a practical strategy to combine academic achievement with motivational support.
Digital Fable Containing Asking and Giving Opinion to Stimulate Critical Thinking in EFL learners’ Speaking Nuraulia, Salma; Rohayati, Dedeh; Thoyyibah, Luthfiyatun
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20104

Abstract

This study aims to measure the effectiveness of digital fables and analyze EFL students’ perceptions of digital fables containing asking and giving opinions to stimulate critical thinking in EFL learners' speaking. The population and sample consisted of eighth-grade students at a junior high school in Tasikmalaya. The method used was a mixed method with an explanatory model. Quantitative data were collected using a quasi-experimental design and data collection through pre-tests and post-tests on the control group and experimental group. Qualitative data used a case study design, with data collection through EFL learners' perceptions from interviews. The results of the hypothesis testing showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, with a p-value of 0.011 < 0.05, indicating that the results were effective. To measure the level of effectiveness, the N-Gain result was used, yielding a value of 51%, indicating that the results fall into the “less effective” category. Although the quantitative results indicate less effectiveness, the qualitative data show positive student responses, as they improved self-confidence, motivation, and enjoyment in learning. Therefore, the researcher suggests using digital fables in other subjects to enhance student enthusiasm.
Exploring a lecturer’s reader-response strategy to foster university students’ critical thinking Yohana, Adila; Friatin, Lilies Youlia; Thoyyibah, Luthfiyatun
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20459

Abstract

Critical thinking is a vital 21st-century skill, yet many Indonesian students struggle to develop higher-order thinking abilities. This study investigates the use of the reader-response strategy to stimulate university students’ critical thinking, particularly in areas such as interpretation, analysis, and evaluation. The study aims to examine how the lecturer implements the strategy, identify the challenges faced, and explore students’ perceptions of its effectiveness. A qualitative case study design was employed. Data were gathered through non-participant observation, a semi-structured interview with a lecturer, and a questionnaire distributed to 24 students enrolled in an Introduction to Literature course. Thematic analysis was used for the observation and interview data, while exploratory data analysis was applied to the questionnaire responses. The findings revealed that the lecturer implemented various reader-response activities, such as personal reflection, written responses, interpretive freedom, and classroom discussion—encouraged students to analyze textual meaning, justify interpretations, and consider multiple perspectives. These are core aspects of critical thinking. However, some students remained passive or reluctant to express opinions. The lecturer addressed this by using scaffolding strategies and small-group discussions. Most students stated the strategy improved their text comprehension, confidence in sharing ideas, and class participation. Based on the findings, the study concludes that the reader-response strategy effectively supports the development of critical thinking in EFL literature classrooms when combined with appropriate instructional support.
Optimizing Reading Comprehension Through Authentic Texts to Seventh-Grade Learners Melinda, Alya; Thoyyibah, Luthfiyatun; Rachmawati, Etika
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20926

Abstract

Reading comprehension is a vital component of English as a Foreign Language (EFL) learning, yet Indonesian junior high school students often struggle due to limited exposure to authentic language use. Traditional textbooks, while aligned with curriculum standards, frequently lack contextual richness, reducing engagement and comprehension. Although previous research underscores the benefits of authentic materials, most studies emphasize digital resources or quantitative outcomes, with little exploration of classroom processes in rural, resource-limited contexts. This study investigated the impact of printed authentic texts specifically brochures and restaurant menus on the reading comprehension of seventh-grade students in Ciamis, Indonesia, and examined the strategies and challenges in their implementation. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving one English teacher and six students of varying proficiency levels. Thematic analysis revealed that authentic texts enhanced engagement, contextualized vocabulary learning, and encouraged collaborative meaning-making. Challenges included unfamiliar vocabulary, idiomatic expressions, varying proficiency levels, and time constraints, which required scaffolding strategies such as pre-teaching vocabulary, segmenting texts, using visual aids, and fostering peer support. The findings suggest that printed authentic materials, when culturally and linguistically adapted and paired with effective instructional scaffolding, can significantly improve reading comprehension and motivation, making them a valuable tool for student-centered EFL instruction in similar educational contexts.
Co-Authors Agus Yuniawan Isyanto Andi Rustandi, Andi Aulanisa, Ersa Dedeh Rohayati, Dedeh Didih Faridah, Didih Etika Rachmawati, Etika Fatimah, Ai Tusi Fecilita, Benfika Fiden Fitriani, Rani Ligar Herdiana, Ade Ida Bagus Nyoman Pascima Irawaty, Inna Irianti, Leni Lilies Youlia Friatin Melati, Mela Melinda, Alya Millah, Ana Samiatul Nurani, Desi Nuraulia, Salma Pebriani Permana, Sherly Rachmawati, Chintya Fitria Rahmawati, Taufikah Anisa RATNAWATI Ratnawati Ratnawati Salsabila, Widya Sidiq, Maulana Slamet Riyadi Supriatman, Rian Dwicahya Sutrisno, Trisno Tarwana, Wawan Tusriyah Yohana, Adila