Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Online Learning in Educational Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Dewi Masitho Istiqomah
Universitas PGRI Wiranegara, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Reading Comprehension to Critical Literacy: Adapting Huh's Model in Online Indonesian EFL Classrooms Dian Resty Pratiwi Ahmad; Utami Widiati; Ekaning Dewanti Laksmi; Siti Muniroh; Dewi Masitho Istiqomah
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1087

Abstract

ritical literacy has become an essential component of English as a Foreign Language (EFL) reading instruction, yet its implementation remains challenging in online learning environments where students often struggle to move beyond literal comprehension toward critical engagement with texts. Although Huh’s instructional model provides a structured framework for developing critical literacy, evidence regarding its adaptation to online EFL contexts remains limited. This study investigated how an adapted version of Huh’s model supported the development of reading comprehension and critical literacy in an online Indonesian EFL classroom. Employing collaborative classroom action research, the study involved 21 undergraduate students across three iterative instructional cycles. Data were collected through reading assessments, students’ digital artifacts, and structured online classroom observations, and analyzed using descriptive statistics alongside Miles and Huberman’s interactive qualitative analysis. The findings indicate that the adapted model progressively strengthened students’ reading comprehension and critical literacy by integrating scaffolded learning activities, explicit instruction in critical literacy concepts, locally relevant sociopolitical texts, and student-generated critical questioning. The iterative refinement of instructional practices also encouraged students to engage more critically with multiple perspectives and develop evidence-based responses to authentic social issues. This study extends Huh’s framework by demonstrating how context-sensitive pedagogical adaptations can effectively support critical literacy development in online EFL settings. The findings offer practical guidance for designing online reading instruction that integrates critical pedagogy with meaningful local contexts while fostering students’ critical engagement with contemporary societal issues.
Developing Interactive Listening Materials Using Quiz Bot Telegram for EFL Learners Dewi Masitho Istiqomah; Diah Anita Pusparini
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/dmqsbw39

Abstract

Listening is one of the essential skills in EFL learning, yet students often face difficulties due to limited interactive resources. This study aimed to develop interactive listening materials through a Telegram Quiz Bot using the Research and Development (R&D) approach based on the ADDIE model. The participants were 17 students of the English Education Study Program at Universitas PGRI Wiranegara in the 2024/2025 academic year. The development process began with an analysis of students’ needs, whichh revealed challenges in understanding accents and limited access to engaging materials. In the design stage, twelve listening topics were created, each including text to speech (TTS) audio, worksheets, and interactive quizzes. The development stage involved transforming these materials into a Telegram Quiz Bot integrated through BotFather and validated by content and media experts to ensure accuracy, clarity, and usability. After revision, the product was implemented over nine sessions, during which students accessed and completed listening activities through the bot. Observation showed that students could use the bot effectively and were actively engaged. Questionnaire results indicated that students responded positively, highlighting the bot’s interactivity, flexibility, and instant feedback features. Overall, the study concludes that the Quiz Bot Telegram is a feasible and practical tool for developing interactive listening materials. It enhances learning motivation, supports independent study, and demonstrates how technology, pedagogy, and content can be integrated effectively in EFL contexts.
Co-Authors Diah Anita Pusparini Dian Resty Pratiwi Ahmad Ekaning Dewanti Laksmi Siti Muniroh Utami Widiati