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All Journal Jurnal Visi Ilmu Pendidikan Tadrib: Jurnal Pendidikan Agama Islam Linguistics and Elt Journal Journal Of English Literature, Linguistic, and Education (JELLE) JOLLT Journal of Languages and Language Teaching SOCIAL : Jurnal Inovasi Pendidikan IPS Foremost Journal Jurnal Pengabdian Kepada Masyarakat (JPKM) Langit Biru Indonesian Research Journal on Education English Education, Linguistics and Literature Journal Digital Muslim Review Jurnal Ilmiah Pendidikan Citra Bakti
Oktaviana, Fadilla
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Storytelling Magic: Enhancing EFL Learning for Kids Ilahi, Witri Nur; azzahra, syeha nabila; Ilzamudin, Ilzamudin; Oktaviana, Fadilla
JELLE Vol. 5 No. 01: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION FEBRUARY 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i01.4367

Abstract

Effective communication is essential for all interaction, negotiations, and idea expression in daily life. As a result, by focusing on communicative skills like speaking especially speaking English we can enhance our language abilities. Worldwide, practically every region uses English as a language. One of the disciplines that needs to be learned is English. Many children or young learners have memory in thinking so when they train to speak, especially in learning English, they are quite capable in that Speaking and interacting in English is another advantage when seeking for a job. Many children or young learners have memory in thinking so when they train to speak, especially in learning English, they are quite capable in that regard. Sometimes the factor to train speaking in children is by way of storytelling. Story telling is quite adequate in learning English, especially in the aspect of speaking. Most children are very fond of stories such as fairy tales and folklore. Thus, being able to communicate in English will facilitate our ability to meet our wants and realize our objectives. Teachers can use the storytelling learning paradigm to help students become better public speakers. Students' speaking abilities can be enhanced by telling stories. Course institutions can also use storytelling as a means of enhancing students' ELF abilities. The aim of this study is to ascertain how using the Story Telling learning paradigm in classes affects students' ability to speak English more fluently. Using literature review approaches, such as examining and summarizing relevant publications, this research employs literature studies to gather data from numerous sources of connected journals and books. The study's findings demonstrated that using the Story Telling learning paradigm improved participants' ability to speak English.Keywords: Speaking abilities, ELF, and storytelling learning model, kids, Public SpeakingreferencesKylene, B., & Heinemann, B. (2009). When Kids Can ’ t Read : What Teachers Can Do Chapter 1 : Introduction Chapter 2 : Understanding Struggling Readers. Idea.
Peer-Assessment's Effect on Improving EFL Students' Speaking Performance Sulhah, Siti; Oktaviana, Fadilla
Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v5i2.4556

Abstract

Speaking is the most difficult ability to learn in English due to surroundings such as English classrooms as well as other contexts prevent students from speaking in the language. The current research should establish how much peer assessment improves EFL students' abilities to speak. Therefore, with the aim to determine whether or not EFL students' speaking skills were improving, the researchers conducted an experimental study using a peer assessment approach. This study included twenty-five first-graders of MTS Daarul Ulum Panyaungan in Lebak-Banten. Data from the evaluation of the study, interviews, observations, and field notes were analyzed. The mean pupil score before applying peer review was 60; nevertheless, after implementing peer evaluation, the mean student score improved to 75. The post-test demonstrated an enhancement in speaking abilities after using peer assessment. Peer evaluation can assist EFL students improve their speaking skills. The study found that adopting peer assessment helps EFL students accomplish better during speaking. Since this research suggests that peer assessment enhances speaking skills significantly, additional research is definitely needed, especially for EFL students. The researcher suggests more studies to develop new peer evaluation methods and to apply peer evaluation in EFL students in a variety of ways.
JOURNAL WRITING AS AN ALTERNATIVE ASSESSMENT AND ITS WASHBACK ROLE TO THE STUDENT’S WRITING SKILL Bedah; Oktaviana, Fadilla; Heryatun, Yayu
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 12 No. 4 (2025): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v12i4.5868

Abstract

This study examines journal writing as an alternative assessment method and its impact of washback on students' writing skills. With a qualitative approach, data was collected through literature studies, document analysis, and interviews with English teachers and grade X students at one of the high schools in Serang City, Banten. The results showed that journal writing improved students' vocabulary, grammar, ability to develop ideas, and fluency in writing. This activity also encourages reflective thinking, emotional engagement, and positive relationships between teachers and students. Teachers view journals as a useful formative tool, while students feel freer and less pressured than traditional assessments. Despite challenges such as time constraints, journal writing has a positive impact on students' cognitive, emotional, and metacognitive realms. The research concludes that journals support the continuous and relevant improvement of writing skills in 21st-century education
Bilingual Advantage in Reading Comprehension: Strategic Reading Behaviors among Indonesian Pre-Service Teachers Heryatun, Yayu; Oktaviana, Fadilla
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12854

Abstract

This study investigates differences in English reading comprehension and strategic reading behaviour between monolingual and bilingual Indonesian pre-service teachers. Situated in a multilingual English as a Foreign Language (EFL) context, the study addresses how students’ language backgrounds may shape their ability to process English texts, use comprehension strategies, and respond to higher-order reading tasks. A qualitative comparative design was employed with 12 six-semester undergraduate students from a department at one state Islamic university in Banten. Participants were purposively grouped into six monolingual and six bilingual students based on their self-reported language-use profiles. Data were collected through a language-background questionnaire, TOEFL-based reading tasks, and semi-structured interviews. The data were analysed thematically by comparing recurring patterns in participants’ strategy use, reported reading difficulties, and comprehension performance. The findings indicate that bilingual students showed stronger strategic flexibility than monolingual students, particularly in skimming, scanning, vocabulary inference, and activation of prior knowledge. Bilingual participants were also more likely to connect information across languages and use their linguistic repertoire to support comprehension. Monolingual participants tended to rely on linear reading and word-by-word translation, which often slowed comprehension. However, both groups experienced difficulty with main-idea and inference questions, indicating the need for explicit instruction in higher-order comprehension strategies. The study concludes that bilingualism may provide cognitive and strategic resources that support second-language reading, but these advantages require pedagogical support to become effective academic reading skills.
STUDENTS' PERCEPTIONS OF DIGITAL MEMES IN LEARNING ENGLISH VOCABULARY: A CASE STUDY OF EIGHTH-GRADE STUDENTS Wahdatul Alawiah, Siti; Hidayani, Selnistia; Oktaviana, Fadilla
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.104201

Abstract

This study explores eighth-grade students’ perceptions of using digital memes in learning English vocabulary within an EFL context. Employing a qualitative case study design, the research involved seven junior high school students selected through purposive sampling. Data were collected via semi-structured interviews and analyzed thematically with the support of NVivo software to capture the cognitive, affective, and behavioral dimensions of students’ learning experiences. The findings indicate that digital memes enhance motivation, engagement, and vocabulary retention by promoting contextualized understanding through visual and humorous elements. Additionally, memes contribute to a relaxed learning environment that reduces anxiety and encourages active participation and peer interaction. Nevertheless, challenges emerged in interpreting idiomatic expressions and culturally specific references, underscoring the importance of teacher guidance in meme selection and explanation. Overall, digital memes demonstrate strong pedagogical potential as multimodal resources in EFL vocabulary instruction at the junior high school level.
Co-Authors Afriyati, Nurul Agus Gunawan Alifya, Alifya Asmalia, Hikmah Assapari, Muhammad Mughni Azzahra, Elsa Sopia azzahra, syeha nabila Bedah Dini Fitriani Fudholi, Lili HALWIYAH, HALWIYAH Hendra Hendra Heryatun, Yayu Hidayani, Selnistia Hilmiyati, Fitri Ilahi, Witri Nur Ilzamudin Julianti, Vina Khoiriah, Silvi Lismawati, Lismawati Machdum Bachtiar Miftah Komala Putri Permana, Fajar Pratama, Muhamad Yasin Purnama Rika Perdana, Purnama Rika Sri Hartati Sulhah, Siti Susanti, Anida Syarif Hidayat Taqiudin, Mohamad Ihsan Alim Tarihoran, Naf'an Tarihoran, Naf’an Ummah, Nasihatul Wahdatul Alawiah, Siti Wasehudin, Wasehudin Zohriah, Anis