Article Per Year (5 Year)
p-Index From 2020 - 2025
2.787
P-Index
This Author published in this journals
All Journal International Journal of Electrical and Computer Engineering DIKSI Jurnal Pendidikan Bahasa Inggris Jurnal Riset Pendidikan Matematika Journal of English and Education REiD (Research and Evaluation in Education) Indonesian Journal on Learning and Advanced Education (IJOLAE) JOLLT Journal of Languages and Language Teaching International Journal of Robotics and Control Systems JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies BAHASTRA ANUFA Journal on Mathematics Education
Sotlikova, Rimajon
Unknown Affiliation
Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 19 Documents
Search

 1   2 
Analisis Penggunaan Wordwall sebagai Media Pembelajaran Untuk Meningkatkan Daya Tarik Siswa dalam Pembelajaran Teks Deskripsi: Universitas Swadaya Gunung Jati Cirebon Mustopa, Jenal; Susilo, Jimat; Sotlikova, Rimajon
Anufa Ikaprobsi Vol 3 No 1 (2025): Juni
Publisher : Ikaprobsi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63629/anufa.v3i1.87

Abstract

Permasalahan rendahnya daya tarik siswa dalam pembelajaran teks deskripsi masih menjadi tantangan dalam pembelajaran bahasa Indonesia di sekolah menengah. Siswa cenderung pasif, jenuh, dan kurang termotivasi ketika pembelajaran hanya menggunakan metode konvensional tanpa dukungan media interaktif. Oleh karena itu, penelitian ini bertujuan untuk menganalisis persepsi peserta didik terhadap penggunaan Wordwall sebagai media pembelajaran yang diharapkan mampu meningkatkan motivasi dan keterlibatan mereka. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, kuesioner, wawancara, dan dokumentasi. Data diperoleh dari siswa sekolah menengah yang menjadi partisipan penelitian, kemudian dianalisis secara mendalam untuk menggambarkan pengalaman belajar mereka. Hasil penelitian menunjukkan bahwa Wordwall mampu menghadirkan suasana pembelajaran yang lebih menarik, interaktif, dan menyenangkan. Siswa merasakan peningkatan motivasi, partisipasi, serta pemahaman materi ketika teks deskripsi disajikan melalui permainan digital. Selain itu, Wordwall terbukti mampu mengurangi kejenuhan siswa serta mendorong kolaborasi positif melalui aktivitas kompetitif yang sehat. Penelitian ini menyimpulkan bahwa Wordwall tidak hanya berfungsi sebagai media alternatif, tetapi juga sebagai strategi efektif dalam meningkatkan daya tarik siswa terhadap pembelajaran bahasa Indonesia. Temuan ini memberikan kontribusi praktis bagi guru dalam merancang pembelajaran kreatif berbasis teknologi, serta kontribusi teoretis dalam memperkaya literatur tentang efektivitas gamifikasi dalam konteks pembelajaran bahasa Indonesia.
The Relationship between Teacher-Student Interaction and Students’ Motivation in Junior High School EFL Classrooms Songidah, Songidah; Aziez, Feisal; Sotlikova, Rimajon
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.98838

Abstract

This study examined the relationship between teacher–student interaction and students’ motivation in Junior High School English as a Foreign Language (EFL) classrooms. Motivation plays a vital role in the language learning process, influencing students’ engagement, persistence, and overall academic performance. Teacher–student interaction, which includes emotional support, classroom organization, and instructional support, has been identified as a significant factor in shaping students’ learning experiences. This research employed a quantitative correlational design, collecting data from 150 students and five teachers across four junior high schools in Ciamis, West Java. The instruments used were adapted from Pianta’s Classroom Assessment Scoring System (CLASS) and Gardner’s Attitude/Motivation Test Battery (AMTB), measuring various dimensions of teacher–student interaction and both integrative and instrumental types of student motivation. Data analysis was conducted using Pearson’s product-moment correlation, which revealed a positive and moderate correlation (r = 0.576) with a significance level of p < 0.05. The findings demonstrate that supportive and structured teacher–student interactions significantly enhance students’ motivation in EFL contexts. The study emphasizes the need for educators to foster emotionally supportive, well-organized, and cognitively stimulating classroom environments to promote student engagement and success. This research contributes to the existing literature by highlighting the importance of interaction quality in motivating students and suggests implications for teacher training and classroom management strategies in EFL settings.
Is there any item or test bias in the Business English Test at Universitas Terbuka? Santoso, Agus; Retnawati, Heri; Pardede, Timbul; Rahayu, Dyah Paminta; Rosyada, Munaya Nikma; Tuanaya, Rugaya; Sotlikova, Rimajon; Atymtaevna, Begimbetova Guldana
Diksi Vol. 33 No. 2: DIKSI (SEPTEMBER 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i2.84570

Abstract

In an exemplary test implementation, the items used should be fair and free from bias. This biased content threatens the validity that will affect the interpretation of the test results. This study aims to analyze the biased content of items and tests on the test device for the Commercial English Course, with the code ADBI4201, a course in the Business Administration Study Program at the Faculty of Law, Social, and Political Sciences, Open University (UT). It uses the quantitative approach. Data were collected through documentation in the form of grids and responses from final semester test participants in January 2024. Data analysis was carried out by (1) estimating item parameters using classical test theory and item response theory for tests, (2) estimating item parameters based on regional groups and based on gender, which are used to identify DIF content, (3) testing the significance of DIF with a maximum likelihood comparison. The study's findings showed 26 items contained DIF by gender and 25 items contained DIF by region. The results of the test bias detection showed that the test slightly favored the female group and the students from the Java region.
Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness Haerazi; Irawan, Lalu Ari; Sotlikova, Rimajon
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1763

Abstract

This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.
Students’ Perceptions Towards the Use of Podcasts in EFL Classroom: A Case Study at a University of Uzbekistan Sotlikova, Rimajon; Haerazi, Haerazi
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8172

Abstract

Integration of Information and Communication Technology (ICT) has emerged as a significant factor in the realm of language education, yielding notable impacts. To shed light on this phenomenon, a case study was conducted to delve into the perceptions of students and attitudes of teachers regarding the utilization of podcasts in the teaching-learning process. The research problem addressed in this study aimed to explore students' perceptions toward the incorporation of podcasts in the English as a Foreign Language (EFL) classroom, as well as their understanding of the limitations and impact of podcasts on their language skill development. The study recruited 40 students and 2 teachers from the National University of Uzbekistan as participants. Data collection involved the distribution of questionnaires to students and conducting interviews with teachers. The questionnaires comprised 17 statements to gauge the participants' viewpoints. The findings revealed that a majority of respondents expressed their fondness for podcasts (80.2%), strongly agreeing that the use of podcasts is enjoyable (69.9%). Moreover, the researcher observed positive attitudes from both students and teachers toward the integration of podcasts in the EFL classroom. Students believed that podcasts had the potential to enhance their listening and speaking skills. Teachers, on the other hand, perceived podcasts as an effective tool for fostering students' collaborative and cooperative work skills, as well as their creative thinking strategies. However, challenges associated with the effective utilization of podcasts in the classroom also surfaced, prompting further exploration into optimal implementation strategies.
The Implementation of Project-Based Learning in Higher Education: A Case Study in the Indonesian Context Rachmawati, Umi; Pradita, Linda Eka; Ulyan, Mohammad; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8976

Abstract

The implementation of project-based learning has been the center of the teaching and learning process in higher education especially in Indonesia. Higher degree education including universities that implements the project-based learning model. Along with the practical use in class, there is a need to clarify whether the project-based learning has been well conducted. This study is conducted through qualitative approach to dig depicted picture of the implementation of the teaching model. The data were gathered through observation and in-depth interview which were analyzed using qualitative data analysis. The observation covers the preparation of the class like checking the lesson plan, syllabus, learning materials, and the instructional model used. The observation has also been done during the implementation of the lesson plan. The in-depth interview was done through conducting interview with the lecturers and the students about the implementation of the instructional model. The result of the study presents that the implementation of project-based learning was done in a number of ways and stimulate the development of the students’ skills. The implementation of the model was done in various ways covering the three main processes: preparation, implementation, and evaluation. The model implemented facilitates the students’ problem-solving skills, critical thinking skills, communication skills, collaboration skills, and information literacy. As the students developed their life skills, the teaching through the project-based learning model can be done creatively depending on the learners’ and teacher’s characters and the learning facilities.
Challenges and Opportunities: EFL Teachers' Teaching Experiences with ICT-Enhanced Professional Development in Higher Education Kusrini, Endang; Wardani, Niasisca Agustia; Sotlikova, Rimajon
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16549

Abstract

The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) instruction has become increasingly significant in higher education. While ICT offers clear opportunities for enhancing teaching and learning, little research has specifically examined how ICT-enhanced professional development shapes classroom practices in this context. This study aimed to investigate how higher education EFL teachers’ professional development experiences influenced their use of ICT in the classroom and what challenges and opportunities they perceived for their professional growth. A qualitative case study design was employed, involving classroom observations and semi-structured interviews with eight teachers in a university settings. The findings indicate that professional development plays a crucial role in shaping ICT integration, though its impact was uneven across teachers. At the same time, teachers’ experiences revealed a dual reality. While the teachers faced persistent barriers such as limited infrastructure, time constraints, and lack of sustained support, they also recognize clear opportunities for enhancing student engagement, collaboration, and their own professional development. The study underscores the need for institutions to move beyond one-off workshops by developing sustainable, context-sensitive, creating collaborative communities of practice, and embedding continuous mentorship into policy frameworks are critical to bridging the gap between ICT’s potential and its classroom reality. These implications highlight how higher education institutions can design professional development and policy initiatives that not only build teachers’ digital competence but also foster long-term innovation and improved learning outcomes.
Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners Pahrizal, Novri; Vintoni, Aridem; Sotlikova, Rimajon; Ya'akub, Hajah Zurinah Haji
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23908

Abstract

The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.
The effectiveness of image streaming method in improving anecdotal text writing skills for high school students Susilo, Jimat; Nuralizza, Tazqiah; Ardiani Zain, Lulu; Muliawati, Hesti; Sotlikova, Rimajon
BAHASTRA Vol. 44 No. 1 (2024): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v44i1.750

Abstract

This study aims to describe the ability of the results of writing anecdotal text using the image-streaming method and describe the influence of the image-streaming learning method in improving the ability to write anecdotal text. This study used quantitative methods. This type of research is a quasi-experimental research with a nonequivalent control group design model. The variables in This study are divided into two, namely the independent variable is the image-streaming learning method and the dependent variable is writing anecdotal text. The sample of this study amounted to 60 students divided into two groups, namely 30 students as an experimental class and 30 as a control class. Data collection is carried out by observation techniques and tests. The data of this study were analyzed with statistics assisted by the SPSS program. The results of this study show that students' ability to write anecdotal texts has increased. The use of the image streaming learning method provides stimulus to students in determining the framework for composing anecdotal texts so that students can write anecdotal texts well. In addition, the use of this image-streaming learning method has proven effective in improving students' ability to write anecdotal texts. Students are more motivated and active in learning.
Co-Authors Adzima, Maulana Fatahillah Agus Santoso Ahmad Nurefendi Fradana Aljura, Ahmad Naufal Apino, Ezi Ardiani Zain, Lulu Aridem Vintoni Arlinwibowo, Janu Atymtaevna, Begimbetova Guldana Aziez, Feisal Elly Arliani Endang Kusrini Haerazi Haerazi, Haerazi Harsana, Firyal Nabila Heri Retnawati Hesti Muliawati Himmawati Puji Lestari Irawan, Lalu Ari Jailani Jailani Jimat Susilo Kana Hidayati Kardanova, Elena Kartianom, Kartianom Kassymova, Gulzhaina K Kassymova, Gulzhaina Kuralbayevna Lantip Diat Prasojo Linda Eka Pradita, Linda Eka Lumenyela, Rogers Andrew Lutfi Istikharoh M. Rafi Mathilda Susanti Mustopa, Jenal Nita, Alfia Nuh, Muhammad Wahdan Nuralizza, Tazqiah Nusantara, Bayuk PAhrizal, Novri Pardede, Timbul Rahayu, Dyah Paminta Rosyada, Munaya Nikma Samsul Hadi Septiana, Atut Reni Septinda Rima Dewanti Songidah, Songidah Sulistyaningsih, Eny Sumaryanto Sumaryanto, Sumaryanto Suwarta, Nyoman Tuanaya, Rugaya Ulyan, Mohammad Umi Rachmawati Wardani, Niasisca Agustia Ya'akub, Hajah Zurinah Haji