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All Journal EXPOSURE JOURNAL Tell : Teaching of English Language and Literature Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Education and Human Development Journal Community Development Journal Child Education Journal Jurnal Pena Indonesia E-Link Journal Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal ABDIKU Jurnal Inovasi Penelitian Indonesia Berdaya Reforma: Jurnal Pendidikan dan Pembelajaran Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP ELEMENTARY : Jurnal Inovasi Pendidikan Dasar JPI (Jurnal Pendidikan Inklusi) Unram Journal of Community Service (UJCS) New Language Dimensions Takuana: Jurnal Pendidikan, Sains, dan Humaniora Indonesian Journal of Community Diversity and Engagement English Language Teaching Methodology (ELTM) Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Indonesia Sosial Sains Journal of Artificial Intelligence and Digital Business Nuris Journal of Education and Islamic Studies JEID EDUJ : English Education Journal Jurnal Ilmiah Multidisiplin JUKEMAS : Jurnal Pengabdian Kepada Masyarakat
Aquariza, Novi Rahmania
Universitas Nahdlatul Ulama Surabaya
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Implementation of Teaching Derivational and Inflectional Morphemes to SMP Al Islah Surabaya Zaniar, Savira; Authar, Nailul; Aquariza, Novi Rahmania; Rihlah, Jauharotur; Pramudita, Niken Ayu
Jurnal Indonesia Sosial Sains Vol. 5 No. 09 (2024): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v5i09.1406

Abstract

This study investigates the integration of instructing derivational and inflectional morphemes at SMP Al Islah Surabaya to improve students' comprehension and its application to the English language. It aims to enhance students' vocabulary acquisition, reading comprehension, and writing skills by employing an effective curriculum and specific instructional methodologies. The present study employs a mixed-methods methodology, integrating quantitative language proficiency evaluations with qualitative observations of classroom interactions and student remarks. Initial results suggest that providing direct guidance on derivational and inflectional morphemes substantially impacts students' linguistic proficiency and apply grammatical principles with greater effectiveness. It emphasizes the significance of including morphology education in the language learning curriculum. It offers practical suggestions for teachers to cultivate a more profound morphology awareness among SMP Al Islah students and improve English language competency.
Narasi Hegemoni Tokoh Dalam Novel Kupu-Kupu Malam Karya Achmad Munif Sebagai Bentuk Pembelajaran Pendidikan Karakter Susanto, Rudi Umar; Aquariza, Novi Rahmania
Jurnal Ilmiah Multidisipin Vol. 3 No. 12 (2025): Jurnal Ilmiah Multidisiplin, Desember 2025
Publisher : Lumbung Pare Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60126/jim.v3i12.1361

Abstract

Penelitian ini bertujuan untuk mengungkap bentuk-bentuk hegemoni tokoh dalam novel Kupu-Kupu Malam karya Achmad Munif serta menjelaskan relevansinya terhadap pembelajaran pendidikan karakter. Novel ini memuat berbagai narasi dominasi dan relasi kuasa yang terepresentasi melalui tindakan dan tuturan antartokoh, sehingga berpotensi menjadi sumber belajar yang kaya bagi pengembangan literasi kritis dan karakter peserta didik. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode analisis wacana pragmatik. Data berupa dialog tokoh dikumpulkan melalui pembacaan mendalam dan penandaan tuturan yang mengandung tindak tutur direktif, kemudian dianalisis berdasarkan teori tindak tutur (Austin–Searle) dan hegemoni Gramsci. Validasi dilakukan melalui triangulasi teori. Hasil penelitian menunjukkan empat bentuk hegemoni utama, yakni hegemoni melalui tuturan memaksa, hegemoni sosial melalui tuturan menyuruh dan mendesak, hegemoni kekuasaan maskulin melalui ancaman dan tantangan, serta hegemoni psikologis melalui permohonan atau permintaan yang manipulatif. Keempat bentuk hegemoni tersebut memperlihatkan relasi kuasa yang bertumpu pada dominasi gender, kekuasaan ekonomi, status sosial, dan kontrol psikologis. Dari perspektif pendidikan karakter, temuan ini memberikan peluang pembelajaran yang luas, terutama dalam menanamkan nilai empati, keadilan, keberanian moral, kesadaran gender, serta kemampuan menolak dominasi dan kekerasan. Dengan demikian, novel ini dapat digunakan sebagai media pembelajaran yang efektif untuk membangun peserta didik yang reflektif, kritis, dan berintegritas.
The Use of the Flipped Classroom in Teaching English Speaking for Senior High School Students Majidha, Anita; Novi Rahmania Aquariza; Mujad Didien Afandi; Tiyas Saputri
E-Link Journal Vol 12 No 02 (2025): E-link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v12i2.1270

Abstract

Speaking remains one of the most challenging skills for Indonesian students to master, largely due to limited opportunities for oral practice in traditional, teacher-centered classrooms. To address this issue, this study investigates the use of the Flipped Classroom model in improving students’ English-speaking competence at MA Darul Ulum Waru, Sidoarjo. Employing a qualitative descriptive design, the research was conducted over one month (April–May 2025) and involved one English teacher and fifteen eleventh-grade students. Data were collected through classroom observations, structured interviews, and documentation to explore both instructional implementation and participants’ experiences. The findings reveal that the Flipped Classroom encouraged students to prepare independently before class, resulting in more interactive in-class speaking activities. Students demonstrated greater confidence, motivation, and fluency, while the teacher reported higher engagement and participation levels. Despite challenges related to digital access and self-regulation, the approach proved effective in promoting speaking competence. This study suggests that English teachers integrate digital pre-class learning into speaking instruction and that policymakers support technology-based pedagogical innovation to foster more communicative, student-centered classrooms in Indonesian schools.
English Exposure in English-Speaking Environment to Vocabulary Acquisition in Junior High School.: Paparan Bahasa Inggris di Lingkungan Berbahasa Inggris Terhadap Akuisisi Kosa Kata Baru di SMP . Yusfiah Yasmin; Mujad Didien Afandi; Novi Rahmania Aquariza; Nailul Authar
Jurnal Pendidikan Anak Vol 6 No 2 (2024): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i2.6106

Abstract

English is a language that is needed in this day and age. Therefore, exposure is very necessary for students so that they are familiar with it for their future preparations. This research was conducted to determine the exposure of English students at Mts Bilingual Pucang to the acquisition of new vocabulary. Qualitative descriptive is the research method used in this research. The aim of this research is to describe exposure to English in an English-speaking environment on vocabulary acquisition. This research uses several instruments to collect data such as observation sheets to observe activities at school, questionnaires and interviews to determine students' perceptions of being in an English-speaking environment. The results of this research are based on observation data where students can acquire new vocabulary because they receive continuous exposure to English and are supported by an immersive environment. In addition, students are motivated to use English at school because of the positive impact they get, so that students enjoy the English-speaking environment.
Enhancing EFL Students’ Speaking Skills through Digital Storytelling in Podcast Projects Khoirunnisa, Rahma Arsila; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.7152

Abstract

Speaking is widely recognized as one of the most challenging skills for learners of English as a Foreign Language (EFL). Many students experience difficulties in expressing their ideas orally due to limited opportunities for practice, anxiety about making mistakes, and a lack of confidence when communicating in English. These challenges often hinder the development of speaking proficiency in language classrooms. Therefore, innovative and engaging teaching strategies are needed to create supportive learning environments that encourage students to practice speaking more actively. This study investigates the use of digital storytelling through podcast projects as a pedagogical approach to enhance EFL students’ speaking proficiency. The research employed a qualitative design involving ten students from the English Education Department at Nahdlatul Ulama University Surabaya. The participants were engaged in a digital storytelling activity in which they created their own podcasts, beginning with the process of selecting a story topic, writing scripts, rehearsing their narration, and finally recording and sharing their storytelling podcasts. Data were collected through semi-structured interviews in order to explore students’ perceptions and experiences during the podcast project. The collected data were then analyzed using thematic analysis to identify key patterns and themes related to students’ speaking development. The findings of the study indicate that the use of digital storytelling in podcast projects contributed positively to students’ speaking abilities. Participants reported increased confidence when speaking English, improved fluency, and better pronunciation as a result of repeated practice during the recording process.
Literature Review of Animated Films to Enhance Narrative Text Comprehension in Indonesian Elementary Students Ningrum, Retno Dwi; Authar, Nailul; Basuki, Edi Pujo; Afandi, Mujad Didien; Aquariza, Novi Rahmania
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8024

Abstract

Narrative text comprehension is a fundamental skill for Indonesian elementary students learning English as a foreign language. However, many students still face challenges in understanding vocabulary, language features, and story structure. One effective medium to address these difficulties is the use of animated films, which combine visual and auditory elements to create a more engaging and meaningful learning experience. This study aims to review previous literature on the use of animated films to improve narrative text comprehension among Indonesian elementary students, identify effective teaching practices, and highlight existing research gaps. The method employed in this study is a systematic literature review of peer-reviewed journal articles, theses, and academic reports published over the last ten years. The review focuses on studies that examine the integration of animated films in English language learning, particularly in developing narrative comprehension skills. The findings indicate that animated films, when supported by structured learning activities such as pre-viewing preparation, guided discussions during viewing, and post-viewing reflections, can significantly enhance students’ understanding of story elements, improve vocabulary acquisition, and increase classroom participation. Furthermore, animated films support multimodal learning by enabling students to process information through both visual and verbal channels simultaneously, which helps them better grasp the meaning of the text. Despite these benefits, research specifically conducted in Indonesian elementary school settings remains limited. In addition, practical guidelines for teachers on how to effectively integrate animated films into classroom instruction are still insufficient.
Students` Perceptions of YouTube Videos as a Tool for Developing Listening Skills Aqmarina, Amanda Zatil; Authar, Nailul; Afandi, Mujad Didien; Aquariza, Novi Rahmania; Basuki, Edi Pujo
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 1 (2026): Februari - April
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i1.8040

Abstract

This study explores college students’ perceptions of using YouTube videos as a tool to enhance their listening skills. With the rapid integration of digital media into education, YouTube has become a widely accessible and valuable resource for language learning. The study adopts a qualitative approach by collecting data through semi-structured interviews and focus group discussions involving students who actively use YouTube for English listening practice. The findings, analyzed using thematic analysis, reveal several advantages of YouTube as a learning medium. Students report that it provides exposure to authentic language use, a wide variety of accents, and flexible features such as adjustable playback speed, which help improve comprehension. Additionally, the platform allows learners to access diverse topics that match their interests, increasing engagement and motivation. However, the study also identifies several challenges faced by students. Many participants find it difficult to select appropriate and level-appropriate content due to the vast amount of videos available. Furthermore, distractions from unrelated or entertaining content often reduce learning effectiveness. These issues indicate that while YouTube offers significant potential as a supplementary tool for improving listening skills, its success largely depends on students’ ability to manage their learning process. Overall, the study concludes that YouTube can effectively support listening skill development when used strategically. Therefore, educators are encouraged to guide students in selecting suitable content and developing focused learning habits to maximize the educational benefits of YouTube.
A SYSTEMATIC LITERATURE REVIEW ON THE ROLE OF ENGLISH EXPOSURE IN DEVELOPING JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS: English Niken Ayu Pramudita; Nailul Authar; Novi Rahmania Aquariza; Savira Zaniar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45977

Abstract

Speaking is considered one of the most important language skills in English as a Foreign Language (EFL) learning because it enables students to express ideas and communicate effectively. However, many junior high school students still experience difficulties in developing speaking skills due to limited opportunities to use English in their learning environment. One important factor that supports language development is exposure to the target language. Therefore, this study aims to identify the types of English exposure used in speaking learning and examine how English exposure contributes to the development of junior high school students’ speaking skills. This study employed a Systematic Literature Review (SLR) to analyze relevant previous studies related to English exposure and speaking skills. A total of 10 studies published between 2017 and 2026 were selected and analyzed based on specific inclusion criteria. The findings reveal that English exposure in speaking learning occurs through several instructional approaches, including role-play activities, technology-based learning media, and interactive classroom activities such as picture-based tasks and problem-based learning. These forms of exposure provide students with meaningful opportunities to practice speaking, increase their confidence, and improve their communication performance. Overall, the results indicate that English exposure plays a significant role in supporting the development of junior high school students’ speaking skills. Providing varied and meaningful exposure to English can help students develop greater confidence, fluency, and communicative competence in speaking.
Enhancing EFL Students’ Speaking Confidence through Collaborative Learning Annida Nur Akfany; Nailul Authar; Edi Pujo Basuki; Mujad Didien Afandi; Novi Rahmania Aquariza
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.473

Abstract

This study examines the role of collaborative learning in enhancing EFL students’ speaking confidence through a qualitative literature review with a systematic approach. The study addresses the issue that many EFL learners experience difficulties in speaking due to affective factors such as anxiety and low self-confidence. Data were collected from academic databases, including Google Scholar, ERIC, and Scopus, focusing on articles published between 2021 and 2026. The selection process followed a structured screening procedure, resulting in a subset of relevant studies for in-depth analysis. The data were analyzed using thematic analysis. The findings indicate that collaborative learning enhances speaking confidence through three interconnected mechanisms: increased social interaction, reduced speaking anxiety, and the creation of a supportive learning environment. However, the effectiveness of this approach may vary depending on contextual factors such as group dynamics and instructional practices. This study suggests that collaborative learning should be implemented with appropriate facilitation to maximize its impact on students’ speaking confidence.
Folklore as Local Culture-Based Material for Improving Students' Reading Comprehension of Narrative Text Riryn Fatmawaty; Fita Faridah; Novi Rahmania Aquariza; Alfiyah Nurahmada
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 9 No. 2 (2022): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6338

Abstract

The study aims to describe the use of folklore in the classroom to improve students’ reading comprehension and to ascertain the reactions of the students to this approach. 22 students in 9th Grade B at SMPN 1 Sugio are the subjects of the study, which employs the classroom action research methodology. Participation of the students to improve their reading comprehension is the theme of all the key phrases. The teacher needs to inspire the students more, though. Utilizing interviews, observations, and questionnaires, data is gathered. 14.28.% of students met the minimal mastery level criterion, according to their preliminary test results (KKM). The initial cycle was deemed ineffective. Students who attained the bare minimum mastery in The first cycle was deemed a failure. The percentage of students who met the minimal mastery level criterion (KKM) was only 53.57% or 15 students. The second cycle is regarded as a success. It was because 26 students, or 92.85% of the test participants, met the minimal mastery level criterion (KKM). The percentage of students who got up increased with each cycle, and the findings suggested that reading folklore could improve students' reading comprehension. Reading folklore in the classroom raises students' enthusiasm, enjoyment, and participation. Reading the narrative text through folklore can improve students' reading comprehension.
Co-Authors Achda, Imam Afib Rulyansah Afib Rulyansyah Agista Putri Setianingsih Alfiyah Nurahmada Anita Majidha Annida Nur Akfany Aqmarina, Amanda Zatil Asmaul Lutfauziah Authar, Nailul Basuki, Edi Pujo BERDA ASMARA Destita Shari Destita Shari Didien Afendi Djuwari Djuwari Eca Ayu Nurfadhilah Faela Nur Oktaviani Fajrina, Luthfiah Nur Faridah, Fita Halimatus Sakdiyah Imam Achda IRENE ROSALINA Jauharotur Rihlah Jauharotur Rihlah Khoirunnisa, Rahma Arsila Machmudah Machmudah Machmudah, Machmudah Majidha, Anita Muflihah, Tatik Muhammad Syaikhon Mujad Didien Afandi Muthohharoh, Makhmudatul Nailul Authar Nailur Authar Niken Ayu Pramudita Niken Ayu Pramudita Nilna Afiyah Ningrum, Retno Dwi Nur Azizah A.S. Nurisma Ilfidzatur Ridza Pramudita, Niken Ayu Pratiwi Retnaningdyah Rahayu, Dewi Widiana Riryn Fatmawaty Rudi Umar Susanto Rudi Umar Susanto Saputri , Tiyas Savira Zaniar Silvi Nur Hidayati Susanto, Rudi Umar Susesti, Dina Anggraeni Sya'diyah, Halimatu Syafi'ul Anam Syafiul Anam Syamsul Ghufron Syamsul Ghufron Tatik Muflihah Tatik Muflihah Tiyas Saputri unusa, tiyas Wibowo, Rifky Adli Sulistyo Yuniwati, Eny Dyah Yunus, Adibatul Asna Yusfiah Yasmin Ziyada Wulan Wulidha