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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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Implementing Lexical Choice Strategies for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia Mujad Didien Afandi; Savira Zaniar; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Destita Shari
Indonesia Berdaya Vol. 7 No. 3 (2026)
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.20261577

Abstract

Limited vocabulary and inappropriate word selection often hinder junior high school students from producing effective English descriptive texts. To address this issue, a community service program entitled Teaching Lexical Choice for Writing Short Descriptive Texts at Pondok An Nahdloh, Selangor, Malaysia was conducted to improve students’ lexical diversity, lexical appropriateness, and linguistic development. The program involved fifteen Indonesian junior high school students and was implemented through a participatory training approach consisting of preparation, implementation, and evaluation stages. Instructional activities included introducing lexical choice, practicing synonym use, selecting contextually appropriate vocabulary, and writing short self-descriptive texts. Students completed writing tasks before and after the training, and their texts were evaluated using a lexical analysis rubric covering lexical diversity, lexical appropriateness, lexical density, register awareness, and overall lexical control. The findings showed substantial improvement in students’ lexical performance. The average total score increased from 12.07 (Fair) in the pre-writing task to 21.80 (Excellent) in the post-writing task. Students demonstrated greater vocabulary variation, more precise word selection, higher lexical density, and improved control of descriptive language. These findings indicate that lexical-choice instruction is an effective strategy for enhancing students’ writing quality and supporting linguistic development in English language learning.
ENHANCING EFL/ESL VOCABULARY LEARNING THROUGH WORDWALL-BASED GAMIFICATION: A SYSTEMATIC REVIEW OF COGNITIVE AND AFFECTIVE OUTCOMES IN EDUCATIONAL TECHNOLOGY RESEARCH Nilna Afiyah; Tiyas Saputri; Mujad Didien Afandi; Novi Rahmania Aquariza
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/tym34g70

Abstract

The growing incorporation of gamification and interactive digital platforms has become a pivotal development in English vocabulary instruction across EFL/ESL settings. Among these emerging tools, Wordwall has attracted considerable scholarly attention due to its capacity to foster engaging, technology-mediated learning experiences. This study seeks to critically synthesize recent empirical and review-based literature on the effectiveness of Wordwall and gamified instructional strategies in vocabulary acquisition. Employing a systematic literature review methodology, the analysis draws on studies presented in the provided literature tables, with particular emphasis on cognitive learning outcomes, affective dimensions, and prevailing methodological approaches. The findings consistently demonstrate that Wordwall-supported gamification enhances vocabulary mastery, improves retention and recall, and contributes to higher levels of academic achievement across diverse educational contexts. Moreover, affective factors such as learner motivation, enjoyment, active engagement, classroom participation, and positive attitudes toward learning emerge as key determinants of instructional success. The review also underscores the increasing relevance of educational technology and game-based learning in advancing interactive, student-centered vocabulary instruction. Overall, the evidence suggests that Wordwall holds substantial pedagogical value for contemporary EFL/ESL vocabulary learning environments.
NILAI KARAKTER SASTRA ANAK: KORELASI ANTARA NOVEL ANAK DAN PEMBELAJARAN DI SEKOLAH DASAR Rudi Umar Susanto; Syamsul Ghufron; Novi Rahmania Aquariza
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.9428

Abstract

This study aims to examine the character values embedded in children’s literature, particularly children’s novels, and to analyze their correlation with learning processes in elementary schools. The focus of the study is directed toward the use of children’s novels as learning media that contribute to the formation and strengthening of students’ character. This research employs a descriptive qualitative approach by analyzing several popular children’s novels that are widely read or relevant to the world of children. The analysis is conducted by identifying character values reflected through characters, plot, conflicts, and moral messages in the novels, and then relating these values to their application in classroom learning contexts. The results indicate that children’s novels contain various positive character values, including honesty, responsibility, cooperation, empathy, discipline, and independence, which are aligned with the objectives of character education in elementary schools. Furthermore, children’s novels are able to present learning experiences that are more contextual, engaging, and meaningful, thereby facilitating students’ understanding and internalization of character values in a natural way. Therefore, children’s literature, particularly children’s novels, has significant potential to be utilized as learning media and resources in supporting the implementation of character education in elementary schools. ABSTRAK Penelitian ini bertujuan untuk mengkaji nilai-nilai karakter yang terkandung dalam sastra anak, khususnya novel anak, serta menganalisis korelasinya dengan pembelajaran di sekolah dasar. Fokus penelitian diarahkan pada pemanfaatan novel anak sebagai media pembelajaran yang berperan dalam pembentukan dan penguatan karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik analisis terhadap sejumlah novel anak yang populer dan banyak digunakan atau relevan dengan dunia anak. Analisis dilakukan dengan mengidentifikasi nilai-nilai karakter yang tercermin melalui tokoh, alur, konflik, dan pesan moral dalam novel, kemudian mengaitkannya dengan penerapan nilai tersebut dalam konteks pembelajaran di kelas. Hasil penelitian menunjukkan bahwa novel anak mengandung berbagai nilai karakter positif, antara lain kejujuran, tanggung jawab, kerja sama, empati, disiplin, dan kemandirian, yang sejalan dengan tujuan pendidikan karakter di sekolah dasar. Selain itu, novel anak mampu menghadirkan pembelajaran yang lebih kontekstual, menarik, dan bermakna, sehingga memudahkan peserta didik dalam memahami serta menginternalisasi nilai-nilai karakter secara alami. Dengan demikian, sastra anak, khususnya novel anak, memiliki potensi yang signifikan untuk dijadikan sebagai media dan sumber pembelajaran dalam mendukung pelaksanaan pendidikan karakter di sekolah dasar.
Community Empowerment Through Herbal Drink Creation as An Effort to Develop the Creative Economy Dina Anggraeni Susesti; Eny Dyah Yuniwati; Novi Rahmania Aquariza
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1206

Abstract

Community empowerment through the creation of herbal beverages is an effective strategy for developing a sustainable creative economy. Herbal beverages, as products that combine cultural heritage with modern innovation, have great potential to create added value and open new business opportunities at the local level. Through training in the processing, marketing, and management of herbal beverage businesses, communities not only acquire new skills but also are able to independently increase their income. This empowerment program focuses on increasing human resource capacity, utilizing local raw materials, and developing products that meet market tastes and current health trends. In addition to the economic aspect, this activity also helps maintain environmental sustainability and preserve local wisdom. Herbal beverage-based empowerment supports the creation of a dynamic and competitive local entrepreneurial ecosystem, while strengthening community social networks.
The Effectiveness of Utilizing Nox Android Emulator for Interactive Teaching on Students' Writing Competence and Involvement Edi Pujo Basuki; Novi Rahmania Aquariza
Tell : Teaching of English Language and Literature Journal Vol 7 No 2 (2019): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v7i2.3326

Abstract

Learning English, as outlined in Curriculum 2013, is more directed at mastering the ability to write text-based genres. In this study the author introduces game by utilizing the Android Emulator. The problem of this research is to find out the effectiveness of using the Andoid Emulator tool as an effective interactive learning media on the ability to write and the involvement of students in the learning process of writing. The design of this study is pre-test-post-test group design. After implementing the Game Before Writing Procedure using the Nox Android Emulator, a post-test is performed. The population is high school students SMA Bhayangkari 10 Porong. Research samples were 39 students. The Research Instruments are tests and observation sheet. Data Analysis is using the T Test and descriptive. From data, the mean difference is 12,435. This means that Learning with Game Before Writing Procedure has an influence on the ability of Writing Report.. 80% of students are actively involved in the game. Based on the results of the T Test for the Utilization of the Nox Android Emuator in the implementation of Game Before Writing Learning Procedures, it is effective in improving report writing skills. The fun game encourages student involvement
Analyzing Students’ Feedback on Pre-Service Teachers’ Teaching Strategies in Eenglish as a Foreign Language Classrooms Eca Ayu Nurfadhilah; Novi Rahmania Aquariza; Edi Pujo Basuki; Nailul Authar
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10277

Abstract

The effectiveness of teaching strategies plays a crucial role in facilitating students’ learning experiences, particularly in English as a Foreign Language (EFL) classrooms where exposure to English is often limited. As part of their professional preparation, pre-service teachers are expected to implement instructional strategies that support students’ engagement and comprehension during teaching practicum programs. However, previous studies have predominantly focused on quantitative evaluations of teaching performance, providing limited insight into students’ detailed perspectives regarding the teaching strategies employed by pre-service teachers. Therefore, this study aimed to analyze students’ feedback on pre-service teachers’ teaching strategies in EFL classrooms. This study employed a qualitative descriptive design involving senior high school students who attended EFL classes taught by pre-service teachers during their teaching practicum. Participants were selected through purposive sampling. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes influencing students’ perceptions: clarity of material delivery, teacher–student interaction, student engagement techniques, and the use of varied teaching methods. Students generally responded positively to instructional strategies that encouraged active participation, interactive communication, and meaningful learning experiences. Activities such as group discussions, games, and question-and-answer sessions were perceived as effective in enhancing motivation and classroom engagement. Nevertheless, some students reported difficulties in understanding lessons when complex English expressions were used. This study contributes to the field of EFL pedagogy and teacher education by highlighting the importance of student feedback as a valuable source for evaluating and improving teaching practices.
Understanding Individual Differences in English Learning Motivation Nurisma Ilfidzatur Ridza; Tiyas Saputri; Nailul Authar; Novi Rahmania Aquariza
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 5 No. 2 (2026): Mei-Juli
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v5i2.10817

Abstract

Motivation in English learning plays a crucial role in determining students’ achievement and long-term engagement with the language. Students who are highly motivated tend to participate actively in learning activities, practice language skills more frequently, and demonstrate greater persistence when facing challenges. This study aims to explore the factors that influence motivation in English learning through a conceptual approach based on the synthesis of relevant literature. The study integrates major motivational frameworks, particularly Self-Determination Theory and Social Cognitive Theory, to explain how motivation develops and is maintained in educational settings. Findings from the reviewed literature indicate that motivation is influenced by multiple interconnected factors, including individual learning styles, self-efficacy, personal goals, emotional conditions, social support, teacher-student relationships, and cultural perceptions toward English. In addition, the learning environment plays a significant role in fostering or hindering students’ willingness to learn. Supportive classroom practices, meaningful learning activities, constructive feedback, and opportunities for autonomy are consistently associated with higher levels of motivation. Based on these findings, a theoretical model is proposed to illustrate the dynamic interaction between personal, social, and environmental factors in shaping students’ motivation. The model highlights the importance of designing adaptive and learner-centered educational experiences that accommodate diverse student needs, interests, and backgrounds. By understanding the complex nature of motivation, educators can implement more effective instructional strategies that encourage sustained engagement and language development.
ROLE-PLAY IN ENGLISH COURSE CLASSROOMS: OPPORTUNITIES AND CONSTRAINTS FOR SPEAKING PRACTICE Yunus, Adibatul Asna; Nailul Authar; Novi Rahmania Aquariza; Edi Pujo Basuki; Mujad Didien Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.43921

Abstract

This study explores the opportunities and constraints of implementing role-play as a speaking practice technique in a non-formal English course “EEC” in Sidoarjo city, Indonesia. Using a descriptive qualitative design, the study focuses on beginner level learners who initially demonstrated low motivation and limited confidence when speaking English. Data were collected through classroom observation during a role-play session and short post-activity interviews. Findings indicate that role-play created opportunities for (1) increased willingness to speak, (2) more expressive and spontaneous interaction, and (3) improved learning engagement because students experienced speaking as a meaningful social task rather than a test of grammatical accuracy. At the same time, constraints emerged, including limited vocabulary, frequent pauses before speaking, short speaking turns (approximately 15 seconds per role), uneven participation (dominant versus passive learners), and ongoing grammar and pronunciation issues. The study argues that role-play can function as a supportive bridge from controlled speaking to more authentic communication for beginners, but it requires deliberate scaffolding such as pre-task vocabulary support, clear role cards, confidence-building routines, and teacher feedback that prioritize intelligibility and interaction. Practical implications are offered for course teachers who aim to maximize speaking time, balance participation, and reduce anxiety during communicative practice.
PRE-SERVICE TEACHER PERSPECTIVES ON MANAGING SPEAKING ANXIETY IN TEACHING EFL CLASSROOM Muthohharoh, Makhmudatul; Nailul Authar; Novi Rahmania Aquariza; Didien Afendi; Edi Pujo Basuki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.43947

Abstract

Speaking anxiety is a significant challenge for pre-service teachers in English as a Foreign Language (EFL) classrooms. This study explores the causes of speaking anxiety as well as the coping management art utilized by pre-service teachers during their teaching practicum. Using a descriptive inquiry approach, data was collected from ten participants through an open-ended general inquiry. Findings indicated that the causes of anxiety included lack of confidence, fear of being wrong, student judgment, cultural disparities, and classroom management. To reduce anxiety, participants used cognitive, metacognitive, and social tactics, such as speech preparation, relaxation, peer support, and self-reflection. This research highlights the importance of integrating the management art of anxiety management into teacher education programs to improve teaching effectiveness as well as self-efficacy among future educators.
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