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Erlina, Dian
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Global Citizens, Language Issues, and Digital Economy: An In-quiry of Financial Technology Adoption among International Students Moe, Sithu; Mukminin, Amirul; Marzulina, Lenny; Harto, Kasinyo; Erlina, Dian; Fithriani, Rahmah; Fridiyanto, Fridiyanto; Holandyah, Muhamad; Kamil, Dairabi; Mohd Ali, Fatin Aliya; Alshehari, Azzam
International Journal of Engineering, Science and Information Technology Vol 5, No 4 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i4.1284

Abstract

Financial Technology (FinTech) has significantly changed the landscape of Indonesia’s digital economy. On the other hand, the increasing non-domestic population in Indonesia, especially the student age group, also reflects the broadening demographic dynamics. This group plays a crucial role as a consumer in national economic growth. Despite the increasing growth of the national digital economy, the non-domestic population, especially the student age group, is doubtful about the acceptance of using FinTech. This paper investigated non-domestic students’ intention to use FinTech in Indonesia. The authors employed mixed methodology with an explanatory sequential design. Thus, this paper explored this narrative based on the technology acceptance model (TAM) and external factors such as Performance Expectancy (PE) and Social Influence (SI). Using the partial least squares (PLS) approach, data from the 75 non-domestic students in Indonesia were analyzed. In addition, this paper also utilized in-depth interviews to gather further information from participants. The thematic analysis of the semi-structured interviews was conducted to explore the non-domestic students’ experience of using Indonesian FinTech. 
ENGLISH TEACHER’SDIFFICULTIES IN TEACHING VOCABULARY TO STUDENTS WITH LEARNING DISABILITIES LESTARI, ULVHA DWI; ERLINA, DIAN; SAPUTRA, EKO
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i1.3992

Abstract

This study investigated teachers' difficulties in teaching English vocabulary to students with learning disabilities and how they overcame the situation at SLB C KaryaIbu Palembang. The researchers used qualitative research with a case study method. This study was conducted at SLB C KaryaIbu Palembang. Purposeful sampling was employed in selecting the English teacher, with the criteria that the subject had an educational background from a particular school and had taught students with a learning disability who has more qualified in learning. In collecting data, the researchers used semi-structured interviews. The data were analyzed by using the thematic analysis technique. The result of the study showed that the teacher at SLB C Karya Ibu Palembang had difficulties teaching English vocabulary to students with a learning disability and some strategies to deal with the problem, such as asking the students to remember English vocabulary, attracting the attention of students, controlling pronunciation of students,  managing the learning time, and finding proper strategies.
TEACHER’S STRATEGIES IN TEACHING ENGLISH SPEAKING AT MAN 2 PALEMBANG SAPUTRA, EKO; ERLINA, DIAN; DITA, SYANIN
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 1 (2023): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.3884

Abstract

The purpose of this study was to determine how a teacher at MAN 2 Palembang taught English to a bilingual class of tenth-graders. Case study qualitative research was used as the research design for this study. The researchers used interviews to gather in-depth information about the English teacher's instructional strategies. The participant was one of the English teachers at MAN 2 Palembang and was selected using a sampling technique known as purposive sampling. The researchers used thematic analysis to analyze the data in order to obtain information about the difficulties in teaching speaking skills at MAN 2 Palembang. The findings revealed that there were three strategies used by the teacher in teaching English: (1) the teacher used a combination of role plays and storytelling; (2) the teacher used a combination of brainstorming, group discussion, and oral presentation; and (3) the teacher used ice-breaking and conversation for teaching English. The teacher utilized the technique because it is straightforward and based on a manual. The teacher also utilized additional methods. It could be concluded that the majority of students enjoy the teacher's strategies.
Verbal and Non-Verbal Communication: Insights from EFL Classroom Interactions Muhamad, Holandyah; Erlina, Dian; Marzulina, Lenny; Herizal, Herizal; Putri, Hikmah Zalifah; Juniar, Farras
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.39141

Abstract

This study aims to investigate the types and functions of verbal and non-verbal communication within an EFL classroom at SMA YPI Tunas Bangsa Palembang. A qualitative research methodology was employed for this study. The participants included a teacher and students from an English class, selected through purposive sampling. To collect data, the researchers utilized interviews and observations. Subsequently, the data gathered from the interviews and observations were transcribed and analyzed using thematic analysis. The results indicated that two types of verbal communication are employed by the teacher: oral and written. In addition to verbal communication, teachers typically utilize a variety of non-verbal communication methods, including facial expressions, body language and posture, gestures, eye contact, appearance, touch, and personal space. Furthermore, two primary functions of verbal communication can be identified, while several functions of non-verbal communication can be categorized. In verbal communication, these functions are defined to explain concepts clearly and to enhance students’ understanding. Conversely, the functions of non-verbal communication can be categorized as follows: conveying emotional signals, regulating the teaching mood, maintaining classroom control, expressing appreciation, capturing students’ attention, enhancing students’ focus, providing motivation, and emphasizing key points.
Teaching non-traditional students: EFL teacher’s experiences, challenges, and future recommendations Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Herizal; Astrid, Annisa; Putri, Himah Zalifah; Wahyuni, Nurul
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.43948

Abstract

This qualitative case study aimed to identify the challenges faced by English as a Foreign Language (EFL) teachers at the First Class Correctional Institution for Children in Palembang, South Sumatra, Indonesia, while teaching English to young inmates. The participants included two high school English teachers from this institution. Data collection was conducted through interviews to obtain in-depth descriptions of the difficulties encountered. A thematic analysis was employed to evaluate the data and highlight the specific difficulties faced by the English teachers. The findings revealed four primary challenges experienced by the teachers in their efforts to teach English to young inmates: 1) issues related to time management, 2) students’ negative attitudes, 3) a lack of available textbooks, and 4) inadequate classroom conditions. These challenges significantly impact the effectiveness of English instruction within this unique educational environment.
Pengembangan Multimedia Interaktif Pembelajaran PAI Materi Al-Qur’an Berbasis Android Untuk Siswa Sekolah Dasar di Kecamatan Talang Kelapa Daryanto, Daryanto; Purnomo, Mulyadi Eko; Erlina, Dian
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i01.3798

Abstract

Masalah yang dikaji dalam penelitian ini adalah mengenai pengembangan multimedia interaktif pembelajaran PAI materi al-Qur’an berbasis android untuk siswa SD. Adapun Langkah pengembangan mengadopsi Langkah-langkah pengembangan model Borg and Gall, yang meliputi : Research and information collecting, planning, depelov primary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product, dissemination and implementation. Uji validasi dalam penelitian ini dilakukan oleh 3 orang validator yakni Dr. H.Amirul Mukminin al-Anwari untuk validasi materi, Dr. Buyung, MT untuk validasi bidang aplikasi dan Dr. Husni Mubarok, M.Pd untuk validasi bidang Pendidikan SD. Adapun rata-rata skor untuk 3 validator adalah 95 dalam kategori valid. Dalam uji kepraktisan dengan indikasi praktis adalah produk mudah digunakan melibatkan 3 guru dan 3 siswa Adapun nilai rata-rata 3 guru dalam persen adalah 95% dan nilai rata-rata untuk 3 orang siswa 84,2% dengan demikian dinyatakan bahwa produk mudah digunakan. Selanjutnya uji keefektifan produk, keefektifan produk dilihat dari peningkatan hasil belajar dari sebelum penggunaan produk (pretest) dan setelah penggunaan produk (posttest) dilakukan dalam 3 kali yakni di kelas IV, di kelas V, dan di kelas VI SDN 32 Talang Kelapa,  dalam uji coba ini meliputi uji perform dan uji pemahaman dengan test. Adapun hasil uji performance di kelas IV yaitu pretest 51,17 dan posttest 87,457, di kelas V 57,68 dan posttest 86,428 dan dikelas VI 69,5 dan posttest 87,737 kemudian test pemahaman meliputi 45,43 dan posttest 77,29 dan di kelas V 44,29 dan posttest 85,57 di kelas VI pretest 50,79 dan posttest 82,37 posttest selalu mengalami peningkatan dengan demikian produk dinyatakan efektif. Kemudian dilakukan disseminasi dan implementasi di 10 sekolahan yakni SDN 27 Talang Kelapa, SDN 12 Talang Kelapa di SDN 01 Talang Kelapa. SDN 20 Talang kelapa, SDN 08 Talang Kelapa.  SDN 34 Talang Kelapa, SDN 24 Talang Kelapa, SDN SDN 07 Talang Kelapa, SDN 23 Talang Kelapa dan SDN 03 Talang Kelapa, dan SDN 29 Talang Kelapa.
From Constraint to Agency: The Phenomenology of EFL Writing Development in Process-Oriented Pedagogy Putri, Hikmah Zalifah; Herizal, Herizal; Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Dwiana, Nadya Rezkhita
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.31573

Abstract

Writing remains one of the most demanding skills for EFL learners, who often face difficulties in generating ideas, organizing content, and producing coherent and accurate texts. This study aimed to explore EFL students’ writing practices through a qualitative thematic analysis of their engagement in the writing process identify recurring patterns in students’ writing behaviors and perceptions.The participants were third-semester university students enrolled in an Intermediate Writing course. Data were collected through classroom observations, student reflections, questionnaires, and teacher journals, and analyzed thematically. Findings revealed three major themes: (1) the evolving awareness of writing as a recursive process, (2) the development of self-regulated strategies during revising and editing, and (3) the emergence of more positive attitudes toward writing. The thematic analysis suggests that implementing the writing process supports learners’ writing development not only in terms of textual quality but also in their metacognitive engagement and confidence as writers. The study highlights the pedagogical value of process-oriented instruction in fostering meaningful writing practices in EFL classrooms.
Enhancing EFL Reading: Student Teachers' Metacognitive Practices in Islamic Higher Education Erlina, Dian; Marzulina, Lenny; Holandyah, Muhammad; Herizal; Fajrin, Nyayu
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/wqtnc970

Abstract

Metacognition refers to the awareness and regulation of one’s cognitive processes. In the context of reading, it involves the employment of metacognitive strategies to promote reading comprehension. This qualitative case study aims to explore the perceptions of English as a Foreign Language (EFL) student teachers regarding their reading processes and the strategies they consider effective. The research focuses on the metacognitive reading experiences of EFL student teachers who were purposively selected from an Islamic university in Palembang, South Sumatra, Indonesia. To gather data, semi-structured interviews were conducted, allowing participants to reflect on their metacognitive reading practices. The thematic analysis of the interview data revealed that student teachers regarded metacognitive strategies as essential tools for enhancing reading comprehension. They employed a variety of metacognitive strategies to plan, monitor, and evaluate their reading processes. These strategies can be categorized into three distinct types: (1) global reading strategies, (2) problem-solving reading strategies, and (3) support reading strategies. Such strategies enable student teachers to reflect on their reading processes, navigate texts effectively, assess their understanding, identify difficulties, and adjust their approaches as necessary. This study emphasizes the importance of metacognitive strategies in reading and highlights the necessity of integrating strategic and reflective reading practices for EFL student teachers. This integration not only fosters their development as proficient readers but also equips them to teach these strategies effectively to their future students.
Co-Authors Afriantoni Afriantoni Al Zahrah, Madina Alfaridzi, Hanif Alshehari, Azzam Amelia, Budi Arsih Amirul Mukminin Annisa Astrid Daryanto Daryanto DITA, SYANIN Dwi Amrina , Rizqy Dwiana, Nadya Rezkhita Eko Saputra Ermis Suryana Fajrin, Nyayu Fidarsih, Izen Yevien Fitriana Fitriana Fridiyanto, Fridiyanto Garnis, Dewi Harita, Grasiana Dewi Widyastuti Holandyah, Muhammad Husnaini Ida Ayu Putu Sri Widnyani Juniar, Farras Kamil, Dairabi Kasinyo Harto Lenny Marzulina, Lenny LESTARI, ULVHA DWI Moe, Sithu Mohd Ali, Fatin Aliya Muhamad, Holandyah Mukmin Mukmin Mulyadi Eko Purnomo, Mulyadi Eko Nur ‘Azah NURUL WAHYUNI Nurwijayanti Pagarayu, Mifza Pratama, Rendo Alesta Putri, Hikmah Zalifah Putri, Himah Zalifah Rahmah Fithriani Ramadhani, Fanny Rizka Sari, Iin Puspa Telaumbanua, Fitri Damai Yanti Tiarnida Nababan Tutut Handayani Weriana, Weriana Yuniar Yuniar