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All Journal Indonesian Journal of Applied Linguistics (IJAL) Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan FKIP e-PROCEEDING IRJE (Indonesian Research Journal in Education) J-REaLL Journal of Educational Experts (JEE) EFL Education Journal New Language Dimensions DINAMIKA ILMU: Jurnal Pendidikan Pancaran Pendidikan Indonesia Technology-Enhanced Language Learning (iTELL) Journal
Areta Puspa
Universitas Jember
Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Use of Sitcom as Media to Improve Students’ Ability in Translating Grammatical Equivalence Aisyah, Siti; Ariani, Musli; Puspa, Areta
EFL Education Journal Vol. 10 No. 3 (2023): Vol. 10. No. 3 NOVEMBER 2023
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v10i1.39298

Abstract

This study is aimed at investigating the difficulties and ineffectiveness of teaching translation and gaining significant development from the students. It highlights the use of popular media in the form of audio-visual to reinforce English grammatical structures as well as its cultural aspects for the students' better comprehension in English to Indonesian translation skill. The implementation of classroom action research that includes using audiovisual media to enhance their translation skill and it’s effectively was further determined through observation and close analysis. The data was analyzed using an analytical scoring rubric to present the results of pre/post tests and classroom observation. The average of the post-test score was 79.15, indicating an improvement after the implementation of using teenage American sitcom as learning media for translation skill in the aspect of grammatical equivalence. This suggests that alternative media learning with audiovisual elements as the American teenage sitcom "Sam and Cat" was effective in teaching translation with grammametric equation. This is evidence of how the implementation process and teacher's guidance can help students improve the material and understand the concept of using audio visual media as learning medium better. The results of this study are expected reliable and solid research source for the other researchers in the same field of education in the future, especially in the topic of determining the method in enhancing students' ability in language translation.
The Use of Mind Mapping Technique to Improve the Students’ Writing Achievement and their Active Participation Jannah, Nur Hidayatul; Tasnim, Zakiyah; Puspa, Areta
EFL Education Journal Vol. 11 No. 1 (2024): Vol. 11. No. 1 MARCH 2024
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v11i1.46419

Abstract

This research aimed to improve the students’ writing achievement and their active participation at one of the Islamic senior high schools in Mojoagung. The participants of this research were the tenth grade students of Social 1. There were 18 students as the research participants. The design of this research was classroom action research. The data collection methods were writing tests, observation checklists, and interviews. This research was carried out for 2 cycles, which consisted of two meetings for the treatment and one meeting for the writing test in each cycle to meet the standard research criteria. The students’ writing achievement improved from 33.3% in cycle 1 and 77.7% in cycle 2. On the other hand, there was an improvement in the students’ participation from 50% in cycle 1 to 86% in cycle 2. From the results of this research can be concluded that mind mapping technique could improve the students’ active participation and their writing achievement of descriptive text.
The Effect of Teacher-Made Vocabulary Exercises in Instagram Stories on Students' Vocabulary Achievement Anisah, Siti; Wahjuningsih, Eka; Puspa, Areta
New Language Dimensions Vol. 4 No. 2 (2023): New Language Dimensions, December 2023
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v4n2.p90-101

Abstract

This research aimed to test whether or not teacher-made vocabulary exercises in Instagram stories have a significant positive effect on students’ vocabulary achievement. Therefore, a quasi-experimental research design was applied. The researcher conducted this study during the Ramadhan period with 48 students as the sample participants. They were divided into two groups, experimental and control groups. The researcher taught each group in about two meetings, and most of the time was dedicated to the students to learn vocabulary. They learned vocabulary by doing an exercise provided by the researcher. However, one thing that made them different was the treatment. In learning vocabulary, teacher-made Instagram stories were used as the treatment for the experimental group, while the control group only used the regular tests. After that, all groups did a post-test in the form of multiple-choice. Based on the post-test result, the experimental group gained a mean score of 61.25 and 76.87 for the control group. Then, the researcher used SPSS to analyze the data by employing an independent sample t-test to make a valid conclusion. The result showed that the value of Sig. 2-tailed was lower than 0.05 (0.001<0.05), indicating a significant difference in mean score between the experimental and control group. However, the t value was negative (-3.476). It means that there is no significant positive effect of using teacher-made vocabulary exercises in Instagram stories on students’ vocabulary achievement. Keywords: Instagram stories, vocabulary achievement, TELL
Engaging Learners in Intercultural Learning through Digital Literature Circles in Tertiary EFL Classroom Imamyartha, David; Bilqis, Mutiara; Puspa, Areta; Hudori, Rizki Febri Andika; Wahjuningsih, Eka
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.8831

Abstract

With the advent of technology, cultural diversities have encouraged language teachers in tertiary education to push the current pedagogical boundaries to seek the best fits for cultural learning, despite the little emphasis on interculturality in day-to-day language learning. Entrenched to Byram’s intercultural learning, this case study explored Indonesian tertiary EFL learners’ perspectives of their intercultural learning through digital literature circles (henceforth DLC) within the context of tertiary education. Forty-five freshmen were involved in reflective culturally-laden DLC, during three months of an Extensive Reading course. Research data were garnered from focus group discussion (FGD) and students’ reading logs in their DLC role sheets. Drawing on qualitative content analysis, this study has acknowledged that DLC evokes consciousness-raising, comparative interpretation, and criticality associated with intercultural communicative competence (ICC). Students voice the critical cultural awareness stemming from such transactional reading, manifest in richer propositions and ideas, deeper understanding of foreign and home cultures, and critical evaluation and reflection on cultures. The study corroborates the technological and socio-constructivist affordances of DLC to empower intercultural learning.
Exploring EFL speaking anxiety among junior high school students: Levels, contributing factors, and coping strategies Prameswari, Novina Permata; Wahjuningsih, Eka; Imamyartha, David; Puspa, Areta
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23989

Abstract

While numerous studies have examined foreign language speaking anxiety at the university setting, research focusing on younger learners remains limited. This study addresses that gap by exploring the triggers and coping strategies to mitigate foreign language speaking anxiety among junior high school students. Exploring these two areas provides the avenue for wider opportunities of reaching higher proficiency levels at later stages, while allowing the identification of age- and gender-supportive coping strategies. Employing a mixed-method design, data were gleaned from questionnaires and semi-structured interviews involving six students—three male and three female—recruited after pondering their high rate of anxiety as measured by the Foreign Language Classroom Anxiety Scale (FLCAS). A content analysis revealed seven primary causes of anxiety: lack of vocabulary, performing in front of the class, fear of being laughed at, fear of making mistakes, fear of mispronouncing a word, fear of being the focus of attention, and fear of failure in English tests. Students adopted various coping strategies, including self-reassurance, calming techniques, and peer support. These findings highlight the need for teachers to recognize anxiety symptoms and implement fun and supportive strategies in the classroom. This study seeks to facilitate the students in overcoming and reducing the English-speaking anxiety they experienced during classroom practice. Due to the absence of in-depth investigation on the strategies to address anxiety, future researchers are advised to investigate the strategies that students engage in regulating their foreign language speaking anxiety and identify the coping mechanisms found most impactful in reducing anxiety levels.
Integrating Telegram in English class to elevate speaking performance and engagement: A classroom action research in junior high school Sholichah, Innas Shofiatus; Wahjuningsih, Eka; Puspa, Areta; Imamyartha, David
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9855

Abstract

Albeit the vast integration of mobile technologies into English classrooms at junior high schools, measures to elevate speaking performance through mobile instant messaging, such as Telegram, remains scant. Addressing this void, this classroom action research (CAR) aimed to enhance students' speaking fluency and accuracy by using Telegram as a tool for speaking tasks. A group of eighth-grade students was chosen based on the preliminary noting their struggled with speaking skills and the issues concerning low learning engagement. This research operationalized mobile technology and communicative language learning tasks in two cycles, each of which involved two meetings and one meeting of a speaking test. Research data were collected from the speaking test and observation. Descriptive statistics revealed the improvement of students' speaking proficiency from the first to the second cycle, 35% and 48%, respectively. The speaking task was also successful in amplifying students' engagement, where 61% of them were actively engaged in the second cycle, compared to 57% in the first cycle. This research exhibited how Telegram mediated supportive and engaging authentic speaking tasks even for beginner learners. Research implications underscore the potency of Telegram for transforming speaking practice as a challenging experience into an inviting and personalized learning endeavor.
The Effect of Pop-up Dictionary Tools for Vocabulary Learning Aid on the "Language Reactor" Chrome Web Extension Lifa Nur Cahyani; Mutiara Bilqis; Areta Puspa
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700092

Abstract

Language application to learn vocabulary has gained a lot interest in the past years including “Language Reactor”, a Chrome web extension based application. This extension offering learning language through movies or videos using dual subtitles and pop-up dictionary. Previous studies focuses on the Pop-up dictionary tools showed benefit for vocabulary learning aids integrated with reading skills, while the research about the benefit of Pop-up dictionary for vocabulary learning aids integrated with listening skills is limited. This research aimed to know the effect of Pop-up dictionary tools in “Language Reactor” for vocabulary learning aid that integrated with listening skills. Using quasi-experimental research design, the population were divided into two groups with the experimental group using “Language Reactor” and the control group using “GOM Player”to viewing the video materials. Pretests in the form of vocabulary tests were administered before the four-meeting experiment in a public senior high school in Indonesia, followed by posttest for both group. Because the data obtained show unpaired sample size, the Independent Samples T-test was used to analyze the data. The result revealed that the significant value (2-tailed) was 0.522, indicating that there was no positive effect on the use of Pop-up dictionary in the “Language Reactor” Chrome extension as vocabulary learning aid. This demonstrates that using technology in the classroom do not always enhanced learning. Therefore, carefully choosing the technology to use for learning vocabulary in the classroom is suggested, particularly when integrated with different language skills.
Co-Authors Aan Erlyana Fardhani Aan Erlyana Fardhani, Aan Erlyana Anggyta, Heyba Fatwa Annur Rofiq Arya, Bambang Bambang Arya Wija Putra David Imamyartha David Imamyartha Eka Wahjuningsih Hudori, Rizki Febri Hudori, Rizki Febri Andika Imamyartha, David Jannah, Nur Hidayatul Lifa Nur Cahyani Mitasari Mitasari Musli Ariani Mutiara Bilqis Mutiara Bilqis Mutiara Bilqis Mutiara Bilqis Mutiara Bilqis Novia Astri Maulidya Prameswari, Novina Permata Rika Andayani Rizki Febri Andika Hudori Rizki Febri Andika Hudori Sholichah, Innas Shofiatus Siti Aisyah Siti Anisah Siti Masrifatul Fitriyah Siti Sundari Siti Sundari Zakiyah Tasnim Zakiyah Tasnim