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All Journal Jurnal Visi Ilmu Pendidikan Journal of Education and Learning (EduLearn) English Review: Journal of English Education Jurnal Tamaddun JRK (Jurnal Riset Komunikasi) EDUCARE EDUVELOP (Journal of English Education and Development) Primary : Jurnal Keilmuan dan Kependidikan Dasar Scope: Journal of English Language Teaching Jurnal Ilmiah Bina Bahasa Journal of English Language and Culture FOSTER: Journal of English Language Teaching Getsempena English Education Journal Journal of English Language Teaching and Learning (JETLE) Jurnal Scientia Journal of English Language Teaching and Cultural Studies Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Dedikasi: Jurnal Pengabdian Masyarakat Jurnal Impresi Indonesia Studies in English Language and Education International Journal of Science Education and Cultural Studies Indonesian Research Journal on Education Innovative: Journal Of Social Science Research Journal of Mandalika Literature English Education, Linguistics and Literature Journal Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Engagement: Jurnal Pengabdian Kepada Masyarakat ELLITE: Journal of English Language, Literature, and Teaching Jurnal Ilmiah Pendidikan Citra Bakti
Heryatun, Yayu
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training Sukmalasari, Ristha; Fadilla Oktaviana; Yayu Heryatun
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6104

Abstract

The demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training.
Exploring students’ perspectives on misalignment in English summative assessment practices Ristha Sukmalasari; Fadila Oktaviana; Yayu Heryatun
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 2 (2026): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i2.34804

Abstract

This qualitative case study explores students’ perspectives on the misalignment between English summative assessments and classroom instruction in an Islamic senior high school (Madrasah Aliyah) EFL context in Indonesia. Data were collected from ten students and one teacher through semi-structured interviews, followed by document analysis. Thematic analysis revealed that students consistently perceived a gap between classroom instruction and tested competencies. Document analysis confirmed that several skills assessed in the exam were not adequately covered during instruction. Students reported confusion, anxiety, perceived unfairness, and declining motivation when facing unfamiliar test items. These experiences also reduced self-confidence and academic engagement in English learning. In response, students used coping strategies such as guessing answers and relying on peers, while teachers attempted limited instructional adjustments despite restricted control over test design. The study concludes that assessment misalignment affects both test validity and students’ emotional and behavioral engagement, highlighting the need for stronger alignment and increased teacher involvement in assessment design.
The Metacognitive Strategy to Achieve Listening Comprehension in Kulni Modern Islamic Boarding School Muhamad Farhan Munawar Tanjung; Yayu Heryatun; Siti Sa'diah
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.v9i2.5776

Abstract

Metacognitive is the process of thinking about our minds, which is how a process, and control that information to find new understanding/knowledge and seek relationships with other knowledge. The purpose of this study is to discover how students in class XI of Kulni Modern Islamic Boarding School at Cikande, Serang Banten in use English listening metacognitive strategies, as well as the differences in improving English listening comprehension among students before and after receiving metacognitive learning. The population of this study included 61 students from class XI of  Kulni Modern Islamic Boarding School at Cikande, Serang Banten.  The sample consisted of 29 students from A class XI. The researcher used quantitative data analysis in this study. Data is gathered by administering tests to the class. There are two kinds of tests: pre-test and post-test. According to the study's findings, the average pre-test score at researcher Modern Islamic Boarding School at Cikande, Serang Banten was 40.41, and the average post-test score in the experimental class was 57.21. Based on the data presented above, it is possible to conclude that there is a 41.5 percent change in learning outcomes. Based on the result of the study, applying metacognitive strategies for learning can help students become interested in listening activities and can be an alternative innovation in learning listening.
Teachers’ and Students’ Perspectives on Communicative Language Teaching (CLT) in EFL: A Systematic Review Bedah Bedah; Naf’an Tarihoran; Yayu Heryatun
International Journal of Science Education and Cultural Studies Vol. 5 No. 1 (2026): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v5i1.321

Abstract

This study examines the perspectives of teachers and students on the Communicative Language Teaching (CLT) method in English as a Foreign Language (EFL) by employing a systematic approach guided by the PRISMA framework. Of the total 225 journals found through the Mendeley, Taylor&Francis, and ScienceDirect databases (2020-2024), as many as 21 relevant articles were analyzed in depth. The research methods include, qualitative evaluation, using library research. The result of the study showed that CLT has great potential in improving students' communication skills through activities such as group discussions and real-life situations. Students show a positive attitude towards CLT because the activities are relevant to their communication needs. However, challenges such as time constraints, supporting materials, and teacher training hinder its implementation. Many teachers continue to use traditional methods due to limited training and institutional support, even though they recognize the benefits of CLT. The study recommends intensive training for teachers, curriculum reform, and the use of digital tools to support CLT learning. Adaptation of this method to the cultural and social needs of students is also needed to maximize learning outcomes. These findings provide important insights for the development of education policies that support the effective implementation of CLT.
Bilingual Advantage in Reading Comprehension: Strategic Reading Behaviors among Indonesian Pre-Service Teachers Heryatun, Yayu; Oktaviana, Fadilla
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12854

Abstract

This study investigates differences in English reading comprehension and strategic reading behaviour between monolingual and bilingual Indonesian pre-service teachers. Situated in a multilingual English as a Foreign Language (EFL) context, the study addresses how students’ language backgrounds may shape their ability to process English texts, use comprehension strategies, and respond to higher-order reading tasks. A qualitative comparative design was employed with 12 six-semester undergraduate students from a department at one state Islamic university in Banten. Participants were purposively grouped into six monolingual and six bilingual students based on their self-reported language-use profiles. Data were collected through a language-background questionnaire, TOEFL-based reading tasks, and semi-structured interviews. The data were analysed thematically by comparing recurring patterns in participants’ strategy use, reported reading difficulties, and comprehension performance. The findings indicate that bilingual students showed stronger strategic flexibility than monolingual students, particularly in skimming, scanning, vocabulary inference, and activation of prior knowledge. Bilingual participants were also more likely to connect information across languages and use their linguistic repertoire to support comprehension. Monolingual participants tended to rely on linear reading and word-by-word translation, which often slowed comprehension. However, both groups experienced difficulty with main-idea and inference questions, indicating the need for explicit instruction in higher-order comprehension strategies. The study concludes that bilingualism may provide cognitive and strategic resources that support second-language reading, but these advantages require pedagogical support to become effective academic reading skills.
EFL Learning Improvement Through the SAMR Learning Model: A Technology Integration Framework in the Digital Era Siti Wahdatul Alawiah; Yayu Heryatun; Fadilla Oktaviana; Purnama Rika Perdana
Jurnal Impresi Indonesia Vol. 5 No. 2 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i2.7416

Abstract

The rapid development of digital technology has transformed the landscape of English as a Foreign Language (EFL) education, making technology integration not only beneficial but essential. This study examines the application of the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a framework for enhancing learning outcomes in digital EFL environments. Through a literature review approach, the research synthesizes findings from recent studies to identify effective strategies, pedagogical benefits, and challenges associated with implementing technology using the SAMR model. The analysis indicates that technology integration at the higher levels of SAMR—Modification and Redefinition—enables deeper learning experiences by promoting collaboration, creativity, and communicative competence. Meanwhile, even basic levels of integration, such as Substitution and Augmentation, contribute to improved efficiency and accessibility of EFL learning materials. However, the study also highlights challenges, including limited digital literacy among teachers, inadequate infrastructure, and varying student readiness. Overall, the findings demonstrate that the SAMR model plays a significant role in enhancing student engagement, interactivity, and autonomy, ultimately supporting more meaningful and dynamic EFL learning in the digital era.
Flipped Learning for Enhancing Intensive Reading Comprehension via Google Classroom: A Quasi-Experimental Study Yayu Heryatun; Hanifah Amaliah; Cucum Rohmawati
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.260

Abstract

This research delved into the efficacy of the flipped learning strategy in enhancing students' intensive reading comprehension and explored their responses to its implementation via Google Classroom. A quasi-experimental study involved 66 seventh-grade students from a state junior high school in Cilegon, strategically divided into an experimental group adopting flipped learning and a control group utilizing traditional scientific methods. Data, gathered through pre-tests and post-tests to gauge reading comprehension and questionnaires to capture student perspectives, were analyzed using SPSS. An independent sample t-test revealed that the experimental group achieved significantly higher post-test scores (80.06) compared to the control group (74.27), underscoring the superior effectiveness of flipped learning in boosting reading comprehension. Furthermore, the questionnaire results showed a predominantly positive student outlook on leveraging Google Classroom within this flipped pedagogical framework. Consequently, this study concludes that flipped learning, powerfully supported by Google Classroom, stands as a robust and well-received strategy for refining students' intensive reading comprehension
Shaping Speaking Skills Through Role-Play: Classroom Dynamics In Workplace Training Ristha Sukmalasari; Fadilla Oktaviana; Yayu Heryatun
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6104

Abstract

The demands of spontaneous and confident communication are still major challenges for adult learners in professional settings. However, role-play is often used in speaking classes that are carried out in academic contexts with homogeneous participants or in certain educational settings. However, there are still limited studies that examine how role-play functions in heterogeneous workplacetrainin contexts involving participants with diverse professional roles,ages, and English proficiency levels. This study aims to explore how classroom dynamics through role-play activities shape speaking skills in workplace English training. A qualitative approach was employed involving fifteen employees at PT Pulp Indonesia from different professional divisions who participated in a ten-session English training program. Data were collected through classroom observation during four role-play sessions and semi-structured interviews, then analyzed through thematic analysis following Braun and Clarke’s framework. The findings indicate that the speaking development did not occur instantly through task repetition, but emerged through a gradual transformation of classroom dynamics. In the early stages, there is an unequal interaction of participants, dominated by certain participants, anxiety, and lack of confidence, especially in older participants or those with low levels of English proficiency. As the role-play session progresses, emotional tension decreases and interaction patterns become cooperative. Passive participants initiate and show a more spontaneous response. These findings show that the development of speaking skills is formed through the reconstruction of participation patterns and the reduction of psychological barriers in the context of heterogeneous professional training. These findings contribute to the understanding of workplace English pedagogy by highlighting the role of social dynamics and professional hierarchies in shaping participation and the development of speaking skills in the context of training.
THE COMPARATIVE STUDY BETWEEN CHATGPT AND QUILLBOT AS AI ASSISTING TOWARD ENGLISH FOREIGN LEANER AT STUDENTS’ UNIVERSITY IN WRITING SKILL Azzahra, Syeha Nabila; Heryatun, Yayu; Hidayani, Selnistia
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.105685

Abstract

This study aims to compare two artificial intelligences, ChatGPT and Quillbot, to evaluate their benefits towards EFL learners' Writing skill. English is an international language used for global communication, particularly in contemporary times. Traditional classroom techniques seldom give enough practice, prompting the integration of Artificial Intelligence. ChatGPT utilizes to finding out the topic. Meanwhile, Quillbot utilizes to paraphrase text automatically in sentence or paragraph, and QuillBot will generate several different paraphrasing alternatives, but still retain the original meaning. Moreover, this research employed qualitative descriptive techniques, involving observation and interviews with undergraduate and postgraduate student at the Islamic State University in Banten. Participants engaged in writing using both artificial intelligences to assess their understanding, vocabulary, awareness, grammar, and confidence. The findings reveal that ChatGPT more interactive in finding out the topic but it can be challenging in paraphrasing text. Quillbot, though less in finding out the topic or idea but it has many features to support in writing especially in paraphrasing and summarizing text. The study concludes that both artificial intelligences have unique advantages and disadvantages. Quillbot is more suitable for academic writing or blog articles, because it helps to clear up the sentence structure and ChatGpt is appropriate to find out the idea to begin writing
Co-Authors Achmad Bisri Afriyati, Nurul Anita Anita Anita Anita Assapari, Muhammad Mughni azzahra, syeha nabila Bedah Bedah Bedah Cucum Rohmawati Delvianti, Seety Dini Fitriani Dini Fitriani Eka Nurfitriana Elin Restiani Sunandang Emeliya Sukma Dara Damanik Fadila Oktaviana Fadilla Oktaviana Fadilla Oktaviana Fadilla Oktaviana Hanifah Amaliah Hidayani, Selnistia Hunainah, Hunainah Ilahi, Witri Nur Ilzamudin Ilzamudin Makmur Lulu Nabila Majid, Chelsea Rafidah Mildaniati, Mildaniati Muhamad Farhan Munawar Tanjung Nafsiah Nafsiah Naf’an Tarihoran Navira, Annisa Novi Puji Lestari Nuraeni . Nuraeni Nuraeni Nurhalisa, Siti Khodijah Oktaviana, Fadilla Prisila, Jihan Ayu Purnama Rika Perdana Rina Fitriana Rina Fitriana Ristha Sukmalasari Ristha Sukmalasari Robi'atul Addawiyyah Rofe’i, Agus Rohman Rohman Rosadi, Rosadi sa'diah, siti Siti Humairoh, Siti Siti Sa'diah Siti Sa'diah Siti Sulhah Siti Wahdatul Alawiah Solehah, Maratu Sukmalasari, Ristha Sulhah, Siti Sulhah, Siti Sulhah Supardi Supardi T. Wisnu Warnia WR Tarihoran, Naf'an Tatu Siti Rohbiah Tri Ilma Septiana