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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language Englisia Journal Jurnal Dimensi Journal of English for Academic and Specific Purposes (JEASP) Journal of Educational Research and Evaluation IALLTEACH (Issues In Applied Linguistics & Language Teaching) Jurnal Linguistik Terapan JEELS (Journal of English Education and Linguistics Studies) Jurnal Komunitas (Komunikasi Tiada Batas)
Widiastuti, Oktavia
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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THE USE OF CONVERSATION DIARY IN ENHANCING STUDENTS’ ENGLISH SPEAKING SKILL Prasanti, Ria Anugrah; Muzammil, Lasim; Widiastuti, Oktavia
Journal of Education Research and Evaluation Vol 4, No 2 (2020)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (910.421 KB) | DOI: 10.23887/jere.v4i2.24720

Abstract

This research describes the use of Conversation Diary as a strategy in increasing students? English speaking skill and discovers the decreasing of students? anxiety in performing English speaking. This research is done in Classroom Action Research (CAR) within 2 cycles. Each of the cycle is started by assessing classroom problems, and continues with planning, acting, observing, and reflecting. Each cycle has four meetings to accomplish. The participants of this study were 30 students. They got Conversation Diary treatment during eight weeks. Test 1 and test 2 were conducted to get numerical data while interview, observation checklist, and questionnaire were used to get verbal data needed. The finding informed that cycle 1 failed. It was because most of students? vocabulary and grammar understanding were still low, caused by length and frequency of time which was too short. On the other hand, from verbal information data, it is found that the students? behaviour has changed. However, cycle 2 is still needed. Cycle 2 showed students? behaviour were increased. The students? score test 3 reached minimum score. In conclusion, this study proved that Conversation Diary could improve the students? speaking skill better and help decreasing the students? anxiety. With enough length of time, it would gain better result.
“E-Exhibition” A Framework of Students’ Project Based Learning Widiastuti, Oktavia
Jurnal Linguistik Terapan Vol 6 No 2 (2016)
Publisher : Politeknik Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Project-based learning (PBL) hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems. Studies have proven that when implemented well, project-based learning results positive outcomes related to students’ learning in the areas of content knowledge, collaborative skills, engagement and motivation, and critical thinking and problem-solving skills. E-Exhibition “English Entrepreneur and Entertainment Exhibition” is chosen as a framework of students’ project based learning. The main focus of this exhibition is to assess students’ performance and progress through project as a practical and meaningful way of learning. This exhibition represents a multi-faceted assessment. Students get multiple opportunities by feedback and revise works, students receive multiple learning outcomes in term of problem-solving, content, and collaboration, students presentation in the exhibition encourage their communicative and social value skills.
The Use of Conversation Diary in Enhancing Students’ English Speaking Skill Prasanti, Ria Anugrah; Muzammil, Lasim; Widiastuti, Oktavia
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (910.421 KB) | DOI: 10.23887/jere.v4i2.24720

Abstract

This research describes the use of Conversation Diary as a strategy in increasing students’ English speaking skill and discovers the decreasing of students’ anxiety in performing English speaking. This research is done in Classroom Action Research (CAR) within 2 cycles. Each of the cycle is started by assessing classroom problems, and continues with planning, acting, observing, and reflecting. Each cycle has four meetings to accomplish. The participants of this study were 30 students. They got Conversation Diary treatment during eight weeks. Test 1 and test 2 were conducted to get numerical data while interview, observation checklist, and questionnaire were used to get verbal data needed. The finding informed that cycle 1 failed. It was because most of students’ vocabulary and grammar understanding were still low, caused by length and frequency of time which was too short. On the other hand, from verbal information data, it is found that the students’ behaviour has changed. However, cycle 2 is still needed. Cycle 2 showed students’ behaviour were increased. The students’ score test 3 reached minimum score. In conclusion, this study proved that Conversation Diary could improve the students’ speaking skill better and help decreasing the students’ anxiety. With enough length of time, it would gain better result.
THE USE OF ONLINE BRITISH COUNCIL APP TO IMPROVE INDONESIAN EYL STUDENTS’ VOCABULARY MASTERY Nadila, Yulita; Widiastuti, Oktavia; Muzammil, Lasim
JURNAL DIMENSI Vol 14, No 2 (2025): JURNAL DIMENSI (JULI 2025)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v14i2.7742

Abstract

All kinds of online games, from the more practical to the more frivolous, sound strange to the general public, particularly to kids. Having said that, this article will focus on the British Council for Kids App, one of many advantages of playing games online. This study aims to examine the impact of using online games developed by the British Council for Kids to enhance English vocabulary on elementary school children. This study employs a descriptive qualitative approach by interviewing three primary school pupils for its data collection. After learning how to use these activities, the participants in this study reported feeling better. They have a strong desire to learn English, particularly the basics, which include vocabulary. This game not only helps with vocabulary but also with listening comprehension and pronouncing words correctly. It's also convenient that the game can be accessed on mobile phones and desktop computers. According to the results of this study, the online game developed by the British Council for Kids can be a fun, engaging, and successful tool for introducing and expanding children's English vocabulary.
The Voice of Indonesian EFL Students’: Mobile Learning Game Memrise to Boost English Speaking Skill Wulandari, Shila Sandrina; Widiastuti, Oktavia; Liskinasih, Ayu
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32245

Abstract

This study investigates the use of Memrise, a mobile learning game, to improve EFL students’ speaking performance in academic contexts. Grounded in gamification theory and interactionist theory, which explores how gamified vocabulary and pronunciation tasks could lead to speaking confidence and fluency. Qualitative descriptive research methods were used to thoroughly understand perspectives and points of view of the participants, consisting of thematically analyzed 20 multiple-choice and 6 interview questions. Seventeen Indonesian EFL students completed surveys and interviews. Results reveal that Memrise develops vocabulary retention, pronunciation, and motivation, though limitations persist in feedback mechanisms and academic speaking content. This study contributes to EAP digital pedagogy by providing qualitative insights of students who are unfamiliar with the app and answering how Indonesian EFL learners perceive the use of Memrise to boost speaking skills through academic speaking skill learning development. This study features direct opinions from Indonesian university education students—which is rarely covered in research—on how they use Memrise as a tool to learn speaking skills in an academic context. The findings suggest that while Memrise can facilitate foundational speaking practice and learner engagement, some limitations are found in its usage. Further adaptations are needed to maximize its relevance for academic speaking tasks in EFL classrooms.
Developing Assessment in Indonesian EFL Speaking Classroom Widiastuti, Oktavia
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10400

Abstract

Recently, considerable debate has emerged regarding the assessment of students’ speaking performance, particularly due to the influence of cultural and subjective factors that shape lecturers’ approaches to constructing speaking assessments. These ongoing discussions highlight the need for heightened awareness among educators about the complexities involved in evaluating oral proficiency. The primary aim of this paper is to propose a method for designing speaking assessments that are specifically tailored to the Indonesian higher education context. In doing so, the paper emphasizes the importance of adopting the criteria for effective assessment as outlined by (Brown & Abeywickrama, 2020). According to these scholars, an effective speaking assessment should be grounded in clearly defined criteria, involve tasks that are both appropriate and maximally productive, and utilize practical as well as reliable scoring procedures. Based on these principles, this paper recommends that lecturers develop speaking assessments that are not only methodologically sound but also contextually relevant and responsive to the unique needs of their students. By doing so, lecturers can ensure that their assessment practices are both fair and meaningful within the Indonesian university setting. The implementation of the proposed assessment model enables lecturers to conduct speaking evaluations that are fair, objective, and tailored to the Indonesian EFL context. This approach not only enhances the validity and reliability of speaking assessments but also supports students’ communicative competence and improves the overall quality of English language instruction at the university level. 
Artificial Intelligence in Writing: Students' Writing Competencies and Voices Marhaban, Saiful; Sulistyo, Teguh; Widiastuti, Oktavia
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3927

Abstract

Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed that the integration of AI and a process-based approach significantly improved global, local, and overall issues. Surprisingly, local issues, which include grammar, vocabulary, and mechanics, had the greatest effect of all. In addition, students have a positive perception of AI in writing instruction. For them, AI promotes their autonomy and creativity through the use of ChatGPT and AI-generated feedback such as Deepl and Grammarly. The implications are also presented and discussed.
Recuperating Errors in Using Gerunds and Infinitives by Applying Duolingo Gamification Aurorra, Gryzel; Usadiati, Wahyuningsih; Widiastuti, Oktavia
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.04

Abstract

The specific aim of this research is to recuperate Grammar Mastery (GM) in high school students who have difficulty distinguishing between gerunds and infinitives. Conventional learning methods often fail to teach effectively to students, necessitating the exploration of alternative learning approaches. This research examines the impact of Duolingo Gamification (DG) on students’ GM of gerunds and infinitives compared to conventional learning methods. A quasi-experimental research design was used, involving 42 students of Senior High School in Malang who were divided into an experimental group receiving the treatment using Duolingo and a control group having conventional learning based on textbook. Data were collected through pre-test and post-test to evaluate the enhancement of student’s grammar mastery. Statistical analysis including the Mann-Whitney U test revealed significant differences between the two groups of U = 40.500, p = 0.000. The experimental group obtained a higher mean post-test score (M = 81.66) than that of the control group (M = 45.71). The final results show that DG effectively recuperates GM of gerund and infinitives. Additionally, students show increased engagement and motivation when using Duolingo due to its interactive elements and direct feedback mechanisms.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.
STRATEGI PERIKLANAN DALAM MEMBANGUN PERSONAL BRANDING PUTRI ARISTIANI SEBAGAI BEAUTY ENTHUSIAST PADA MEDIA SOSIAL INSTAGRAM Suryono, Joko; Widiastuti, Oktavia
JURNAL KOMUNITAS Vol. 11 No. 2 (2025): Jurnal Komunitas, Edisi September 2025-Februari 2026
Publisher : Prodi Ilmu Komunikasi Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/komunitas.v11i2.2042

Abstract

Instagram is a potential medium in building personal branding, especially in the beauty field. Putri Aristiani, a beauty enthusiast, utilizes this platform to build her self-image. This research aimed to find out the advertising strategy used by Putri and identify the challenges faced, by analyzing it through Peter Montoya's The Eight Laws of Personal Branding theory, which includes: specialization, leadership, personality, difference, visibility, unity, constancy, and good name. This research used descriptive qualitative methods with in-depth interview techniques, observation by listening to Putri Aristiani's Instagram content (@putriaristiani05) and questionnaires to followers. The results showed that the advertising strategy used includes selectivity in choosing products, soft selling approach, personal and educational communication style, and visual consistency. Putri actively built interactions with followers and chooses products that match her personal values, such as Wardah and NAMA Beauty. Despite facing challenges such as changes in the Instagram algorithm, Putri maintained consistency and relevance of content. The strategy applied reflected a strong effort in building a self-image that is authentic, credible and in line with the personal identity displayed on social media.
Co-Authors Aurorra, Gryzel Ayu Liskinasih Dewantara, Arie Holland, Tim Joko Suryono Lasim Muzammil Mafulah, Siti Marhaban, Saiful Nadila, Yulita Prasanti, Ria Anugrah Teguh Sulistyo Wahyuningsih Usadiati Wulandari, Shila Sandrina