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All Journal Voices of English Language Education Society English Language Teaching Prima Journal (ELT) EDUTEC : Journal of Education And Technology International Journal of English Education and Linguistics (IJoEEL) Journal of English Language and Education International Journal of Research on English Teaching and Applied Linguistics Indonesian Journal of Research and Educational Review (IJRER) Tamaddun Interling : International Journal of English Language Teaching, Literature and Linguistics EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Ferdiyanto, Feri
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Understanding TikTok’s Influence on EFL Students’ Script-Writing Development through Qualitative Research Dwi Saputra, Ade; Ferdiyanto, Feri; Islam, Raudhatul
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.945

Abstract

This qualitative study explores the influence of TikTok on the English script-writing development of Indonesian EFL students in a pesantren-based language learning program. Using a case study design, six students and one instructor participated through interviews, classroom observations, questionnaires, and analysis of student-generated scripts. The study aimed to identify how sustained exposure to TikTok's short-form, multimodal content shapes learners’ written expression, creativity, and linguistic awareness. Findings reveal that TikTok fosters increased expressiveness, narrative concision, and audience sensitivity in student scripts. Participants drew from platform features such as trending language, dialogic cues, and visual storytelling, which they translated into idiomatic phrases, informal transitions, and creative dialogue structures in writing. The social and interactive nature of TikTok encouraged risk-taking and self-regulated learning behaviors, including rewatching videos for tone and accuracy and mimicking fluent speech. However, the study also highlights persistent challenges, particularly in grammar accuracy and register appropriateness, suggesting that while TikTok can stimulate creativity and engagement, it does not inherently provide corrective feedback or support formal writing norms. Educators are encouraged to incorporate TikTok thoughtfully using it as a scaffold for idea generation and stylistic awareness while complementing it with explicit instruction in grammar and genre conventions. This research contributes to evolving perspectives on the integration of social media in second language writing pedagogy.
Enhancing Students’ Speaking Skills through English Area Program at Islamic Boarding Schools Irawati, Luluk; Ferdiyanto, Feri; Islam , Raudhatul
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3191

Abstract

The need for English language proficiency is becoming increasingly important in global communication, and its significance is becoming increasingly evident in the world of education. This study will examine students’ perspectives and the benefits of implementing the English Area Program in enhancing speaking skills among students in Islamic boarding schools. A qualitative descriptive approach was employed, using observation, questionnaires, and documentation as data collection methods. The participants were students actively involved in the English Area Program at the Wali Songo Al-Adnani boarding school. We employed data analysis techniques such as data reduction, data presentation, data condensation, and conclusion drawing. The findings reveal that the majority of students held a positive perspective of the program, as it created a supportive English-speaking environment that encouraged them to actively use the language. The program effectively improved students’ confidence, fluency, vocabulary mastery, and pronunciation. Moreover, the collaborative and interactive learning atmosphere significantly contributed to the development of their speaking competence. In conclusion, the English Area Program is an effective strategy for English language learning in boarding school settings, as it provides consistent and authentic opportunities for language use. These findings are expected to serve as a reference for educational institutions in designing similar programs to support students’ speaking skill development.
Exploring Teachers and Students’ Perceptions of Enhancing Speaking Skills Using the STIFIn Concept Zulaiha, Siti; Ferdiyanto, Feri; Islam , Raudhatul
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3192

Abstract

This study aimed to understand how teachers and students perceived the use of the STIFIn concept in improving students' speaking skills. The STIFIn concept, which was based on five types of human intelligence—sensing, thinking, intuiting, feeling, and instinct—was believed to help design more personalized and effective learning strategies. The study used a qualitative method with data collection techniques in the form of semi-structured interviews with teachers and students. Motivator Quran Darussalam, a high school Islamic boarding school, is located at the research site. The steps used to collect data included conducting interviews, making observations, and reviewing documents related to teaching speaking skills. Data reduction, data display, data condensation, and conclusion drafting are methods of data analysis. The results of the research were that the use of the STIFIn concept helped teachers to recognize the characteristics of students' intelligence and thus to adapt teaching methods more appropriately. Students also reported an improvement in their self-confidence and speaking skills following the implementation of the method. However, there were still some challenges in adapting the method to different types of student intelligence, which required in-depth training and understanding on the part of teachers. Overall, the STIFIn concept offered a new approach that could enrich language teaching in the classroom.
SCIENCEDIRECT: ESSENTIAL RESEARCH FOR DEVELOPING READING COMPREHENSION IN NARRATIVE QUALITATIVE RESEARCH Aldina, Aldina Kamila; Ferdiyanto, Feri; Islam, Raudhatul
ELT (English Language Teaching Prima Journal) Vol. 7 No. 1 (2025): English Language Teaching Prima
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v7i1.7137

Abstract

This study aimed to determine the effectiveness of ScienceDirect in improving the English reading skills of students at Zainul Hasan Genggong Islamic University with a focus on text comprehension and reading skills. Using a narrative qualitative approach, this study collected data through observation, interviews, and documentation from students who used ScienceDirect. The results showed that the use of ScienceDirect had a significant effect on students' English reading skills, with better text comprehension abilities compared to conventional methods. This study concluded that ScienceDirect was effective in improving students' English reading skills, so it could be an alternative to innovative and effective learning to improve English reading skills and achieve better learning objectives. Thus, this study contributed to the development of more effective and innovative English learning methods and provided recommendations for educators and researchers to utilize ScienceDirect as a valuable learning resource. This study was also expected to be a reference for further research related to the use of technology in English learning.
The Effectiveness of Using Two Stay Two Stray to Improve Students’ Speaking Skills Mariska, Refi; Ferdiyanto, Feri; Hamdani, Beny
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.914

Abstract

This study aims to investigate the effectiveness of the Two Stay Two Stray (TSTS) technique in improving students’ speaking skills at junior high school. The background of this research is based on the fact that speaking is often the most challenging aspect of English language learning, as students tend to fear making mistakes and lack self-confidence. This research employed a quantitative approach with a quasi-experimental design involving an experimental group and a control group. The instruments used were speaking tests, observation, and documentation. Data analysis using the t-test revealed a significant difference between students taught using the TSTS technique and those who were not. The findings indicate that the TSTS technique is effective in enhancing students' speaking skills, as it promotes active interaction, idea exchange, and increased confidence. The implications of this study suggest that teachers are encouraged to integrate the TSTS technique in speaking instruction to create a more communicative and participatory learning environment.
THE ROLE OF COLLABORATIVE LEARNING IN ENHANCING STUDENTS’ SPEAKING ABILITIES Qudratillah, Navilatur Rahmi; Ferdiyanto, Feri; Islam, Raudhatul
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i1.8855

Abstract

This study aimed to determine the role and effectiveness of collaborative learning in enhancing the English speaking abilities of class X students at MAN 1 Situbondo. The research method used was descriptive qualitative, with data collection techniques in the form of observation, interviews with English teachers, and the distribution of questionnaires to students. The results of the study indicated that collaborative learning enhanced students' speaking fluency, vocabulary mastery, and self-confidence. Group discussions applied in learning created an environment that supported and encouraged students to be more active in participating in speaking English. Most students responded positively to this method, with the majority feeling more motivated, practicing speaking more often, and experiencing enhancements in pronunciation. Thus, collaborative learning proved effective as a strategy to enhance students' English speaking abilities while preparing them to face the challenges of communication in the global era.
EXPLORING FAMILY-BASED ENGLISH LANGUAGE ACQUISITION IN DAILY LIFE: A NARRATIVE INQUIRY El-Hamziyah, Millatul Fitriyah; Ferdiyanto, Feri; Islam, Raudhatul
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i1.8856

Abstract

Family-based English language learning gained attention as an alternative to formal education, yet limited research explored its practical implementation. Discrepancies existed between theoretical models of language acquisition and how families applied them at home. This study aimed to investigate how interactive learning strategies within a family environment supported English language development. Using a narrative inquiry approach focused on one multilingual family, this research explored daily practices and challenges encountered. Findings revealed that engaging in daily English conversations, utilizing multimedia, fostering self-directed learning, offering emotional support, and promoting a growth mindset significantly enhanced language acquisition. These practices reflected major theories such as Vygotsky’s Zone of Proximal Development, Mayer’s Multimedia Learning Theory, Benson’s Self-Directed Learning Framework, Krashen’s Affective Filter Hypothesis, and Dweck’s Growth Mindset Theory. Challenges included limited parental proficiency, time constraints, learner motivation fluctuations, technology access issues, and the need for careful error correction. The study concluded that family involvement, even without formal training, successfully bridged theoretical and practical gaps in language learning. Further research was recommended to examine diverse family settings and develop intervention programs to strengthen family-based learning. 
Teachers' and Students' Perceptions of the Three-Phase Technique in Reading Instruction: A Qualitative Study Ferdiyanto, Feri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 2 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i2.3021

Abstract

This qualitative study explores teachers' and students' perceptions of the Three-Phase Technique (TPT) in reading instruction, a method designed to enhance reading comprehension through three distinct stages: pre-reading, while-reading, and post-reading. Data were collected through semi-structured interviews with 5 teachers and 10 students in senior high school, classroom observations, and document analysis. The findings reveal that both teachers and students recognized the benefits of TPT in improving reading comprehension, particularly in activating prior knowledge, maintaining focus during reading, and promoting deeper reflection post-reading. However, time constraints and the need for differentiation emerged as key challenges in its implementation. Teachers noted that adjusting the technique to meet the diverse needs of students was essential for maximizing its effectiveness. The study also highlighted the importance of metacognitive awareness, with both teachers and students emphasizing how the reflective nature of TPT encouraged students to become more self-aware of their reading strategies. These findings suggest that while TPT is a valuable tool for enhancing reading comprehension, its implementation requires thoughtful adaptation to address the unique challenges within each classroom setting.
Co-Authors Abdul Qodir Jailani Aldina, Aldina Kamila Beny Hamdani Dwi Saputra, Ade El-Hamziyah, Millatul Fitriyah Han, Hanapi Irawati, Luluk Islam , Raudhatul Islam, Raudhatul Kholili, Achmad Mariska, Refi Muhammad Hifdil Islam Parawangsa, Khofifah Indar Qudratillah, Navilatur Rahmi Ryan, Tenku Siti Zulaiha Wahab, Abdul Aziz Wulandari, Jenny Aprillia Wusqo, Urwatul