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The Effect of Auditory, Intellectually, And Repetition (Air) Model on Studentsâ€™ Reading Comprehension at Eleventh Grade of SMAN 8 South Bengkulu Riswanto, Riswanto; Afriani, Zelvia Liska; Adini, Vesi Putri
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 6 No. 2 November (2022): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i2.5624

The purpose of this study was to determine whether there was an effect of the Auditory, Intellectually, And Repetition (Air) Model on Reading Comprehension in understanding the explanation text. This study used a Quasi-Experimental research design. In this study, the sample size was 48 students, including 24 students in the experimental class (XI IPS 2) and 24 students in the control class (XI IPS 1) at SMAN 8 South Bengkulu taken by purposive sampling. The experimental class has given the treatment using the Auditory, Intellectually, And Repetition AIR Model, while the control class did not use the AIR Model. The researchers collect data by administering tests twice, namely a pretest and a post-test. Prior to administering the post-test, the researcher administered four treatments in the experimental and control classrooms using different teaching models. The instrument employed in this study was a set of 20 valid multiple-choice questions. The data from the pre-test and post-test were examined using the t-test. The learning outcomes were as follows: First, the experimental class's mean score was 37,29, whereas the control class was 40,83. And for the post-test findings reveal that the experimental class has an average value of 81.25 while the control class has an average value of 70.42. Second, the sample score of the independent T-test shows the significant value (2 tailed) is 0,000 <0.05. In other words, Ho was rejected and Ha was accepted. In brief, Auditory, Intellectually, And Repetition (AIR) Model can be one of effective ways in teaching reading for eleventh grade students.

Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level Afriani, Zelvia Liska; Utami, Valisneria
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 5 No. 2 November (2021): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v5i2.2613

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

DIGITAL LITERACY FOR GENERATION Z IN THE ERA OF SOCIETY 5.0 Febriani, Hanura; Afriani, Zelvia Liska
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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

Technological developments in society have encouraged the formation of a new era, namely society 5.0, where digital technology is inherent in humans, specifically in generation Z. This study aims to analyze the digital literacy levels of generation Z in learning English and examine the relationship between digital literacy competency and academic success in English. It also explores effective strategies for teachers to enhance digital literacy among students to improve their learning outcomes in the classroom. A sequential explanatory mixed-method approach was used, involving senior high school students and teachers in Bengkulu City. Data collection combined questionnaires to assess students' digital literacy competencies and in-depth interviews using the think-aloud protocol technique to gather qualitative insights. The data were analyzed using an independent sample T-test to examine the correlation between digital literacy and academic success. The findings reveal that students in senior high schools in Bengkulu have good digital literacy skills in English learning. Furthermore, the correlation analysis indicates that higher digital literacy proficiency positively affects students' success in learning English. In addition, teachers have employed some strategies to increase generation Z's proficiency with digital literacy to improve the success of English learning in the classroom.

DIGITAL LITERACY FOR GENERATION Z IN THE ERA OF SOCIETY 5.0 Febriani, Hanura; Afriani, Zelvia Liska
ELTIN Journal Vol 13 No 1 (2025): VOLUME 13, ISSUE 1, APRIL 2025
Publisher : STKIP Siliwangi

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

Technological developments in society have encouraged the formation of a new era, namely society 5.0, where digital technology is inherent in humans, specifically in generation Z. This study aims to analyze the digital literacy levels of generation Z in learning English and examine the relationship between digital literacy competency and academic success in English. It also explores effective strategies for teachers to enhance digital literacy among students to improve their learning outcomes in the classroom. A sequential explanatory mixed-method approach was used, involving senior high school students and teachers in Bengkulu City. Data collection combined questionnaires to assess students' digital literacy competencies and in-depth interviews using the think-aloud protocol technique to gather qualitative insights. The data were analyzed using an independent sample T-test to examine the correlation between digital literacy and academic success. The findings reveal that students in senior high schools in Bengkulu have good digital literacy skills in English learning. Furthermore, the correlation analysis indicates that higher digital literacy proficiency positively affects students' success in learning English. In addition, teachers have employed some strategies to increase generation Z's proficiency with digital literacy to improve the success of English learning in the classroom.

Revisiting the Origins of Ilm al-Kalam: Interreligious Dialogues and Their Impact on Islamic Educational Thought Jelita, Dian; Islami, Nisa; Taufiqurrahman, Muhammad; Afriani, Zelvia Liska
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-04

This article revisits the historical and interreligious origins of Ilm al-Kalam and explores its implications for contemporary Islamic educational thought. Drawing on Alexander Treiger’s seminal analysis in The Oxford Handbook of Islamic Theology, the study employs qualitative textual methods to examine the formative dialogues between early Muslim theologians and Arab Christian thinkers, revealing that Kalam developed through dynamic epistemological engagement rather than in isolation. By critically tracing its philosophical, theological, and pedagogical transformations across time, the study argues that Kalam’s rational and dialectical methodologies offer significant potential for revitalizing Islamic education. The findings highlight the limitations of internalist historiographies and call for a reimagined curriculum model that integrates historical consciousness, critical reasoning, and ethical responsibility. Positioned within a transdisciplinary framework, the article proposes that Ilm al-Kalam be recontextualized not merely as a theological discipline but as a living epistemic tradition capable of informing pedagogical innovation in the face of global educational and ethical challenges.

THE USE OF COHESIVE DEVICES IN STUDENTS’ ARGUMENTATIVE ESSAYS Afriani, Zelvia Liska
Linguists : Journal of Linguistics and Language Teaching Vol 4, No 1 (2018): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v4i1.1654

This research aims at describing the use of cohesive devices in argumentative essay made by college students. The objectives of this research were to identify the most cohesion type the students used and to find out the percentage of all types and accuracy of cohesive devices. The design of this research was a descriptive quantitative research. The subject of this research was 36 students of the fifth semester; they were taken 50% for each class by using random sampling. The instrument of this research was writing test. The data were collected by using documentation method and were analyzed by using Halliday and Hasan theory for cohesion. The results of the study show that the most cohesion type that is frequently used is reference (44.3%), followed by lexical cohesion (39.6%), conjunction (14.8%), substitution (0.8%), and ellipsis (0.5%). In addition, the accuracy of the students in their essay can be seen from the percentages that ellipsis has the highest percentage (26.5%) followed by substitution (22.9%), reference (17.5%), lexical cohesion (17.1%), and conjunction (16%).

THE IMPLEMENTATION OF INDONESIAN LANGUAGE LEARNING FOR DYSLEXIC IN CHILDREN AT ELEMENTARY SCHOOLS IN BENGKULU FRIANTARY, HENY; AFRIANI, ZELVIA LISKA; NOPITASARI, YUNI
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 2 (2020): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i2.3950

This research is motivated by Indonesian language learning which requires each student to master four language skills, namely listening, speaking, reading and writing. In children with dyslexia or reading difficulties, the implementation efforts made by the 7th grade teacher of the Bengkulu City Special School 05 so that the child continues to master language skills despite having difficulty reading. This study aims to describe the methods used by teachers in Indonesian language learning so that dyslexic children can master reading skills. This type of research is descriptive qualitative research. Data collection techniques used were observation, interviews, and documentation. Meanwhile, the data analysis techniques used were data reduction, data presentation, and finally verification. The results of the study concluded that the implementation of learning in dyslexic children was preparation, implementation, and evaluation. The Indonesian language learning method used by the 7th grade teacher of SLB N 05 Bengkulu City in dyslexic children is the lecture method, the audiolingual method, the skimming method, and the picture and picture cooperative method.

TEACHERS’ TPACK IN TEACHING EFL DURING COVID-19 PANDEMIC MARTINA, FENY; AFRIANI, ZELVIA LISKA; ARYATI, SEPTIAN NUR
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.v8i1.3993

This study explores the TPACK of EFL teachers in two distinct school districts during the Covid-19 pandemic. This study comprised two English teachers from rural and urban schools in Bengkulu, Indonesia, with 2 to 10 years of experience teaching English. The researchers collected the data utilizing an interview-based comparative descriptive methodology to address research questions. Following the interview, the collected data was transcribed. The findings of this study indicate that urban teachers have a higher level of TPACK than rural teachers in terms of their ability to use technology and manage classes when teaching English during the Covid-19 pandemic, particularly concerning online learning applications such as Zoom meetings, WhatsApp, Google Classroom, and the YouTube app.On the other hand, rural EFL teachers have insufficient TPACK. Due to a lack of time to design technology lesson plans, technology training, and inadequate supporting facilities and infrastructure, such as limited internet network availability and power outages, teachers lack knowledge of technological advances for online learning. Even though teachers in rural and urban areas had never utilized an online learning system during the previous school year, they had varying capacities for addressing problems that developed while utilizing this system.

PERAN BUDAYA DALAM PEMEROLEHAN BAHASA ASING Afriani, Zelvia Liska
DISASTRA: PENDIDIKAN BAHASA DAN SASTRA INDONESIA Vol 1, No 2 (2019): JULI
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/disastra.v1i2.1900

This study aims at examining the role of culture in learning English as a foreign language. Previous researchers explained that there is an intimate relationship between language and culture. It is obviously mentioned that when someone is willing to learn a language, he also needs to learn its culture so as to master it fully. Therefore, the researcher would like to investigate whether the teachers at school has understood and implemented cultural literacy in the language classroom or not. In this study, the researcher used a descriptive qualitative study and gathered the information needed from some English teachers in North Bengkulu. The result shows that the English teachers has been aware of the importance of cultural literacy in English language classroom since it can enhance students’ communicative competence. There are some offered ideas that can be employed in introducing cultural literacy, such as using authentic materials, proverbs, role-play, students as cultural resources, ethnography study, and literature.

Revisiting the Origins of Ilm al-Kalam: Interreligious Dialogues and Their Impact on Islamic Educational Thought Jelita, Dian; Islami, Nisa; Taufiqurrahman, Muhammad; Afriani, Zelvia Liska
HEUTAGOGIA: Journal of Islamic Education Vol. 5 No. 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2025.51-04

This article revisits the historical and interreligious origins of Ilm al-Kalam and explores its implications for contemporary Islamic educational thought. Drawing on Alexander Treiger’s seminal analysis in The Oxford Handbook of Islamic Theology, the study employs qualitative textual methods to examine the formative dialogues between early Muslim theologians and Arab Christian thinkers, revealing that Kalam developed through dynamic epistemological engagement rather than in isolation. By critically tracing its philosophical, theological, and pedagogical transformations across time, the study argues that Kalam’s rational and dialectical methodologies offer significant potential for revitalizing Islamic education. The findings highlight the limitations of internalist historiographies and call for a reimagined curriculum model that integrates historical consciousness, critical reasoning, and ethical responsibility. Positioned within a transdisciplinary framework, the article proposes that Ilm al-Kalam be recontextualized not merely as a theological discipline but as a living epistemic tradition capable of informing pedagogical innovation in the face of global educational and ethical challenges.

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