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All Journal Shautut Tarbiyah ETERNAL(english, teaching, learning, and Research Journal) Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan JEELS (Journal of English Education and Linguistics Studies) Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research Journal of English Education Forum (JEEF) Jurnal Wicara Desa
Elmiana, Dewi Satria
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Agriculture, Biological Sciences & Forestry Earth & Planetary Sciences Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Using Memrise Application To Learn Adjectives: An Experimental Study At The Second Grade Students of SMPN 1 Kediri Arafah, Siti; Melani, Boniesta Zulandha; Saputra, Agus; Elmiana, Dewi Satria
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v4i2.3686

Abstract

Penelitian ini menyelidiki efektivitas aplikasi Memrise dalam meningkatkan penguasaan kosakata kata sifat di antara siswa kelas delapan di SMPN 1 Kediri. Latar belakang penelitian ini adalah rendahnya penguasaan kata sifat dalam bahasa Inggris oleh siswa, yang berdampak pada kemampuan mereka untuk memahami dan menggunakan deskripsi dalam konteks kalimat. Penelitian ini mengisi celah dalam penelitian sebelumnya yang belum secara khusus mengevaluasi efektivitas aplikasi Memrise pada penguasaan kata sifat secara eksperimental. Penelitian ini menggunakan desain kuasi-eksperimental dengan dua kelompok: kelompok eksperimen diajar menggunakan Memrise, sedangkan kelompok kontrol menerima instruksi konvensional, yang masing-masing terdiri dari 26 siswa. Data dikumpulkan melalui penilaian pra-tes dan pasca-tes. Hasil penelitian menunjukkan bahwa kelompok eksperimen menunjukkan peningkatan yang signifikan, dengan skor rata-rata meningkat dari 60,77 menjadi 75,38, sedangkan kelompok kontrol hanya meningkat sedikit, dari 55,38 menjadi 60,77. Analisis statistik menggunakan uji-t sampel berpasangan dan uji-t independen menunjukkan bahwa perbedaan antara kedua kelompok signifikan (p < 0,05). Temuan ini menunjukkan bahwa penggunaan Memrise lebih efektif daripada metode tradisional dalam meningkatkan penguasaan kosakata kata sifat siswa. Studi ini menunjukkan bahwa Memrise dapat diintegrasikan ke dalam pengajaran bahasa Inggris sebagai perangkat digital yang menarik dan efektif dalam pembelajaran bahasa Inggris di tingkat SMP.
Teacher’s Strategies in Teaching English Vocabulary at Elementary School: A Case Study at First Grade Students of Elementary School 3 Karang Bongkot West Lombok, Academic Year 2024/2025 Rahman, Latifa Nurul Anggraeni Sophia; Arafiq; Susanti, Ni Wayan Mira; Elmiana, Dewi Satria
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jar.v4i2.3746

Abstract

This study investigates the strategies employed by English teachers in teaching vocabulary to first-grade students at Elementary School 3 Karang Bongkot, West Lombok, during the academic year 2024/2025. The study aims to identify the challenges faced by teachers and describe the effective strategies used to overcome these challenges. The method of this research was qualitative research. The subject is an English teacher of SDN 3 Karang Bongkotwho taught the first grade. Data were collected through classroom observations and semi-structured interviews. The findings reveal several challenges, including classroom management, diversity of students’ mother tongue, and limited teaching facilities or media. To overcome these barriers, the teacher applied the Total Physical Response (TPR) through songs and games supported with translation, memorization, and visual aids like printed pictures. These approaches successfully increased student participation, maintained focus, and created a more enjoyable learning atmosphere. The study concludes that effective vocabulary learning for young learners depends on the teacher’s creativity in combining methods, techniques, and media suited to children’s characteristics.
Pemanfaatan Teknologi ChatGPT untuk Pengembangan Asesmen Pembelajaran Berdiferensiasi bagi Guru-Guru Bahasa Inggris di Kabupaten Lombok Utara Waluyo, Untung; Soepriyanti, Henny; Elmiana, Dewi Satria; Tsaqiila , Thalia Qaulan; Azzuhri, Rendy Fahmi; Mudrika, Julia Ridha
Jurnal Pengabdian Magister Pendidikan IPA Vol 8 No 4 (2025): Oktober-Desember 2025
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v8i4.13409

Abstract

The rapid emergence of Artificial Intelligence (AI), particularly ChatGPT, provides new opportunities for innovation in English Language Teaching (ELT). However, many teachers in rural Indonesia, especially in North Lombok Regency, still struggle to integrate AI tools due to limited digital literacy, minimal training, and inadequate infrastructure. This community service program aimed to enhance teachers’ ability to design differentiated learning assessments using ChatGPT. The program implemented an AI-based digital literacy workshop that combined theoretical and hands-on practice, followed by mentoring and evaluation. Twenty English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) participated in training sessions designed to improve confidence and practical competence in AI-assisted lesson planning and assessment creation. Data were collected through pre–post tests, observation, and reflection reports. Findings reveal significant improvement in teachers’ digital literacy, creativity in assessment design, and collaboration through digital networks. Despite challenges such as unstable internet access and limited facilities, the participants successfully produced AI-based assessment prototypes adapted to their students’ needs. The program demonstrates that AI-integrated teacher training can bridge the gap between pedagogical innovation and classroom practice, empowering teachers to create inclusive and differentiated learning environments.
An Analysis of the Speaking Skill Development of English Education Students through Participation in English Debate Competitions Yulianingsih; Amin, Muhammad; Junaidi, Ahmad; Elmiana, Dewi Satria
Journal of English Education Forum (JEEF) Vol. 5 No. 4 (2025): OCT-DEC 2025
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jeef.v5i4.953

Abstract

One of the most vital skills of English learning is speaking because it helps learners communicate and express ideas. The interactive and analytical nature of debate lets students practice using English as a tool of real-world communication as they build argumentation and reasoning skills. The purpose of the study is to discover what is enhanced in terms of speaking skills by taking part in debate competitions and to discuss how taking part in debate competitions enhances the speaking skills of English Education students at the University of Mataram. It was a qualitative cross-case study which used a sample size of five students who had one year of experience in competitive debate. The sources of data were semi-structured interviews and recording of debates (2023 and 2025). The recordings were processed with modified adaptation of the rubric on fluency, vocabulary, grammar, and cohesion created by Brown (2004), whereas the data of the interviews were processed with the interactive model developed by Miles et al. (2018). The results indicate that speaking proficiency of students significantly increased especially on fluency, vocabulary and cohesion, but grammatical improvements were minimal. The student stated that debate improved their speaking by giving them endless exposure to English, lots of practice, coach and peer feedback, active listening, and peer learning, which promoted the use of strategic language. To sum up, the idea of debate competition is useful to enhance fluency, confidence, and communicative competence of students; it is a useful tool to master speaking skills in EFL.
Investigating Teacher’s Questioning Strategies and Students’ Responses in Learning English at Junior High School 18 Mataram Amrullah, Amrullah; Elmiana, Dewi Satria; Lail, Husnul; Kamalia, Ima
Shautut Tarbiyah-IAIN Kendari Vol. 31 No. 2, November (2025): Transdisciplinary Approach in Islamic Education in the 4.0 era (Pend
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/str.v31i2, November.12974

Abstract

The study aims to investigate the types of questioning strategies that the English teacher used during the classroom interaction at Junior High School 18 Mataram and to discover how students respond to the teachers’ questions. The research method used was a descriptive qualitative and the participants were an extensive-experienced English teacher and 18 students of grade eigth. The result of this study showed that the types of questions used by the English teacher were 7 procedural questions, 9 convergent questions, and 2 divergent questions, and the result of the students’ responses were the lower-order thinking students' responses in the Understanding section (C2) and the higher-order thinking students' responses in the Analysis section (C4). In conclusion, while the teacher at SMPN 18 Mataram effectively employed questioning to manage the classroom and check comprehension, the limited use of higher-order questions constrained the potential for deeper cognitive and linguistic engagement. Future instructional practices should aim to diversify questioning strategies to better support the development of both language proficiency and critical thinking in junior high school English learners.
Students’ Perceptions On The Use Of Kahoot! Learning Platform In Supporting Memory Retention In English Language Learning: A Descriptive Qualitative Study Maifa, Leni; Elmiana, Dewi Satria; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bkpnt156

Abstract

Rendahnya hasil belajar PKn siswa kelas IV SD Muhammadiyah Desa Pon serta pembelajaran yang masih The use of digital game-based learning platforms has grown significantly in English language teaching; however, many students still struggle with retaining vocabulary and grammar over time due to limited opportunities for meaningful repetition and engaging practice. This study aims to explore students' perceptions on the use of the Kahoot! learning platform in supporting memory retention in English language learning. This research employed a descriptive qualitative design and was conducted at MAN 3 Mataram. The participants of this study were 15 students selected purposively. The data were collected through questionnaires and semi-structured interviews to obtain in-depth information about students' experiences. The findings indicate that students generally have positive perceptions toward the use of Kahoot! in the classroom. Specifically, 71% of responses related to learning experience were positive, indicating that Kahoot! creates an interactive and enjoyable learning environment that encourages students' active participation. In terms of memory retention, 67% of responses were positive. Students reported that Kahoot! supports their memory retention through three main factors: repetition (repeated exposure to similar questions strengthens memory), retrieval practice (recalling information within time limits encourages active thinking), and contextual learning (visual elements such as images help connect words with their meanings). However, some difficulties were also found, such as time limitations and internet connectivity issues. The practical implications of these findings for English teachers are that Kahoot! can be strategically integrated as a complementary tool for vocabulary and grammar review, used at the beginning or end of lessons to activate prior knowledge and reinforce learning through low-stakes repetition. Teachers should balance game-based activities with direct instruction and classroom discussion to ensure deeper understanding, and they need to anticipate technical constraints by preparing offline backup activities or ensuring stable internet access. Overall, Kahoot! is perceived as a useful tool in supporting students' memory retention in English language learning.
Implementation of The “Spy On” Program for English Use in Daily Communication Among Students  at Al-Muwahhidin Islamic Boarding School Neoningratheof, Lale Fichear; Melani, Boniesta Zulandha; Elmiana, Dewi Satria
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ed71z874

Abstract

Effective English communication requires consistent use and a supportive environment. However, in Al-Muwahhidin Islamic Boarding School, where English use is implemented, students’ lack of awareness, confidence, and self-honesty in using the language makes the habituation and language acquisition process less optimal. This study aims to explain the implementation of the “Spy On” program as an effort to encourage students to speak English, examine its impact on students’ English use, and identify the challenges faced. This study employed a qualitative instrumental case study. Data were collected through observation (observation checklist and field notes) and semi-structured interviews with 7 participants (4 students, 1 teacher, and 2 administrators). The data were analysed using Miles and Huberman’s model, including data reduction through coding and categorising interview and observation data, data display by presenting reduced data, and conclusion drawing through interpretation and verification of the findings. Technical triangulation was applied to ensure credibility. The results show that the “Spy On” program has the potential to encourage English use by providing comprehensible input through daily interactions, forming language habits through monitoring and practice, and supporting affective adjustment through an adaptation period. Students’ proficiency ranges from the preproduction to intermediate stages, while the challenges identified reflect a natural part of the second-language acquisition process.
Students’ Perceptions On The Use Of Kahoot! Learning Platform In Supporting Memory Retention In English Language Learning: A Descriptive Qualitative Study Maifa, Leni; Elmiana, Dewi Satria; Putera, Lalu Jaswadi
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/bkpnt156

Abstract

The use of digital game-based learning platforms has grown significantly in English language teaching; however, many students still struggle with retaining vocabulary and grammar over time due to limited opportunities for meaningful repetition and engaging practice. This study aims to explore students' perceptions on the use of the Kahoot! learning platform in supporting memory retention in English language learning. This research employed a descriptive qualitative design and was conducted at MAN 3 Mataram. The participants of this study were 15 students selected purposively. The data collection was conducted through questionnaires and semi-structured interviews to obtain in-depth information about students' experiences. The data analysis was employed. The findings indicate that students generally have positive perceptions toward the use of Kahoot! in the classroom. Specifically, 71% of responses related to learning experience were positive, indicating that Kahoot! creates an interactive and enjoyable learning environment that encourages students' active participation. In terms of memory retention, 67% of responses were positive. Students reported that Kahoot! supports their memory retention through three main factors: repetition (repeated exposure to similar questions strengthens memory), retrieval practice (recalling information within time limits encourages active thinking), and contextual learning (visual elements such as images help connect words with their meanings). However, some difficulties were also found, such as time limitations and internet connectivity issues. The practical implications of these findings for English teachers are that Kahoot! can be strategically integrated as a complementary tool for vocabulary and grammar review, used at the beginning or end of lessons to activate prior knowledge and reinforce learning through low-stakes repetition. Teachers should balance game-based activities with direct instruction and classroom discussion to ensure deeper understanding, and they need to anticipate technical constraints by preparing offline backup activities or ensuring stable internet access. Overall, Kahoot! is perceived as a useful tool in supporting students' memory retention in English language learning.
An Analysis of Students' Perception Toward TikTok Educational Content for English Language Learning Parwansah, Kaviva Indah; Arafiq; Wardana, Lalu Ali; Elmiana, Dewi Satria
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/kqs5xj22

Abstract

This study aims to analyze students' perceptions toward TikTok educational content for English language learning. This research employed a mixed-method approach by combining quantitative and qualitative data. The respondents of this study were students from various study programs at Mataram University who actively use the TikTok application. The total number of respondents was 65 students. Data were collected through a questionnaire using a Likert scale (1=Strongly Disagree to 5=Strongly Agree) and interviews with several selected respondents. The quantitative data were analyzed using descriptive statistics (frequency, percentage, and mean scores) with the help of SPSS version 26, while the qualitative data were analyzed using the Miles and Huberman model (data reduction, data display, and conclusion drawing). The results of the questionnaire analysis showed that students generally have positive perceptions toward TikTok educational content for English language learning, with an overall mean score of 3.89 out of a maximum score of 5, falling into the positive category. Most students agreed that TikTok can help them improve their English skills, particularly vocabulary, pronunciation, and grammar. In addition, the short video format, attractive visual presentation, and creative content make the learning process more interesting and engaging. Students also perceived TikTok as a flexible learning platform because it can be accessed anytime and anywhere. However, some respondents mentioned that internet connection problems and distractions from entertainment content may become challenges in using TikTok as a learning medium. Overall, TikTok educational content has the potential to support English language learning in informal learning environments.
English Learning Strategies Employed By The Eleventh Grade Students of SMAN 1 Kediri Laila, Nur; Arafiq; Elmiana, Dewi Satria; Sujana, I Made
Journal of Authentic Research Vol. 5 No. 2 (2026): May
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/j2bspe89

Abstract

This study aims to determine the English learning strategies used by eleventh-grade students of SMAN 1 Kediri and the difficulties faced by these students. The population of this study was 132 eleventh-grade students, and the sample consisted of 12 students selected using purposive sampling. According to Oxford (1990), there are six learning strategies classified into two categories, namely direct and indirect strategies. Direct strategies include memory strategies, cognitive strategies, and compensation strategies. Meanwhile, indirect strategies consist of metacognitive strategies, affective strategies, and social strategies. This study was conducted using a sequential mixed-method design, using questionnaires and interviews as data collection techniques. The dominant learning strategies used by students were compensation strategies (mean = 3.75, high category), cognitive strategies (mean = 3.51, high category), and social strategies (mean = 3.41, high category). Ten out of twelve students reported that grammar was the most common difficulty they encountered in learning English, while the other two students stated that pronunciation was the most difficult aspect. These difficulties are attributed to language differences, limited exposure, and a lack of speaking practice.
Co-Authors Ahmad Junaidi Amrullah Amrullah Apgrianto, Kurniawan Arafah, Siti Arafiq Arfah, Hajriana Asian, Kia Putri Azzuhri, Rendy Fahmi Boniesta Zulandha Melani Fiutri, Rara Astiagina Gatot Triono Senoaji Hadi, Lalu Muh. Arifan Haizar, Maulana Rifki Hijriyanti, Risa I MADE SUJANA . Ilahi, M. Rifky Surya Irmadurisa, Ade Kamalia, Ima Lail, Husnul Maharani, Citra Putri Mahyuni Mahyuni Mahyuni Maifa, Leni Marisa, Dea Mudrika, Julia Ridha Muhammad Amin Neoningratheof, Lale Fichear Nur Ahmadi, Nur NUR LAILA Parwansah, Kaviva Indah Putera, Lalu Jaswadi Rahman, Latifa Nurul Anggraeni Sophia Ramli, Muh. Riyanto, Andra Ade Rizqiani, Annisa Isdiana Safitri, Lia Saputra, Agus Soepriyanti, Henny Susanti, Ni Wayan Mira Thohir, Lalu Tsaqiila , Thalia Qaulan Udin, Udin Wahab, Aulia Dwi Amalina Waluyo, Untung Wardana, Lalu Ali Yulianingsih Zamzam, Ahmad Zhalilah, Taqiyyah