Articles
<![CDATA[Students’ Aattitudes Toward Using Instagram in Teaching Writing ]]>
<![CDATA[Fitri Handayani]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol 2, No 1 (2017): Juni 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
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DOI: 10.30983/educative.v2i1.318
<![CDATA[This study aims to investigate students’ attitudes towards the use of Instagram in teaching writing. This study was descriptive research which was carried out at English Department UMMY Solok. The population of the research was first grade students of English Department UMMY Solok who took Writing I subject. The total number of 8 students enrolled at the closed group feature of Instagram, in which only group members can interact each other. To get the data of the research, the researcher used questionnaire and interviewed. The research design included a 5 point Likert-type questionnaire which were strongly agree (SA), Agree (A), Undecided (U), Disagree (D), and strongly Disagree (SD). It was used to investigate students’ attitudes toward the use of Instagram in teaching writing. For the interview, the researcher prepared semi-structured interviews. It was done to five students who had randomly selected. The finding of the research showed that students had a very positive attitude towards the use of Instagram as an teaching writing activity in the classroom. Keywords: Instagram, Writing, Teaching Writing]]>
<![CDATA[Google Docs For Collaborative Essay Writing Practices During Covid-19 University Restrictions: EFL Students’ Perceptions ]]>
<![CDATA[Fitri Handayani]]>;
<![CDATA[Mike Amelia]]>
<![CDATA[ Modality Journal: International Journal of Linguistics and Literature Vol 1, No 1 (2021): June 2021 ]]>
Publisher : <![CDATA[Rumah Jurnal UIN Bukittinggi ]]>
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DOI: 10.30983/mj.v1i1.4504
<![CDATA[AbstrakKarena pandemic COVID-19 dan kebijakan pemerintah untuk melaksanakan pembelajaran daring, mahasiswa merasa mendapatkan tantangan baru dalam perkuliahan termasuk dalam mata kuliah Essay Writing. Kurangnya interaksi secara tatap muka dan keterbatasan pembelajaran daring membuat perkuliahan Essay Writing tidak maksimal dilakukan untuk praktek menulis. Penelitian ini bertujuan untuk melihat persepsi mahasiswa terkait penggunaan Google Docs dalam perkuliahan Essay Writing yang telah dilakukan dosen. Data dikumpulkan dari tiga belas mahasiswa yang mengambil mata kuliah Essay Writing melalaui penyebaran angket dan wawancara semi terstuktur. Temuan penelitian menunjukkan bahwa mahasiswa memiliki persepsi positif terhadap penggunaan Google Docs untuk praktek menulis essai kolaborasi. Di samping itu, Google Docs juga membantu menciptakan lingkungan pembelajaran yang kolaboratif karena platform ini mendukung interaksi dosen dengan mahasiswa, begitupun mahasiswa dengan mahasiswa. Penggunaan Google Docs juga memberikan manfaat pada ketersediaan umpan balik dari dosen kepada mahasiswa serta mereka dengan mudah dapat melihat materi kuliah pada platform tersebut. Kata kunci: Google dokumen, menulis, esai. AbstractBecause of the COVID-19 pandemic and the government's policy to conduct online learning, EFL university students feel the challenge of dealing with the online learning process, including the Essay Writing Course. The lack of face-to-face interaction and limited online classes during the course makes it difficult for them to have maximum practices in essay writing. This study attempts to generate the perceptions of students in the course of writing essays to build a collaborative online learning environment using Google Docs. Data were collected from thirteen EFL university students taking an Essay Writing course through questionnaires and semi-structured interviews. The research found that students had a positive attitude towards the use of Google Docs for or collaborative essay writing practice. In addition, Google Docs helps create a collaborative learning environment as it supports interactions between lecturers-to-students and students-to-students and benefits from the availability of written feedbacks from lecturers and easy access to course materials.Keywords: Google Docs, Writing, Essay]]>
<![CDATA[INDOGLISH AS A SOCIOLINGUISTIC PHENOMENON: A CASE STUDY AT ENGLISH DEPARTMENTS UMMY SOLOK ]]>
<![CDATA[Fitri Handayani]]>;
<![CDATA[Mike Amelia]]>
<![CDATA[ Journal of English Language Learning Vol. 6 No. 1 (2022) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v6i1.2448
<![CDATA[This study looked into the use of Indoglish as a Sociolinguistic Phenomenon by English Department students of UMMY Solok. The indoglish utterances were collected using a descriptive qualitative approach in this study. The participants in this study were all English Department students in UMMY Solok's sociolinguistic class. The data for this study are snippets of speech gathered from the use of language in the sphere of daily education of students in the campus setting as a whole over the course of three months. Direct speech in everyday communication, which is supposed to contain the forms of 'Indoglish' is used to observe closely. Speech inducements are also used to collect data for this study. This method can be enhanced by recording directly or indirectly, publically or secretly. The interview will then proceed to describe the causes that led to the creation of Indoglish used by students. The study's findings suggest that 53 English words were recognized as Indoglish expressions from students' non-academic conversation. The data indicates that the likelihood of using Indoglish at the word level is higher than the likelihood of using phrases, clauses, or sentences. Meanwhile, the findings of the investigation revealed that this occurrence was caused by a number of variables. The majority of students utilize Indoglish in their conversations to build closeness, relaxed friendliness, and intimacy with their interlocutors, according to the findings. Second, the speaker is having trouble locating the correct term in Indonesia. Finally, this phenomena arose as a result of students' desire to improve their English language skills by employing Indoglish in regular discourse.]]>
<![CDATA[PEMAHAMAN KONSEP LITERASI POLITIK PADA PEREMPUAN KECAMATAN X KOTO SINGKARAK KABUPATEN SOLOK ]]>
<![CDATA[Zona Rida Rahayu]]>;
<![CDATA[Marsika Sepyanda]]>;
<![CDATA[Fitri Handayani]]>
<![CDATA[ PUAN INDONESIA Vol. 4 No. 2 (2023): Jurnal Puan Indonesia Vol 4 No 2 Januari 2023 ]]>
Publisher : <![CDATA[ASOSIASI IDEBAHASA KEPRI ]]>
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DOI: 10.37296/jpi.v4i2.139
<![CDATA[Anonim. 2009. UU No. 22 tahun 2009 tentang Lalu Lintas dan Angkutan Jalan. Job, RFS., and MA Bin-Sallik. 2013. Indigenous Keselamatan Berlalu Lintas in Australia and the “DrivesafeNT Remote” Project. Journal of the Australian College of Road Safety, vol. 24 No.2, 2013. Australasian College of Road Safety Inc., Australia. Maria, Anne. 2016. Angka Laka lantas di Batam Meningkat Dibandingkan Tahun Lalu, Apakah Jumlah Korban Tewas Juga Naik?. http://batam.tribunnews.com/2016/12/29/angka-lakalantas-di-batam-meningkat-dibandingkan-tahun-lalu-apakah-korban-tewas-juga-naik. [Diakses 20 Mei 2017]. Salim, Abbas. 2009. Manajemen Transportasi.Jakarta :Rajagrafindo. World Health Organization. 2015. Global Status Report on Keselamatan Berlalu Lintas 2015. Italy : vii-x. Zuhri, Muhammad. 2016. Ini Dia Pembunuh Nomo rSatu di Batam, Tahun 2015 Sebanyak 168 Orang Tewas.http://batamnews.co.id/berita-9960-ini-dia-pembunuh-nomor-satu-di-batam-tahun-2015-sebanyak-168-orang-tewas.html. 4(2), 47-58.]]>
<![CDATA[Critical discourse analysis on local cultural content in English textbooks ]]>
<![CDATA[Fitri Handayani]]>;
<![CDATA[Mike Amelia]]>
<![CDATA[ ELT in Focus Vol. 6 No. 1 (2023): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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<![CDATA[Local cultural representations can be found in textbooks as visual and textual artifacts. Local culture is shown in the book in an unique way as a cultural exhibition. The goal of this research is to investigate at how local culture is depicted in textbooks. The focus of the study is exploring the local content of cultural of an EFL textbook using critical discourse analysis as a methodological technique. The information was obtained from the “Headline English 2” English Textbook for the VIII grade (2018). The findings show that the cultural component of Indonesia was deliberately chosen to be included in this textbook in order increasing both teachers’ and students’ understanding of the language and culture interdependent relationship.]]>
<![CDATA[English Textbook Evaluation for 8th Grade of Junior High School Based on Thomlinson’s Theory ]]>
<![CDATA[fitri Handayani]]>;
<![CDATA[mike amelia]]>
<![CDATA[ Journal of English Language Learning Vol. 7 No. 2 (2023) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v7i2.7209
<![CDATA[This study conducts a comprehensive evaluation of English textbooks designed for 8th-grade students in junior high schools, utilizing Thomlinson's Theory of Differentiation as the theoretical framework. The objective is to assess the alignment of these textbooks with Thomlinson's principles of differentiated instruction, which emphasize tailoring educational materials to cater to the diverse learning needs of students. This study is part of an evaluation study, incorporating qualitative content analysis and quantitative assessment to gauge the textbooks' suitability for enhancing student engagement and learning outcomes. Findings from this evaluation will inform educators and curriculum developers about the extent to which these textbooks effectively address the requirements of 8th-grade English learners, with implications for improving teaching and learning strategies in the junior high school context.]]>
<![CDATA[Utilizing Essay Punch In Teaching Essay Writing : EFL University Students’ Perception ]]>
<![CDATA[Fitri Handayani]]>;
<![CDATA[Mike Amelia]]>
<![CDATA[ Journal of English Language Learning Vol. 8 No. 1 (2024) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v8i1.9705
<![CDATA[This study cond The rapid development of technology has brought significant contributions to language teaching. Hence, several up to date writing devices have been used by lecturers to modify teaching and learning activities. This study aims to investigate EFL university students' perception of the use of Essay Punch in teaching essay writing. Essay punch is an online interactive writing tool that provides students guidance in the process of writing step by step in writing an essay. The data were collected through questionnaires administered to the second year English department students of Mahaputra Muhammad Yamin University, Indonesia. The questionnaire was built up into two sections: (1) ten close-ended items and (2) two open-ended items. The ten close-ended items were designed to obtain students’ perceptions on the use of Essay Punch as a writing tool from three different aspects. The aspects are the students’ perception about the device of Essay Punch, the students’ perception about the utility of Essay Punch, and the students’ perception about the affective aspect of Essay Punch in essay writing. Meanwhile, two open-ended questions were put to allow students to show their opinion on the Essay Punch. The findings revealed that EFL university students show a positive view of their experience in using Essay Punch in the writing classroom. Thus, it could be concluded that Essay Punch can become one of the potential tools in teaching essay writing.]]>
<![CDATA[Evaluating Esp Nursing Textbooks: Perspectives of Nursing Students on Language Learning Resources ]]>
<![CDATA[Fitri Handayani]]>;
<![CDATA[Mike Amelia]]>
<![CDATA[ Journal of English Language Learning Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v8i2.12929
<![CDATA[This study evaluates the effectiveness of two English for Specific Purposes (ESP) textbooks, used at the Health Polytechnic in Solok, Indonesia. The research aims to assess how well these textbooks align with the academic and professional needs of nursing students. A survey was conducted among 80 second-year nursing students enrolled in the English for Nursing course. Data was collected through a 19-item questionnaire covering five key dimensions: aims and approach, design and organization, language content, skills, and topics. The results revealed that students generally responded positively to the textbooks, highlighting their well-organized structure, relevant grammar coverage, and practical clinical scenarios. However, some areas were identified for improvement, particularly the coverage of pronunciation and writing activities. The lack of focus on these aspects could hinder students’ communication skills and documentation abilities, which are essential in medical settings. This study emphasizes the importance of refining textbook content to better support students' language development and professional preparation. Future research is encouraged to explore the long-term impact of these textbooks on students' language proficiency and to compare similar materials used internationally for further improvement.]]>
<![CDATA[Implementation a Real Monitoring Information System for English Language Skill ]]>
<![CDATA[Mike Amelia]]>;
<![CDATA[Fitri Handayani]]>
<![CDATA[ Journal of English Language Learning Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v9i1.13843
<![CDATA[This study aimed to implement, and evaluate a real-time monitoring information system to enhance the development of English language skills among students. Traditional methods of language learning often lack immediate feedback and individualized tracking, which are critical for skill improvement. To address this gap, a web-based system was developed to monitor student performance in listening, speaking, reading, and writing, providing real-time analytics to both students and teacher.The research employed a design and development approach using a mixed-methods evaluation. Fifty students and five English teachers at SDN Pasir Jengkol II Karawang participated in this reasearch. Quantitative data from system, and pre-tests and post tests were analyzed alongside qualitative feedback from surveys and interviews. Results indicated significant improvements in student performance across all skill areas, with an average increase of over 12% in post-test scores. User feedback revealed high levels of satisfaction with the system’s usability and usefulness, and indicating excellent usability. In conclusion, the real-time monitoring system effectively supported English language learning and instructional practices by providing timely feedback, increasing student motivation, and enabling data-driven decision-making. The findings suggest that such systems have strong potential for broader implementation in language education.]]>
<![CDATA[AI for Coherent Writing: Supporting EFL learners’ Text Structure Development ]]>
<![CDATA[Mike Amelia]]>;
<![CDATA[Fitri Handayani]]>
<![CDATA[ Journal of English Language Learning Vol. 9 No. 2 (2025) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v9i2.16284
<![CDATA[The integration of Artificial Intelligence (AI) into education has reshaped language learning, particularly in writing. This study examines the effect of AI-assisted writing analysis on the structural coherence of English as a Foreign Language (EFL) students’ academic essays. Using a quasi-experimental design, thirty undergraduate students at Universitas Terbuka participated in pre- and post-tests and completed a perception questionnaire based on the Technology Acceptance Model (TAM). Quantitative results revealed significant improvement in structural coherence, especially in organization and use of transitions. Students also reported high perceived usefulness and ease of use of AI tools. These findings suggest that AI-assisted feedback can effectively enhance writing coherence when integrated into process-oriented instruction, while emphasizing the need for teacher guidance and critical engagement. The study highlights the pedagogical and ethical implications of incorporating AI into higher education writing contexts.]]>
