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All Journal PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Register Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Wiralodra English Journal (WEJ) Journal of Education Technology Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Klasikal: Journal of Education, Language Teaching and Science Pioneer: Journal of Language and Literature English Focus: Journal of English Language Education Journal of Classroom Action Research Reswara: Jurnal Pengabdian Kepada Masyarakat ABSYARA: Jurnal Pengabdian Pada Masyarakat Journal of Research on Language Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Journal of Authentic Research REGISTER JOURNAL Jurnal Cendekia Ilmiah ETERNAL: English Teaching Journal INTERACTION: Jurnal Pendidikan Bahasa Journal of English Language Proficiency Journey: Journal of English Language and Pedagogy Explorations in English Learning
Siti Ayu Surayya
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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UTILIZING TIK-TOK APPLICATION TO REDUCE STUDENTS’ PRONUNCIATION ERRORS AT PONPES DARUL MUJAHIDIN NWDI MAJIDI Muawanah, Muawanah; Wati, Laila; Surayya, ST. Ayu; Nazri, M. Adib
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.32275

Abstract

Penelitian ini bertujuan untuk menginvestigasi keefektifan aplikasi TikTok dalam mengurangi kesalahan pengucapan siswa pada kelas tujuh di Ponpes Darul Mujahidin NWDI Majidi tahun ajaran 2023-2024. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental pada desain one group pretest-posttest. Sebanyak 21 siswa berpartisipasi dalam penelitian ini. Pengambilan data diperoleh dengan memberikan pre-test–treatment-post-test. Data dianalisis dengan menggunakan uji-t sampel berpasangan melalui SPSS 22. Nilai rata-rata post-test adalah (81,95) lebih tinggi dari pre-test (60,24). Hasil dari uji-t sampel berpasangan menunjukkan bahwa terdapat perbedaan yang signifikan antara pre-test dan post-test, (2-tailed) adalah 0,00 lebih kecil dari 0,05 (0,00 < 0,05). Berdasarkan hasil temuan tersebut, maka dapat disimpulkan bahwa penggunaan aplikasi TikTok memiliki pengaruh yang signifikan dalam mengurangi kesalahan pelafalan siswa di kelas VII Ponpes Darul Mujahidin NWDI Majidi
SMART LEARNING: THE IMPACT OF AI TECHNOLOGIES ON ENGLISH LANGUAGE PROFICIENCY IN THE DIGITAL ERA Sabili, Aling Siyan; Nazri, M. Adib; Surayya, Siti Ayu; Wati, Laila
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.34436

Abstract

Penelitian ini mengkaji dampak alat berbasis AI terhadap kemahiran berbahasa Inggris di kalangan mahasiswa General English di Universitas Hamzanwadi. Pendekatan deskriptif kualitatif digunakan untuk mengeksplorasi bagaimana teknologi AI, termasuk aplikasi pembelajaran bahasa, pengenalan ucapan otomatis, dan gamifikasi, memengaruhi perolehan kosakata, ketepatan pengucapan, dan kelancaran bahasa secara keseluruhan. Data dari 20 mahasiswa dikumpulkan melalui observasi, kuesioner, dan wawancara. Hasil penelitian menunjukkan bahwa alat berbasis AI secara signifikan meningkatkan keterampilan berbahasa Inggris mahasiswa, terutama dalam berbicara, mendengarkan, membaca, dan menulis. Mahasiswa melaporkan peningkatan kepercayaan diri dalam berbicara, antusiasme yang lebih besar dalam membaca, dan kemampuan menulis yang lebih baik. Selain itu, 60% mahasiswa setuju bahwa alat berbasis AI meningkatkan keterampilan mendengarkan mereka. Penelitian ini menyimpulkan bahwa teknologi AI menawarkan pengalaman belajar yang dipersonalisasi dan interaktif yang mengurangi kecemasan, meningkatkan kepercayaan diri, dan meningkatkan motivasi. Disarankan agar para pendidik EFL lebih banyak mengintegrasikan alat berbasis AI dalam strategi pengajaran mereka untuk memaksimalkan manfaat ini, sambil terus menyempurnakan alat tersebut berdasarkan umpan balik mahasiswa guna meningkatkan efektivitas dalam pembelajaran bahasa.
An Analysis of Differentiated Learning Strategies in the Implementation of Kurikulum Merdeka Belajar in Teaching English Writing Skills Zahratul Fikni; Siti Ayu Surayya; Putri Hariza Sholihah; Muhammad Husnu
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.831

Abstract

The present study aimed to disclose the state of English writing proficiency among students and analyze how differentiated learning strategies in Kurikulum Merdeka Belajar approaches address the needs of different student populations when teaching writing English. This study used descriptive qualitative methods which employed observation, questionnaire and interview to collect the data. The participants of this study were one English subject teacher and 35 grade XK of students of MA. Muallimat NWDI Pancor in the academic year 2023-2024. The study's findings demonstrated that, while students' writing is currently in fairly good condition, it is far from perfect, as shown by the percentage data presented. The occasionally answer had the highest percentage data presentation, totaling 42.86%. There were 24 students who thought that they had difficulty to found an interesting idea to write about. Differentiated learning strategies can meet the needs of divers students in teaching writing English throuhg deviding students based on learning styles, namely visual, auditory and kinesthetic. It supports the quality of students' English writing learning, especially in finding interesting topics to write about because this learning provides suitability of materials, processes and tasks or projects according to the needs, abilities and creativity of students in the learning process.
Unlocking Oral Proficiency Through the Shadowing Technique Combined with VOA: The Experimental Impact on Undergraduate Speaking Abilities Siti Ayu Surayya; Ari Prasetyaningrum; Usuludin Usuludin; Ahmad Khatami
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.832

Abstract

Speaking is a skill that presents substantial challenges for students and incorporates a variety of different aspects. This study examined the influence of the Shadowing technique, which employed Voice of America (VOA) special English as a modern media in teaching and learning process. A comparison was conducted between two groups of undergraduate students in their fourth semester: an experimental group that received instruction using the Shadowing technique through VOA media and a control group that received no training. The research was considered to be quasi-experimental. Twenty students majoring in English were included in the study's sample. An analysis of the results of the pre-test and post-test scores was performed using a non-parametric test, namely the Man-Whitney U form. The results of this analysis revealed that the experimental group had significantly improved their speaking abilities. The implementation of the Shadowing technique can be a highly supportive method for improving students' pronunciation skills when used with VOA Learning English as a modern media, providing educators with valuable material to enhance language proficiency. Consequently, adopting this approach could lead to significant advancements in the teaching and learning of speaking skills. However, doing further study in diverse settings and over prolonged durations is necessary to have a more profound understanding of the efficacy and durability of the approach.
English Language Teachers’ Knowledge toward the Implementation of Independent Learning Ayu Surayya; Ari Prasetyaningtum; Astrid Dwimaulani
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1515

Abstract

Independent Learning emphasizes student autonomy, critical thinking, and creativity, positioning teachers as facilitators in the learning process. English teachers, tasked with implementing this approach, must align their content knowledge and pedagogical understanding with its learner-centered principles. The study adopts a small scale quantitative survey which distributed to 35 sample of English teachers across elementary, junior, and senior high schools in Indonesia that invited by a Telegram and Whatsapp Group invitation and sampled insidentaly. The findings indicate that while most English teachers hold strong beliefs in the importance of Independent Learning, their knowledge of its principles remains shallow, creating a disconnect between endorsement and practical implementation. Thus, this findings aim to provide insights into teachers’ cognitive and affective dimensions influencing policy implementation, offering theoretical advancements in education and practical implications for professional development, policy formulation, and classroom practices. By examining the intersection of teachers' knowledge and beliefs, this research seeks to support effective integration of Independent Learning in English language education, fostering an environment conducive to holistic student development.
THE STUDENTS’ PERCEPTION OF USING THE COOPERATIVE LEARNING TO INCREASE UNDERSTANDING IN ENGLISH SPEAKING SKILL Aznil Aini; Siti Ayu Surayya; Zahratul Fikni; Yulia Agustina
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1673

Abstract

The purpose of this research there were two frist to investigate the perception views of students trought cooperative learning (CL) method, second to find what the benefit of used of cooperative learning method. This research used descriptive qualitative research design. There were 15 students who participated in this study MA NWDI Gereneng. To find the result of this research, the data was collected by three research instrument: observation, questionnaire, and interview. From the data analysis, it was found that have been good perception cause this method can maked students easier to understand and quick to understand. The difficulties of student was of cannot repeat the studies in the home and the benefit of this method was to increased speaking skills. Based on this finding the teacher can know how the difficulties students and the teacher can repair it.
Using Group Discussion To Improve The EFL Students' Speaking Skill At Smp-It Darul Muhsin Islamic Boarding School Apriani, Rini; Maysuroh, Siti; Dwimaulani, Astrid; Surayya, Siti Ayu
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/62hnew66

Abstract

This study aims to determine the effectiveness of using group discussion to improve EFL students’ speaking skill at SMP-IT Darul Muhsin Islamic Boarding School. The method was chosen because it allows students to share ideas, collaborate, and practice speaking in a more interactive and supportive environment. This research used a pre-experimental quantitative design with a one-group pretest-posttest approach, involving 15 Grade 3 students. Data were collected through pre-test and post-test to measure students’ progress, supported by a questionnaire to identify their perceptions. The finding showed a significant improvement in students’ speaking ability after the treatment, with the mean score increasing from 12.11 to 17.6. The paired sample t-test result (Sig. = 0.000<0.05) indicated that group discussion significantly enhanced their speaking performance. In conclusion, group discussion effectively improved students’ fluency, pronunciation, and vocabulary, while also increasing their confidence and motivation in speaking English. Therefore, it can be considered a suitable and engaging method for developing students’ speaking skills in the EFL classroom.
Enhancing EFL learners’ speaking skills through the mingle activity: a qualitative study of perceptions and classroom implementation Wahyuni, Lilis Sri Wahyuni; Siti Maysuroh; M. Adib Nazri; Ayu Surayya
Journal of English Language Proficiency Vol. 2 No. 2 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i2.5671

Abstract

Speaking is a crucial skill in English learning, yet many EFL learners struggle due to limited confidence, vocabulary, and opportunities for practice. This study examined the implementation of the Mingle Activity and explored students’ perceptions of its contribution to improving their speaking skills. Using a qualitative descriptive design, the research involved 15 participants (10 students and 5 tutors) from an English course in NTB. Data were gathered through questionnaires, interviews, observations, and documentation, and analyzed using SPSS alongside data reduction, data display, and conclusion drawing techniques. The findings indicate that students held positive perceptions of the Mingle Activity, reporting increased confidence, fluency, and motivation to speak English. Interactive tasks such as group discussions and presentations were particularly engaging. Although learners faced challenges such as limited vocabulary and speaking anxiety, their overall enthusiasm remained high. Observations revealed active participation, while tutors facilitated learning by guiding discussions and encouraging less confident students. Supporting documentation—including photos, videos, and vocabulary lists—demonstrated noticeable progress in speaking performance. The Mingle Activity effectively enhanced students’ speaking skills by fostering interactive and supportive communicative practices. These results are consistent with Vygotsky’s sociocultural theory and Communicative Language Teaching, both of which highlight the importance of peer interaction and authentic language use.
Teacher’s Perception on AI Overuse by Students: Did AI Do Your Task? Wicaksono, Julien Arief; Setiarini, Rimbi Budi; Suharsono, Degita Danur; Surayya, Siti Ayu; Murti, Ghanesya Hari; Sylvia, Sylvia
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1778

Abstract

Artificial Intelligence (AI) applications such as ChatGPT, Grammarly, and Google Translate are often used by students to help them to find ideas, write, translate, and even organize the ideas. These applications can support learning, yet many teachers have noticed that students are using them excessively. This study aims to look at university English teachers’ perceptions and responses toward students’ overuse of AI tools in asynchronous learning contexts. This study employed a narrative inquiry approach. The source of the data was five narratives from five university teachers reflected on real situations when they suspected students were overusing AI. The narratives were then thematically analysed to identify emerging patterns and emotional responses. The findings of this research highlight some emotional and ethical dilemmas that teachers experienced, the signs they noticed in student work, and the strategies they used to deal with the problems, and he strategies they employed to promote responsible AI use among students. This study also shows that teachers are trying to balance the use of AI as a helpful tool, not a replacement for learning. It also suggests clearer policies from the institutions, better digital ethics education for the students, and stronger support for teachers in today’s AI era.
English Students’ Learning Motivation in Rural Senior High School Septiana, Safira; Surayya, Siti Ayu; Husnu, Muhammad; Agustina, Yulia
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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

Abstract

This research investigates the underlying reasons why grade XI students at MA NWDI Lepak, a senior high school in rural East Lombok Regency, are motivated to learn English. Data were collected through semi-structured interviews and document analysis using a qualitative approach with case studies.  The theme analysis method developed by Braun and Clarke (2006) was used to analyze this study. The results show that students' learning motivation is influenced by two main factors: (1) students' sociocultural and identity factors, such as support from teachers, peers, and perceptions of English in the community; and (2) strong future goals, such as career aspirations and educational expectations, which are the main drivers of their motivation. These results support socio-cultural identity theory and potential-based achievement goal theory, which emphasize that students' motivation is influenced by their thoughts about their future potential in their social and cultural contexts.  It is hoped that this research will help teachers, schools and policy makers create effective and contextualized English learning strategies for students in rural areas.
Co-Authors Afiya Layansa Zuan Afiya Layansa Zuan Ahmad Khatami Ahmad Yusri Andri Suherman Anggun Trisnani Apriani, Rini Ari Prasetya Ningrum Ari Prasetyaningrum Ari Prasetyaningtum Astrid Dwimaulani Astuti, Maeli Aulia, Halimatul Aulia, Safna Aziza Azizka, Baiq Zara Aznil Aini Baiq Helmalya Roshita Baiq Suprapti Handini Elma Tiyana Emiliana, Emiliana Farizi, Zukhruf Ghanesya Hari Murti Ilmiani Ilmiani Islam, Bangun Laila Wati M. Adib Nazri M. Fathoni M. Junaidi Marzuki Mahmudatul Farida Maini Maini Maman Asrobi Marhamah Marlina Muawanah Muawanah Muhamad Husnu Muhammad Husnu Muhammad Junaidi Marzuki Muhammad Yusron Azani Najwa Suhartati Ningrum, Ari Prasetya Nisa’ul Aulia’ Nufus, Ghinan Nurpazila Nurpazila Opinia, Liana Pebianti, Kuspina Pebriyani, Pebi Putri Hariza Sholihah Sabili, Aling Siyan Selamet Riadi Jaelani Septiana, Safira Setiarini, Rimbi Budi Setiawan, Budi Siti Maemunah Siti Maysuroh Suharsono, Degita Danur Sylvia, Sylvia Tesa Widiya Nurimartina Usuluddin, Usuluddin Usuludin Usuludin Wahyuni, Lilis Sri Wahyuni Wicaksono, Julien Arief Yulia Agustina Yulia Agustina YULIA AGUSTINA Zahratul Fikni Zukhruf Farizi