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All Journal PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Register Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education Technology Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) PROJECT (Professional Journal of English Education) 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 Journey: Journal of English Language and Pedagogy Explorations in English Learning
Surayya, St. Ayu
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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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.
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

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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.
Grammar Learning Strategies Applied by English Foreign Language Students Ari Prasetyaningrum; Maman Asrobi; St Ayu Surayya; Siti Maysuroh
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.7168

Abstract

The purpose of this research was to find out types of learning strategies applied by students of English education study program at Hamzanwadi University. The subjects of research taken were 75 students of the first semester who took basic English grammar course. Descriptive quantitative was used to obtain and analyze data. The research result showed that the most dominant learning strategy in studying grammar was metacognitive (20, 93%), followed by cognitive (18, 49%), social (17, 83%), affective (16, 48%), memory (15, 97%) and the least applied by the students was compensation (10, 25%). Furthermore, the reason why the students tend to apply metacognitive strategy in learning grammar because it enables them to pay attention on a particular grammar pattern, try to understand and relate it to the previous materials which have been familiar to the students’ minds. Thus, it is implied to the teachers to understand the types of learning strategies then guide the students during their study for a better learning outcome.
Beyond the Basics: Investigating Grammar Struggles of Intermediate-Level University Learners Najwa Suhartati; St Ayu Surayya; Laila Wati
Explorations in English Learning Vol. 2 No. 1 (2026): June
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/exel.v2i1.264

Abstract

This study aims at identifying the grammar difficulties encountered by students in the Intermediate English Grammar course at Hamzanwadi University, investigate the contributing factors, and explore possible solutions proposed by students to address these challenges. Using a descriptive qualitative approach, the research involved 20 purposively selected students. The data were collected through questionnaire, interviews to obtain students’ perspectives and document analysis of their final examination papers to examine their actual grammar performance. To ensure the trustworthiness, methodological triangulation was applied. The data analysis in this study was carried out through three systematic stages, namely data reduction, data display, and conclusion drawing, which were integrated within the framework of triangulation. The results revealed that the most frequent grammatical difficulties were related to tenses and clauses, while additional challenges were observed in subject–verb agreement, modals, articles, and prepositions. These difficulties were largely attributed to limited practice opportunities, difficulty in memorizing grammar rules, restricted vocabulary, and less engaging teaching methods. To overcome these issues, it is suggested that students engage in more contextual grammar practice using authentic materials, while lecturers adopt more communicative and interactive teaching strategies supported by targeted remedial sessions and constructive feedback, in order to enhance students’ grammar mastery.
Improving Students’ Reading Comprehension through the RAPQ (Read-Ask-Put-Question) Technique Siti Maemunah; St. Ayu Surayya; Zukhruf Farizi
Explorations in English Learning Vol. 1 No. 1 (2025): June
Publisher : Sumber Belajar Sejahtera

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Abstract

This classroom action research aimed to improve the reading comprehension skills of eighth-grade EFL students by implementing the Read-Ask-Put-Question (RAPQ) technique at SMP NW Gelanggang during the 2024–2025 academic year. The research followed the standard planning, acting, observing, and reflecting cycle. Seventeen students participated in a one-cycle intervention that integrated the RAPQ technique into regular reading instruction. The technique involved four structured stages: reading the text, identifying and asking about the main idea, paraphrasing the idea using the students’ words, and generating and answering comprehension questions. Data were collected using pre-test and post-test assessments, supported by classroom observations and field notes. Quantitative results showed a significant improvement in students’ reading performance, with the mean score increasing from 8.18 to 17.29. A paired-sample t-test confirmed that this improvement was statistically significant (t (16) = -9.877, p < .001). The results indicate that the RAPQ technique fosters more active, strategic reading by encouraging comprehension monitoring and textual engagement. The study concludes that RAPQ is a practical, student-centered strategy for enhancing reading comprehension in lower secondary EFL contexts, particularly where students have previously relied on teacher-dominated instruction.
Challenges of an English Teacher in Teaching at The Best School in a Rural Area Marhamah; Ari Prasetyaningrum; M. Adib Nazri; Siti Ayu Surayya
Journal of Classroom Action Research Vol. 8 No. 1 (2026): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i1.13220

Abstract

This study aims to identify the challenges faced by an English teacher and the strategies used to overcome them at MA NWDI Lepak, recognized as the best school in a rural area of East Lombok. Using a qualitative descriptive approach, this research explored the teacher’s real experiences through classroom observation, semi-structured interviews, and documentation. The findings revealed three major challenges in English teaching: low student motivation, varied levels of language proficiency, and limited learning facilities. To address these, the teacher implemented adaptive strategies such as brainstorming, elicitation, scaffolding, group learning, differentiated support, and delayed error correction. These approaches demonstrated creativity and student-centered teaching that fostered learning despite infrastructural constraints. The study concludes that the success of English teaching in rural schools depends not on advanced facilities but on the teacher’s creativity, innovation, and adaptability, and recommends that rural teacher development programs emphasize context-based pedagogical training to enhance effective, communicative, and contextualized English instruction.
ENHANCING EFL LEARNERS' WRITING SKILL THROUGH SPACED PRACTICE IN MICRO JOURNAL Opinia, Liana; Surayya, St Ayu; Dwimaulani, Astrid; Husnu, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58028

Abstract

This study investigated the effectiveness of spaced practice through micro-journal writing in enhancing the writing skill of 20 non-formal EFL learners in Lombok, Indonesia, and examined whether the resulting improvement was retained after a delay. Using a pre-experimental one-group design, participants completed a pre-test, three spaced treatment sessions, a post-test, and a delayed post-test administered seven days later. Writing was scored using an analytical rubric adapted from the ESL Composition Profile (Jacobs et al., 1981) covering five aspects: content, organization, vocabulary, grammar, and mechanics. Results showed a significant improvement from pre-test (M = 66.80) to post-test (M = 77.40), t(19) = 4.348, p = 0.001, with a large effect size (Cohen's d = 0.97). No significant difference was found between post-test and delayed post-test scores, t(19) = 1.522, p = 0.144, indicating that the improvement was retained over the seven-day period. These findings confirm that spaced practice through micro-journal writing is effective in enhancing EFL learners' writing skill and that the resulting gains are durable.
DEVELOPING STUDENTS’ WRITING SKILLS THROUGH EXPERIENTIAL SOCIAL MEDIA POST SIMULATIONS Nufus, Ghinan; Surayya, St Ayu; Dwimaulani, Astrid; Husnu, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59485

Abstract

This study aimed to determine whether Experiential Social Media Post Simulation had a significant effect on the writing skills of eleventh-grade students at MA Mu'allimat NWDI Kelayu in the 2025/2026 academic year. The study employed a pre-experimental one-group pre-test and post-test design. The sample consisted of 20 eleventh-grade students selected through purposive sampling. Data were collected using writing tests and assessed with an analytical scoring rubric covering content, organization, vocabulary, grammar, and mechanics. The data were analyzed using descriptive statistics, N-gain analysis, the Shapiro-Wilk normality test, and the paired-sample t-test. The results showed that the mean score increased from 56.80 in the pre-test to 65.20 in the post-test. The paired-sample t-test produced a significance value (Sig. 2-tailed) of less than 0.001, indicating a statistically significant difference between the pre-test and post-test scores. However, the average N-gain score was 0.196, categorized as low, indicating limited improvement in students' writing skills. Among the five writing components, content showed the greatest improvement, while mechanics showed the least. Therefore, Experiential Social Media Post Simulation was associated with improved students' writing scores, although the level of improvement remained low based on the N-gain analysis.
LEVERAGING AUGMENTED REALITY (AR) LEARNING MEDIA INTEGRATED WITH ASSEMBLR EDU TO ENHANCE EFL STUDENTS’ VOCABULARY RETENTION Siti Ayu Surayya; Baiq Helmalya Roshita; Zahratul Fikni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60548

Abstract

Vocabulary retention remains a significant challenge in learning English as a Foreign Language (EFL), especially in settings with limited language exposure. Conventional teaching methods are often less interactive and less effective at supporting long-term vocabulary retention. This study aims to determine the effect of Augmented Reality (AR) learning media integrated with Assemblr Edu on the vocabulary retention of EFL students at SMPN 1 Terara. This study used a one group pre-experimental design with a pre-test and post-test involving 30 eighth-grade students selected through cluster random sampling. Data were collected using a vocabulary retention test consisting of 20 items and were analyzed using descriptive statistics, the Kolmogorov-Smirnov and Shapiro-Wilk normality tests, a paired t-test, and Normalized Gain (N-Gain). The results showed that the students’ average score increased from 66.67 on the pre-test to 80.83 on the post-test, with an average difference of 14.17 points. The paired-sample t-test yielded a t-value (29) of 14.167, p = 0.000 (< 0.05), indicating a statistically significant difference between the pre-test and post-test scores, thereby rejecting the null hypothesis (H₀) and confirming the alternative hypothesis (H₁). The N-Gain analysis yielded an average score of 42.38% (medium category). These findings indicate that AR media integrated with Assemblr Edu is quite effective in improving EFL students’ vocabulary retention through interactive, contextual, and immersive learning experiences. Keywords: Augmented Reality, Assemblr Edu, EFL, Vocabulary Retention, Pre-Experimental.
Co-Authors Afiya Layansa Zuan Afiya Layansa Zuan Andri Suherman Apriani, Rini Ari Prasetya Ningrum Astuti, Maeli Aulia, Halimatul Azizka, Baiq Zara Baiq Helmalya Roshita Dwimaulani, Astrid Elma Tiyana Emiliana, Emiliana Farizi, Zukhruf Ghanesya Hari Murti Handini, Baiq Suprapti Ilmiani Ilmiani Jaelani, Selamet Riadi Laila Wati M. Adib Nazri M. Adib Nazri M. Fathoni M. Junaidi Marzuki Maini Maini Maman Asrobi Marhamah Marlina Muawanah Muawanah Muhamad Husnu Muhammad Husnu Najwa Suhartati Ningrum, Ari Prasetya Nufus, Ghinan Nurpazila Nurpazila Opinia, Liana Pebianti, Kuspina Pebriyani, Pebi Prasetyaningrum, Ari Sabili, Aling Siyan Selamet Riadi Jaelani Septiana, Safira Setiarini, Rimbi Budi Siti Maemunah Siti Maysuroh Siti Maysuroh Suharsono, Degita Danur Sylvia, Sylvia Tesa Widiya Nurimartina Usuluddin Usuluddin Usuluddin, Usuluddin Wicaksono, Julien Arief Yulia Agustina YULIA AGUSTINA Zahratul Fikni Zukhruf Farizi