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All Journal Journal on English as a Foreign Language (JEFL) Linguistics and Elt Journal PROJECT (Professional Journal of English Education) Academia Open Indonesian Journal of Education Methods Development Procedia of Social Sciences and Humanities Journal of Islamic and Muhammadiyah Studies Studies in English Language and Education Inquest Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Teaching, Learning, and Development Indonesian Journal of English Language Teaching and Applied Linguistics Journal of Higher Education and Academic Advancement
Santoso, Dian Rahma
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ZepQuiz Game-Based Learning for Improving Students’ Narrative Reading Skills: ZepQuiz: Pembelajaran Berbasis Permainan untuk Meningkatkan Keterampilan Membaca Naratif Siswa Santoso, Dian Rahma; Tamara, Pasya Rahma; Nabhila, Calista Ananda; Ningsih, Andini Widia; Sujarwo, Gita Desire; Fadlilah, Nurul Lailatul Qodriatil
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12792

Abstract

General background: Reading comprehension remains a core challenge in English as a Foreign Language (EFL) learning. Specific background: Many high school students struggle to understand narrative text structures and implicit meanings. Knowledge gap: Few studies have investigated the integration of the ZepQuiz platform within Game-Based Learning (GBL) to enhance narrative reading comprehension at the secondary level. Aims: This study examined the use of ZepQuiz as a digital learning medium to improve students’ reading comprehension and motivation in narrative texts. Results: Using a one-group pretest-posttest quantitative design, findings from 35 students showed a statistically significant improvement (p < 0.05) in reading comprehension and motivation scores after ZepQuiz implementation. Novelty: The research highlights ZepQuiz’s ability to integrate gamification elements—leaderboards, instant feedback, and time challenges—to promote engagement and cognitive processing. Implications: ZepQuiz can be applied as an innovative and interactive learning approach to support digital-based English education. Highlight & Keyword• Motivation improvement through gamified reading• Cognitive engagement in narrative comprehension• Technology-based EFL instruction Keywords: ZepQuiz, Game-Based Learning, Reading Comprehension,Narrative Text, English Education
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text Santoso, Dian Rahma; Fauziah, Humairah; Mukminatien, Nur
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9593

Abstract

Research highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts.
Getting stuck: A study of Indonesian EFL learners self-efficacy, emotional intelligence, and speaking achievement Santoso, Dian Rahma; Affandi, Ghozali Rusyid; Basthomi, Yazid
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30969

Abstract

The problems of speaking mastery faced by EFL students in higher education are various. The frequency of making mistakes in completing specific tasks is because of poor communication skills. Students have minimum chances resulting lack of practice that affects their successful performance. Self-efficacy and emotional intelligence were determined to be two essential components to developing and improving learners speaking abilities. This study is purposed to investigate the correlation between self-efficacy, emotional intelligence, and the achievement of students English speaking. This study used a quantitative correlational design. The data are gathered by using a self-efficacy scale expanded from the General Self-Efficacy Skill (GSE), emotional intelligence was measured with the emotional intelligence scale adapted from the Emotional Regulation Questionnaire (ERQ), while the speaking achievement was administered to 100 students in public speaking class. The students performed a seven-minute speech and scored based on the content, proficiency, and delivery method. The data on self-efficacy and emotional intelligence were analyzed by using multiple correlations and multiple regressions. The finding shows a significant correlation between self-efficacy and students speaking achievement (F=9.510; p=0.0030.05), while the effect size of self-efficacy on students speaking achievement is 0.102 or 10,2 %. However, there is no correlation between emotional intelligence and speaking achievement (F=2.861; p=0.0940.05). Due to the absence of a significant relationship between emotional intelligence and speaking achievement then this makes the effect size of the emotional intelligence on speaking achievement very small which is 3.3%. Then, the best model to describe students achievement is by using self-efficacy variables and eliminating emotional intelligence variables (t=3.084; Sig. 0.0030.05). This study contributes to all speaking teachers being able to reveal the students self-efficacy and emotional intelligence toward learning speaking.
Is There Any Effect of Reading Habits on Writing Skills for Junior High Students: Apakah Ada Pengaruh Kebiasaan Membaca dengan Keterampilan Menulis untuk Siswa Menengah Pertama Anisah, Devi Nur; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 17 No. 4 (2022): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i.665

Abstract

This study aims to show the influence between reading habits and writing skills among students. This research uses quantitative methods. The population used in this study were seventh grade students of SMP At Tibyan Gempol. The sample used in this study amounted to 70 students. The technique used in data collection is a questionnaire used to measure reading habits and a writing test is used to determine how much students are in writing skills. The results of calculations with SPSS for Windows show that the coefficient of the influence of the variables on reading habits and writing skills is 0.627 and the rtable value at significance = 0.05 with df = 68 is 0.235. So, it can be concluded that the value (0.625) > rtable (0.235). This means that Ha is accepted and Ho is rejected. This means that there is a positive influence between the variable X (Reading Habits) and the variable Y (Writing Skills) in seventh grade students.
Students Perception of Erlangga Book Reader Application in Listening Skill: Persepsi Siswa Terhadap Aplikasi Pembaca Buku Erlangga dalam Keterampilan Menyimak Safitri, Elisa Bella; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.714

Abstract

Globalization Era presents a fun context through the use of application technology on mobile phones as a method of learning English in listening skills. such as the use of the Erlangga book reader application on listening skills, based on student perceptions. Erlangga Book Reader is an iOS and Android-based application to play multimedia content from Erlangga Book Publishers using a QR Code. The purpose of this study was to determine students' perceptions of the Erlangga Book Reader application on listening skills. This research uses qualitative research. Data collection techniques using a questionnaire. The results showed that students' perceptions of the Erlangga Book Reader had a significant effect on students' listening comprehension, although there were some difficulties felt by students. This can be seen from the results of the questionnaire given to 3rd grade students randomly as many as 20 respondents, from 10 questions that were answered.
The Use of Animation Film in Writing Skill at Junior High School: Penggunaan Film Animasi dalam Keterampilan Menulis di Sekolah Menengah Pertama Adiningtyas, Widya; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.719

Abstract

Writing is one of the difficult skills for students because it requires the ability to express ideas, thoughts and feelings. This study discusses the use of animated film in learning recount text writing skills for 8H grade students at SMP Negeri 2 Gempol. The purpose of this study was to determine the effect of using animated film on the ability to write recount text. The method used in this study is quantitative with a pre-experimental design that applied pre-test and post-test instruments. By using the paired sample T-Test, it shows that there are differences in the results of the average scores of the pre-test and post-test, namely 61.41 for the average value of the pre-test, and 75.63, for the post-test. This shows that the use of animated films has an influence in learning writing skills.
The Use of Kahoot in Writing Skills in Junior High School: Penggunaan Kahoot dalam Keterampilan Menulis di Sekolah Menengah Pertama Romatullah, Sitti; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.720

Abstract

Writing skill is a way to express and build the ideas into written form. In 4.0 era, which technology is to support the education, one of which is by using Kahoot in learning process. The methodology used in this research was the experimental quantitative research with the paired sample t-test. The research population was 319 eigh grade students. Then, the research sample was 8E consisting of 36 students at SMPN 3 Sidoarjo in the academic year of 2021/2022. The result of the data presented that, there was significant different score between pre-test and post-tes. The mean pre-test was 54.25 and the the mean of post-test was 68.78. The significant value of the research was 0.000 < significant level 0.05. therefore, it showed there is an effect of Kahoot for learning writing skill recount text of the eight grade students at SMPN 3 Sidoarjo
Technology, Entertainment, and Design (TED) Channel as a Tool for Improving Vocational Students' Speaking Skills: Teknologi, Hiburan, dan Desain sebagai Alat untuk Meningkatkan Kemampuan Berbicara Siswa Sekolah Menengah Kejuruan Anggraini, Nur Ajizah Utami; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.863

Abstract

General Background: Speaking skills are essential for English language learners, particularly in non-native English-speaking countries like Indonesia. However, many students struggle due to limited resources, unengaging teaching methods, and lack of exposure to authentic spoken English. Specific Background: The TED channel on YouTube offers a potential solution by providing diverse, high-quality spoken English content featuring various accents and speaking styles. Knowledge Gap: While previous studies suggest that TED videos enhance public speaking, limited research explores their effectiveness in improving vocational high school students' general speaking skills. Aims: This study investigates the impact of using TED channel videos on students’ speaking proficiency at SMK Dian Indonesia. Results: A pre-experimental study with pre-test and post-test design was conducted, analyzing data using paired-sample t-tests. Findings revealed a significant improvement in students' speaking skills, with mean scores rising from 71.2 to 79.9 (p < 0.05). Novelty: Unlike prior studies focusing on public speaking, this research highlights TED’s effectiveness in improving general speaking proficiency, particularly in vocational high school settings. Implications: The findings suggest that integrating TED videos into language instruction can enhance engagement and speaking performance, encouraging educators to adopt multimedia tools for language learning. Highlights: TED videos enhance students' pronunciation, fluency, and intonation through exposure to native speakers. Significant score improvement from pre-test to post-test confirms the effectiveness of TED as a learning tool. Multimedia integration in English teaching increases student engagement and motivation. Keywords: TED Channel, Speaking Skills, Vocational Students, Language Learning, Multimedia Teaching
LetMeSpeak Mobile Application Supports Students' English Speaking Skill Development: Aplikasi Mobile LetMeSpeak Dukung Pengembangan Kemampuan Berbahasa Inggris Siswa Mahendra, Muhammad Fikri Agung; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.865

Abstract

General Background: English speaking skills are essential for communication, yet many students struggle with fluency due to limited practice opportunities and ineffective learning methods. Specific Background: In Indonesia, junior high school students often face challenges in vocabulary retention, grammar application, and pronunciation, impacting their speaking proficiency. Knowledge Gap: While technology-enhanced learning tools have shown promise, research on the effectiveness of mobile applications like LetMeSpeak in improving speaking skills remains limited. Aims: This study examines the impact of LetMeSpeak on students' English-speaking skills through a pre-experimental design using pre-test and post-test assessments. Results: The findings reveal a significant improvement in students’ speaking performance, with an average score increase from 62.88 (pre-test) to 76.00 (post-test). Novelty: Unlike traditional methods, LetMeSpeak integrates interactive AI-driven features that enhance pronunciation, vocabulary, and fluency through real-life conversation simulations. Implications: The study suggests that mobile-assisted language learning, particularly LetMeSpeak, can be an effective pedagogical tool for improving English-speaking skills among junior high school students, offering educators an innovative and engaging approach to language instruction. Highlights: Technology-Enhanced Learning – LetMeSpeak effectively improves students' English-speaking skills through interactive AI-driven features. Significant Score Improvement – Students’ average speaking scores increased from 62.88 (pre-test) to 76.00 (post-test). Pedagogical Implications – Mobile-assisted language learning can be a practical tool for enhancing fluency, pronunciation, and vocabulary in junior high school students. Keywords: LetMeSpeak, Speaking Skills, Mobile-Assisted Language Learning, Junior High School, English Education
YouTube Videos Support Descriptive Writing Skills in Junior High School Amalia, Rahma; Santoso, Dian Rahma
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.883

Abstract

General Background: Writing is a fundamental skill in English language learning, yet it poses persistent challenges for students, particularly in constructing descriptive texts. Specific Background: The integration of digital media, such as YouTube, offers a potential solution to enhance writing instruction by providing engaging and accessible content. Knowledge Gap: However, there remains limited empirical evidence on the effectiveness of YouTube as a medium for improving descriptive writing skills among junior high school students. Aims: This study aims to investigate the impact of YouTube video content on students’ ability to write descriptive texts. Results: Utilizing a quantitative pre-experimental design involving a pre-test and post-test, the study revealed a significant improvement in students’ writing performance. The post-test average score (88.6) exceeded the pre-test score (78.6), and the t-test result (-10.247 > 2.085) confirmed the statistical significance of this difference. Novelty: This study contributes novel insights into the use of the “Easy English” YouTube channel as a practical instructional tool specifically targeted at enhancing descriptive text writing. Implications: The findings suggest that YouTube can be effectively incorporated into English language pedagogy to improve students' writing abilities, thereby supporting the development of media-enriched learning environments at the junior high school level. Highlights :  YouTube enhances students’ descriptive writing performance. Pre-experimental design shows significant score improvement. Digital media supports engaging English instruction. Keywords : YouTube, Descriptive Text, Writing Skills, Junior High School, Language Learning 
Co-Authors Adiningtyas, Widya Amalia, Rahma Anggraini, Nur Ajizah Utami Anisah, Devi Nur Aprilia, Friska Aristanty, Novi Azhar, Sofura Fadlilah, Nurul Lailatul Qodriatil Fatmakiyyah, Fatmakiyyah Fauziah, Humairah Febryanti, Wyndis Faradita Ghozali Rusyid Affandi Irmayanti, Nunik Joko Susilo LAILATUL MAGHFIROH Mahendra, Muhammad Fikri Agung Nabhila, Calista Ananda Ningsih, Andini Widia Nur Maghfirah Aesthetika Nur Mukminatien Nurani, Sevya Dwi Gita OIKUREMA PURWATI Palupi, Dinar Prasetyaning Ramadhanti, Erina Widya Romatullah, Sitti Safitri, Elisa Bella Sujarwo, Gita Desire Syarafina, Danti Fadiah Tamara, Pasya Rahma Vidya Mandarani Wahyu Taufiq Yazid Basthomi Yuwono, Farah Amaliyah