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Designing Local Culture-based Canva Narratives to Enhance Reading Skills for Junior High School Students Hardina, Like Trisnawati; Asari, Slamet; Maruf, Nirwanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3802

The study aimed to develop culturally relevant reading materials for eighth-grade students at one of the state junior schools in Ponorogo, Indonesia, using Canva as a digital platform. The primary objective was to improve students' reading comprehension by integrating local cultural narratives, such as the stories of Reog Ponorogo and Lake Ngebel, into narrative texts. The research employed the ADDIE model to systematically design and implement these materials, with phases including analysis, design, development, implementation, and evaluation. In the Analysis phase, student needs were assessed through questionnaires, revealing that students struggled with narrative structure and found traditional reading materials disengaging. The Design and Development phases involved creating visually engaging, culturally relevant narrative materials using Canva. The materials were then tested in the classroom, where students interacted with the content through reading tasks and quizzes. Findings showed significant improvements in students' engagement and reading comprehension. Over 80% of the participants reported that the materials were more relatable and easier to understand than traditional texts. The study concluded that integrating local culture into reading materials through digital platforms like Canva enhances both student motivation and learning outcomes.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM Endarwati, Endarwati; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8421

This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.

EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES Indayani, Wahyu Restu; Asari, Slamet; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8817

The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms.

EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM Fariha, Nur; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.9083

This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

Developing And Evaluating ASMR-Based Digital Media To Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach Ibad, Akhmad Irsadul; Maruf, Nirwanto; Kuchakovska, Halyna
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2423-2442

Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.

VOCABULARY GROWTH THROUGH INDEPENDENT READING: A CASE STUDY OF EFL STUDENTS Ufairoh Rozana Nabilah; Nirwanto Maruf
Indonesian Journal of Learning and Instruction Vol. 8 No. 1 (2025)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v8i1.11679

This study investigates the relationship between independent reading frequency and vocabulary growth among EFL students at Universitas Muhammadiyah Gresik. Using a quantitative research design, data were collected from 50 undergraduate students majoring in English through a close-ended questionnaire. The results of this study underscore the critical role that regular independent reading plays in enhancing vocabulary acquisition and overall language proficiency among EFL students. Specifically, the strong positive correlation between reading frequency and vocabulary growth (r = 0.62, p < 0.01) indicates that students who engage in independent reading activities more frequently tend to experience greater improvements in their vocabulary. This finding is further supported by the subgroup analysis, which revealed that reading books and academic articles had the strongest correlation with vocabulary growth (r = 0.65, p < 0.01 for books; r = 0.58, p < 0.01 for academic articles). These materials often provide rich and varied contexts for encountering new words, which facilitates deeper understanding and retention. The findings highlight the need for educational strategies that encourage all students to read more frequently and diversely. Future research could explore additional factors that influence reading habits and vocabulary growth among EFL students. For instance, studies could investigate the impact of motivation, reading interest, and the availability of reading materials on students' reading frequency and vocabulary acquisition. Additionally, research could examine the role of socio-cultural factors, such as family background and peer influence, in shaping reading habits. Furthermore, longitudinal studies could track changes in reading frequency and vocabulary growth over time to provide insights into the long-term effects of independent reading.

INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH Bidzlamira Dita Centrisia; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11793

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.

INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY Nirwanto Maruf; Khoirul Anwar; Salsabilah Latifa
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11895

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.

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