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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LITE: Jurnal Bahasa, Sastra, dan Budaya ELT Worldwide: Journal of English Language Teaching BAHASA DAN SASTRA Jurnal Celtic Al-Lisan Ahmad Dahlan Journal of English Studies EDUCAFL : E-Journal of Education of English as a Foreign Language VIVID Journal of Language and Literature Kajian Linguistik dan Sastra Abjadia, International Journal of Education International Journal of Humanity Studies (IJHS) Journal of Language and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Akuntansi dan Pajak Jurnal Ilmiah Ekonomi Islam English and Literature Journal ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching LET: Linguistics, Literature and English Teaching Journal Ranah: Jurnal Kajian Bahasa E-Structural ELS Journal On Interdisciplinary Studies in Humanities LEKSIKA Globish: An English-Indonesian Journal for English, Education, and Culture Lire journal (journal of linguistics and literature Jurnal Bahasa Lingua Scientia Journal AL-MUDARRIS JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Journal of Pragmatics Research Journal of English Education Acuity : Journal of English Language Pedagogy, Literature and Culture NOTION: Journal of Linguistics, Literature, and Culture International Journal of Economics, Business and Accounting Research (IJEBAR) EDUTEC : Journal of Education And Technology Jurnal Ilmiah Edunomika (JIE) Jurnal Humanities Pengabdian Kepada Masyarakat IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of English Language and Culture Pioneer: Journal of Language and Literature Budimas : Jurnal Pengabdian Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Anaphora: Journal of Language. Literary and Cultural Studies Getsempena English Education Journal Pedagogy : Journal of English Language Teaching SALEE: Study of Applied Linguistics and English Education Education and Linguistics Knowledge Journal (Edulink) International Journal of Computer and Information System (IJCIS) Inovasi Kurikulum Al-Lisan: Jurnal Bahasa ELECTRUM: The English Language and Education Spectrum EBONY EPIGRAM (e-journal) Jurnal Ilmu Sosial dan Humaniora Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Soshum: Jurnal Sosial dan Humaniora JASL - Journal of Applied Studies in Language Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Relevance: Journal of Management and Business Jurnal Educative: Journal of Educational Studies JELL (Journal of English Language Learning LingPoet: Journal of Linguistics and Literary Research JIPkM Al Basirah Jurnal Bahasa Asing ATHENA: Journal of Social Culture and Society Journal of English in Academic and Professional Communication PRIMACY Journal of English Education and Literacy TEFLICS Leksema: Jurnal Bahasa dan Sastra Journal of Entrepreneurship and Community Innovations ADJES (Ahmad Dahlan Journal of English Studies) ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan Innovations in Language Education and Literature International Journal of Sustainable English Language, Education, and Science Indonesia Technology-Enhanced Language Learning (iTELL) Journal ELT Echo: The Journal of English Language Teaching in Foreign Language Context Ranah: Jurnal Kajian Bahasa JENTERA: Jurnal Kajian Sastra
Fitria, Tira Nur
Department Of Sharia Economics, ITB AAS, Surakarta
Religion Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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USING CANVA AS MEDIA FOR ENGLISH LANGUAGE TEACHING (ELT) IN DEVELOPING CREATIVITY FOR INFORMATICS STUDENTS’ Tira Nur Fitria
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 1 (2022): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i1.10789

Abstract

This research simulates the use of Canva as a medium for English Language Teaching (ELT) in developing the creativity of Informatics Students in English for Working Course at ITB AAS Indonesia. This research is descriptive qualitative. The result analysis shows that educators (teachers or lecturers) can use the Canva application in English Language Teaching (ELT) such as creating materials for job vacancies, cover letter/job application letter, curriculum vitae (CV) or resume in English for Working subject to the students. In creating materials for “Job Vacancy”, we can use a template or layout of brochures, flyers, or announcements. Canva is very suitable to be used for learning basic competencies about functional texts, including functional texts to make brochures/flyer/announcement, letter, and curriculum vitae (CV) or resume by editing the existing text in the Canva application and then changing it with their words according to the situation requested by the teacher. Canva is hoped can develop and grow students' creativity in the field of technology by designing their designs, adding text, adding images, or adding photos. Canva application is very easy to practice and suitable for students majoring in Informatics students who want to learn to make simple graphic designs creatively and innovatively.
A Translation Analysis of Kahlil Gibran’s “The Broken Wings” to “Sayap-Sayap Patah” by Sapardi Djoko Damono and M. Ruslan Shiddieq Tira Nur Fitria
Ranah: Jurnal Kajian Bahasa Vol 13, No 1 (2024): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v13i1.4713

Abstract

This research analyzes the translation between two translators in translating Kahlil Gibran’s work entitled “The Broken Wings” into ‘Sayap-Sayap Patah”. This research is descriptive qualitative. The analysis shows that the two translators have different styles of translating. The first translator, Sapardi Djoko Damono, chose a more formal and direct style in his translation, while the second translator, M. Ruslan Shiddieq, tended to use a more expressive style and prioritized artistic impressions. Sapardi Djoko Damono maintained fidelity to the original text by translating it literally, while M. Ruslan Shiddieq carried out free interpretation and created more metaphorical and creative sentences. These differences in approach result in translations that have different nuances and expressions, reflecting the translator's style and preferences. Despite their differences, both translators, Sapardi Djoko Damono and M. Ruslan Shiddieq, effectively convey the essence of Kahlil Gibran's "The Broken Wings" in Indonesian, albeit through distinct stylistic lenses. To be a proficient translator of literary works, one must possess a mastery of both the source and target languages, a deep understanding of literature, a keen sense of aesthetics, and a strong sense of literature. Literature with its emotional depth and linguistic beauty resonates deeply with readers Skilled translators like Sapardi Djoko Damono and M. Ruslan Shiddieq bring forth its lyrical and profound qualities in their translations. Overall, the translation of literary works requires not only linguistic proficiency but also creative skill and cultural sensitivity. Each translator brings their unique style and approach, shaping the reader's experience of the translated work. As readers, we can appreciate and explore the diverse interpretations offered by different translations, enriching our understanding and enjoyment of literature in translation. AbstrakPenelitian ini menganalisis penerjemahan antara dua orang penerjemah dalam menerjemahkan karya Kahlil Gibran yang berjudul “The Broken Wings” ke dalam ‘Sayap-Sayap Patah’. Penelitian ini bersifat deskriptif kualitatif. Hasil analisis menunjukkan bahwa kedua penerjemah mempunyai gaya penerjemahan yang berbeda. Penerjemah pertama, Sapardi Djoko Damono, memilih gaya yang lebih formal dan langsung dalam penerjemahannya, sedangkan penerjemah kedua, M. Ruslan Shiddieq, cenderung menggunakan gaya yang lebih ekspresif dan mengutamakan kesan artistik. Sapardi Djoko Damono menjaga kesetiaan pada teks aslinya dengan menerjemahkannya secara harfiah, sedangkan M. Ruslan Shiddieq melakukan interpretasi bebas dan menciptakan kalimat yang lebih metaforis dan kreatif. Perbedaan pendekatan ini menghasilkan terjemahan yang mempunyai nuansa dan ekspresi berbeda yang mencerminkan gaya dan preferensi penerjemah. Meski berbeda, kedua penerjemah, Sapardi Djoko Damono dan M. Ruslan Shiddieq efektif menyampaikan esensi “Sayap Patah” karya Kahlil Gibran dalam bahasa Indonesia, meski melalui lensa stilistika yang berbeda. Untuk menjadi seorang penerjemah karya sastra yang mahir, seseorang harus memiliki penguasaan bahasa sumber dan bahasa sasaran, pemahaman yang mendalam tentang sastra, rasa estetika yang tajam, dan rasa sastra yang kuat. Sastra dengan kedalaman emosional dan keindahan linguistiknya sangat disukai pembaca. Penerjemah terampil seperti Sapardi Djoko Damono dan M. Ruslan Shiddieq menonjolkan kualitas liris dan mendalam dalam terjemahannya. Secara keseluruhan, penerjemahan karya sastra tidak hanya memerlukan kemahiran linguistik tetapi juga keterampilan kreatif dan kepekaan budaya. Setiap penerjemah menghadirkan gaya dan pendekatan uniknya masing-masing, yang membentuk pengalaman pembaca terhadap karya terjemahan. Sebagai pembaca, kita dapat mengapresiasi dan mengeksplorasi beragam penafsiran yang ditawarkan oleh berbagai terjemahan sehingga memperkaya pemahaman dan kenikmatan kita terhadap karya sastra dalam terjemahan.
AI-Powered Chatbots of ChatGPT: Exploring the Potentials and Challenges in English Teaching and Learning Process Tira Nur Fitria
Innovations in Language Education and Literature Vol. 2 No. 2 (2025): DECEMBER 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i2.5028

Abstract

In the era of rapid digital transformation, innovations such as ChatGPT have significantly influenced various sectors, particularly education. This library-based research examines the potential benefits and challenges of using ChatGPT in the teaching and learning process. The findings indicate that ChatGPT, a natural language–based artificial intelligence developed by OpenAI, can generate human-like responses and function as a virtual assistant by providing feedback, information, and interactive dialogue. Its educational benefits include personalized learning, immediate feedback, interactive communication, support for teaching materials, enhanced learner autonomy, improved language skills, critical thinking development, and increased student motivation and engagement. However, the use of ChatGPT also presents notable challenges, including risks of biased or inaccurate information, ethical concerns, data privacy issues, plagiarism, overreliance on technology, and the potential marginalization of teachers’ roles. To maximize benefits while minimizing risks, educational institutions should integrate ChatGPT as a supportive learning tool rather than a replacement for educators, promote ethical and responsible use, establish clear policies, adapt curricula to digital developments, encourage critical engagement, and continuously monitor technological advancements. Therefore, further empirical research is needed to examine the effective, ethical, and context-sensitive integration of ChatGPT in diverse educational settings.
Game-Based Learning with Roblox for EFL or ESL Learners: A Systematic Literature Review Tira Nur Fitria
International Journal of Computer and Information System (IJCIS) Vol 7, No 1 (2026): IJCIS : Vol 7 - Issue 1 - 2026
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v7i1.267

Abstract

This research reviews and synthesizes existing studies on the use of Roblo as a game-based learning platform for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. This examines how Roblox has been implemented in language learning contexts, what language skills and competencies it supports, and what pedagogical strategies are most commonly applied. This study reviewed and synthesized previous research across different educational contexts. The selected studies gatehered from 2022 to 2025 and examine Roblox’s applications in STEM education, English language learning, higher education, religious studies, and broader skill development. The reviewed studies show that Roblox is a game-based learning platform across diverse educational contexts. Research published between 2022 and 2025 highlights its applications in STEM education, English language learning, higher education, religious studies, and broader skill development. In STEM fields, Roblox has been shown to support engineering, science, mathematics, and financial education through immersive simulations that enhance conceptual understanding, problem-solving, and analytical skills. In language learning, both learners and teachers view Roblox positively for improving vocabulary, reading comprehension, teamwork, and cultural exchange, although grammar accuracy continues to pose challenges. Beyond academic learning, Roblox fosters creativity, collaboration, innovation, and 21st-century skills, while also raising concerns regarding safety, overuse, and accessibility. Its versatility is further reflected in studies on religious education, promotional media, and metaverse schools, demonstrating broad potential across disciplines. Recent research also emphasizes the role of artificial intelligence in Roblox, particularly in enhancing game development, personalization, and learner engagement. Taken together, these studies suggest that Roblox is an effective platform for interactive, gamified, and collaborative learning, though careful pedagogical, technological, and ethical considerations are needed for its optimal implementation.
Introducing Hijaiyah Letter and Training in Writing Arabic Letters for Students of the Islamic Economics Study Program Tira Nur Fitria
ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2023): ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat
Publisher : UPT Publikasi dan Penerbitan Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/abdiunisap.v1i1.25

Abstract

This activity introduces hijaiyah letters and teaches how to write Arabic for non-Arabic study program students in ITB AAS Indonesia. This activity is held on 22 February 2023 in offline meetings, Zoom Meetings, and Live Streaming on YouTube. There are 20 students in the Islamic Economics Study Program in the 2nd semester involved in this activity. This activity is carried out through demonstrations and discussions. In the implementation of this activity, the speaker introduces Hijaiyah Letter and Harakat (Arabic vowel) to grow students' attention to the importance of learning Hijaiyah and writing Arabic. After explaining, the speaker gives assignments. The speaker gives two assignments for students to write hijaiyah letters and Arabic, especially Surah Yasin. The purpose of giving these assignments is to help the students master the rule of writing hijaiyah and can write Surah Yasin correctly. Based on the students’ writing, shows that students consider the rule of writing hijaiyah letters correctly and can write Arabic well. Writing hijaiyah letters has a higher level of difficulty compared to Latin letters because almost all of the letters can change shape based on the position of the letter when it is in the front, middle, or end of the word.
Psychological Well-Being of an English Lecturer in Managing Academic and Teaching Demands: A Narrative Study Tira Nur Fitria
International Journal of Sustainable English Language, Education, and Science Vol. 3 No. 1 (2026)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/r9pqx384

Abstract

This study explores and understands the psychological well-being of English language lecturers in managing academic and teaching demands through a narrative inquiry approach. Specifically, this research aims to identify internal and external factors influencing lecturers’ psychological well-being and to understand how these experiences shape their professional identity, resilience, and meaning-making within the context of higher education. The narrative findings show that English lecturers’ psychological well-being is a dynamic condition shaped by the interaction between internal psychological resources and external academic environments. Heavy and overlapping academic roles—teaching, research, administration, and service—create sustained workload pressure, emotional exhaustion, and blurred work–life boundaries, with administrative demands emerging as a major source of stress. Discipline-specific challenges in English teaching further intensify emotional labor, although meaningful teaching experiences and student progress serve as important protective factors. Internal resources such as motivation, resilience, self-efficacy, emotional regulation, reflective practice, and meaning-making help lecturers manage academic pressures and maintain professional commitment. While, external factors, including workload policies, leadership support, collegial relationships, teaching conditions, and institutional support systems, strongly influence whether demands are perceived as manageable or overwhelming. Overall, psychological well-being develops through continuous negotiation between personal coping capacities and organizational conditions, highlighting the need for both individual and institutional approaches to support English lecturers’ well-being. Understanding lecturers’ lived experiences enables institutions to design well-being–oriented policies and support systems. A holistic approach that combines institutional support with the strengthening of lecturers’ internal coping resources is essential to promote sustainable well-being, enhance teaching quality, and ensure long-term professional commitment.
Pemberdayaan Remaja melalui Pelatihan Pembuatan Tas Eco Print untuk Meningkatkan Kewirausahaan dan Kepedulian Lingkungan di Desa Gumpang Kartasura Suhesti Ningsih; Tira Nur Fitria; Maharani Antika Dewi; Meilan’s Dita Pratiwi; Mareta Noormala Santi; Fauzi Aris Gravita
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 8 No. 2 (2026): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v8i2.20662

Abstract

Tujuan kegiatan pengabdian ini adalah memberdayakan remaja Desa Gumpang Kartasura Sukoharjo melalui pelatihan pembuatan tas eco print guna meningkatkan keterampilan kreatif, menumbuhkan jiwa kewirausahaan, serta membangun kepedulian terhadap lingkungan melalui pemanfaatan sumber daya alam lokal yang bernilai ekonomi. Metode pengabdian yang digunakan dalam kegiatan ini adalah metode partisipatif (participatory approach) melalui workshop, penyuluhan, demonstrasi, praktik langsung, diskusi, dan pendampingan. Pendekatan ini dipilih agar peserta tidak hanya memperoleh pengetahuan secara teoritis, tetapi juga mampu mengembangkan keterampilan praktis serta menumbuhkan jiwa kewirausahaan dan kepedulian terhadap lingkungan. Sasaran kegiatan adalah remaja Karang Taruna Desa Gumpang. Pelaksanaan pengabdian dibagi menjadi tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi. Workshop pembuatan tas eco print bagi remaja Desa Gumpang yang dilaksanakan pada 16 Februari 2025 berlangsung dengan baik dan mendapat antusiasme tinggi dari peserta. Kegiatan diawali dengan penyampaian materi mengenai konsep eco print, kewirausahaan, dan pemanfaatan bahan alami sebagai produk ramah lingkungan, kemudian dilanjutkan dengan diskusi, demonstrasi, praktik pembuatan tas eco print, serta pendampingan mengenai pengemasan dan pemasaran produk. Hasil kegiatan menunjukkan bahwa peserta berhasil membuat tas eco print secara mandiri dengan motif yang beragam dan bernilai estetika, sekaligus mengalami peningkatan pengetahuan, keterampilan, kreativitas, jiwa kewirausahaan, dan kepedulian terhadap lingkungan. Peserta juga memahami bahwa potensi sumber daya alam di sekitar desa dapat diolah menjadi produk ekonomi kreatif yang memiliki nilai jual. Meskipun terdapat kendala berupa keterbatasan beberapa jenis daun dan bunga, permasalahan tersebut dapat diatasi dengan memanfaatkan tanaman lain yang tersedia di lingkungan sekitar. Secara keseluruhan, workshop ini berhasil mencapai tujuan pengabdian, yaitu memberdayakan remaja melalui peningkatan keterampilan, pengembangan kewirausahaan, dan pemanfaatan sumber daya alam lokal secara berkelanjutan.
Implementing English for Specific Purposes (ESP) in the Sharia Economics Study Program: Preparing Graduates for Diverse Professional Careers Tira Nur Fitria
Jurnal Ilmiah Ekonomi Islam Vol. 12 No. 3 (2026): Jurnal Ilmiah Ekonomi Islam
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v12i3`.19698

Abstract

The study describes the implementation of English for Specific Purposes (ESP) in the Sharia Economics Study Program in preparing graduates to meet the demands of diverse professional careers in the field of Sharia/Islamic economics and related fields. This study uses a descriptive qualitative research method. This study involved undergraduate students from various semesters to obtain detailed insights into how ESP supports their professional career preparation. The findings indicate that the implementation of English for Specific Purposes (ESP) in the Sharia Economics Study Program plays a crucial role in preparing students for professional contexts within Sharia-based economic sectors. Designed through needs analysis that considered students’ academic backgrounds, career aspirations, and workplace communication demands, the ESP course emphasized English as a practical professional tool rather than merely a general language skill. Instruction integrated all language skills with discipline-specific content, authentic materials, and real workplace scenarios related to Islamic banking, Sharia financial institutions, halal industries, and entrepreneurship. As a result, students demonstrated significant improvement in specialized vocabulary mastery, professional and functional communication skills, and confidence in using English for presentations, discussions, and professional writing. The course also incorporated authentic learning resources and embedded Islamic values, Sharia principles, and professional ethics, supporting not only linguistic competence but also character development and ethical awareness. Furthermore, ESP prepared students for diverse career paths by developing transferable communication skills applicable across multiple professional roles in the Sharia economic sector, thereby enhancing employability readiness and professional identity. However, several challenges were identified, including varied student proficiency levels, limited prior exposure to discipline-specific English, time constraints, scarcity of specialized teaching materials, and institutional limitations affecting curriculum alignment. These findings suggest important implications for ESP curriculum development, highlighting the need for systematic needs-based design, integration of language and content, collaboration between English and subject-matter lecturers, development of tailored materials, performance-based assessments, and sustained institutional support to ensure that ESP remains relevant to evolving industry demands and effectively bridges academic learning with professional workplace expectations. It is suggested that ESP implementation in Sharia Economics programs be strengthened through systematic, needs-based curriculum design and closer collaboration between English lecturers and subject experts. Institutions should support the development of specialized materials, adequate instructional time, and interdisciplinary coordination. Lecturers should also apply differentiated and confidence-building strategies to address varied student proficiency levels. In addition, ESP should continue to integrate authentic workplace tasks, performance-based assessments, and Islamic values to ensure relevance to professional demands. Continuous evaluation is necessary to keep the ESP curriculum responsive to evolving industry needs and to enhance students’ employability readiness.
Online Learning Implementation and Challenges during Covid-19 Pandemic: English Lecturers’ Perspective in Indonesia Tira Nur Fitria; Afdaleni; Nurmala Elmin Simbolon; Ida Bagus Putu Suamba
Soshum: Jurnal Sosial dan Humaniora Vol. 12 No. 2 (2022): July 2022
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/soshum.v12i2.171-183

Abstract

This study investigates the English lecturers’ perspective on the implementation and their challenges (difficulties) in online learning during the Covid-19 pandemic. This research is qualitative descriptive. There are 115 English lecturers from various state and private higher institutions in Indonesia are involved in this research. The result analysis shows that most English lecturers implement online learning during 4 semesters, and the dominant applications used are Zoom Meeting, WhatsApp, Google Meet, Institutional E-Learning, and YouTube. During conducting online learning, 1) they have the flexibility of place and time in teaching, 2) they have the freedom to choose and use the type of e-learning app and they feel satisfied with the use of application features to support online lectures. But, they need more time to prepare materials, use more materials, use creative and interesting materials also use interesting and different teaching methods. The English lecturers also face difficulties during conducting online learning such as 1) difficulty to master the class and control students. 2) the students are not more participative, enthusiastic, and interactive, 3) difficulty determining/assigning assignments/projects, and 4) difficulty holding mid-term and end-of-semester exams online both written exams and oral exams. 5) difficulty in evaluating/assessing students during online learning. 6) feel worried about students' abilities and grades. Sometimes they also feel bored teaching online. Besides, they experience other various problems, such as quota and internet connection, interference with the device used, and environmental conditions, even though they don't know students more closely and personally. After conducting online learning, English lecturers feel satisfied with online lectures for several semesters, feel online learning is more interesting and challenging, but they have more teaching load in online lectures than offline even do not receive more compensation for teaching online.
Differentiated Instruction: Integrating Content, Process, Product, and Learning Environment for Diverse Learners in English Language Teaching (ELT) Tira Nur Fitria
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 1 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

Abstract

This research explores and simulates the integration of differentiated instruction elements of content, process, product, and learning environment in English Language Teaching (ELT) to accommodate the diverse readiness levels, interests, and learning profiles of students. This study employs a descriptive qualitative method. The analysis shows that differentiated instruction in English Language Teaching (ELT) involves four key components: content, process, product, and learning environment. Differentiating content means adjusting what students learn based on their readiness, interests, and language levels while keeping learning objectives consistent. For example, students may study the same topic—like daily routines or food—but use materials of varying complexity, from simple visuals to analytical texts. Differentiating the process involves varying how students engage with content, using diverse strategies that suit visual, auditory, kinesthetic, or interpersonal learners. This might include activities like acting, using images, or role-playing. Differentiating the product means giving students choices in how they demonstrate their learning—through writing, drawing, presenting, or creating digital content—allowing them to use their strengths while meeting the same goals. Lastly, differentiating the learning environment focuses on modifying the physical, emotional, and social classroom setting to support all learners. This could involve flexible seating, sensory-friendly spaces, and inclusive practices that reduce anxiety and promote engagement. Overall, these components help ELT more inclusive, engaging, and responsive to the diverse needs of students.
Co-Authors Abdul Haris Romdhoni Adelina Maryanti Afdaleni Afdaleni Agus Marimin Agus Subekti Aly Muhammad Azmi Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Danti Pudjiati Desy Nur Pratiwi Dewi Muliasari Fauzi Aris Gravita Fitria Wulandari Hadi Samanto Hetining Setyowati Ida Bagus Putu Suamba Iin Emy Prastiwi Indra Lila Kusuma Indra Lila Kusuma Jheniar Pratiwi Khansa Al Azizah LMS Kristiyanti LMS. Kristiyanti LMS. Kristiyanti M. Gunawan Setyadi M. Hasan Ma'ruf Maharani Antika Dewi Maisa Setiyowati Mareta Noormala Santi Maya Widyana Dewi Meilan’s Dita Pratiwi Muhammad Cholis Muhammad Tho'in Muqorobin Muqorobin Ningrum Setyana Nurmala Elmin Simbolon Nyayu Yayu Suryani Petrus Jacob Pattiasina Putri Ayu Damayanti Rukmini Rukmini Samanto Hadi Sri Laksmi Pardanawati Sri Laksmi Pardanawati Sri Supatmingsih Suhesti Ningsih Suhesti Ningsih Sumadi Sumadi Sumadi Sumadi Sumadi Sumadi Suprihati Suprihati Suprihati Uswatunnisa Venti Mawarni Vera Yulia Harmayanthi Wikan Budi Utami Wulan Widia Astutik Yuge Agung Heliawan Yuwita Ariessa Paravasanti Yuwita Ariessa Pravasanti