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Indonesian English Teacher’s Stories in Designing Differentiated Speaking Activity Instruction: A Narrative Study Maulana, Azriel; Asrimawati, Inayati Fitriyah; Febriyanti, Emma Rosana
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.6212

This inquiry aimed to explore and make sense of the stories of an English language teacher’s experiences using the CEFR framework to design the DI of speaking activity instruction. More specifically, the research was intended to understand the usage of CEFR in designing differentiated learning of speaking activity instruction. To achieve the purpose of the research, a narrative inquiry is employed. One English language teacher at a junior high school in Indonesia participated in this research and shared her experience using CEFR as a tool for designing differentiated learning. The data were collected through the online interview to collect information from the teacher's Zoom application and analyzed qualitatively in steps. The findings showed that in narrative research, limited attention has been paid to how English teachers constructed their differentiated teaching-speaking instruction through a CEFR framework. this narrative inquiry indicated that CEFR accommodated students’ needs and fostered students’ competencies, effectively designing differentiated teaching and speaking instruction. English teachers had different stories in constructing differentiated instruction (DI) tailored to different learner needs within the CEFR framework.

How Online Extensive Reading and Listening Program Enhances Students’ Reading and Listening Comprehension: An Experimental Study Asrimawati, Inayati Fitriyah; Elyani, Eka Puteri; Rosalina, Elsa
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11580

Encouraging students to repeatedly read and listen to resources can be challenging for language teachers. Although students understand that reading and listening are essential for language acquisition, few spend their free time engaging in these activitiesStudents often remain passive and hesitant to read or listen to English texts on their own due to a lack of understanding of the additional benefits, insufficient guidance on choosing appropriate texts for their proficiency level, and ingrained habits. Therefore, this study aimed to explore the impact of the Online Extensive Reading and Listening (OERL) program on students' reading and listening comprehension. Additionally, it sought to assess the variations in students' performance following exposure to the OERL intervention. This quasi-experimental research utilized a pretest-posttest design, involving sixty eleventh-grade students from a senior high school in Banjarbaru, selected through purposive sampling. Data collection involved administering reading and listening comprehension tests, and MANCOVA test was employed for data analysis. Results indicated a significant positive impact of the OERL program on enhancing students' reading and listening comprehension. Furthermore, noteworthy differences were observed in the reading and listening achievements of students exposed to the OERL program compared to those receiving intensive reading and listening with teacher-selected texts, with a significance level of 0.000. In essence, the OERL program proved valuable in improving students' reading and listening comprehension.

Artificial Intelligence for Academic Writing from Gen Z’s Perception: The Application, The Advantages, and The Challenges Rosalina, Elsa; Umar, Vebrianti; Pitria Ningsih, Rahma; Asrimawati, Inayati Fitriyah; Hikmah, Hikmah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.85260

The increase of integration of Artificial Intelligence (AI) in academic writing has raised questions about its impact on the writing practices and perceptions of Generation Z (Gen Z) students. Although some AI technologies for academic writing nowadays have shown significant benefits, there is a lack of consensus among Gen Z students on how these tools support or hinder their academic writing processes. The research problem centers on understanding the varying perceptions of Gen Z students towards AI tools in academic writing and identifying factors that influence their adoption and usage of such technologies in academic context. This qualitative research is conducted to understand the subjective experiences and perceptions of Gen Z students through in-depth exploration and analysis. It involves the collection and analysis of non-numerical data to uncover insights into students' views on AI integration in academic writing. The research subjects were Generation Z students currently enrolled in higher education institutions. These students were selected based on their exposure to and usage of AI tools in academic writing, with a particular focus and those who are willing to be interviewed. The data were collected through semi-structured interviews and open-ended questionnaire. The data collected were then analyzed using Miles and Hubberman. The research results show that not all members of Gen Z share the same perceptions regarding the use of AI to support academic writing. However, most of them agree that AI has become an inseparable part of human life. As students, they recognize the need to adapt to these changes and keep pace with the evolving era. They also acknowledge that it is impossible to overlook the transformations happening in the education sector

Using reading while listening in English as a foreign language (EFL) learning context Asrimawati, Inayati Fitriyah; Margana, Margana
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.840

The benefits of reading while listening for English as a Foreign Language (EFL) learners have been investigated in different EFL learning contexts. Some studies found that simultaneous reading while listening promotes positive impacts on students’ reading and listening skills. It also helps L2 learners’ fluency and comprehension of reading and listening. Moreover, it can assist L2 learners in acquiring new language input in a new learning environment. Hence, this article reviews some research papers related to the implementation of reading while listening (RWL) program in EFL learning context. Furthermore, to answer the research questions: 1) What is reading while listening?; 2) What are the effects of using reading while listening for EFL learners? How to apply the reading while listening program within the EFL classroom? To answer these questions, this article examines the use of RWL for EFL learners based on the research methodology, subject, instrument used, result and suggestion, including the principles of implementing simultaneous reading and listening within the EFL classroom. HIGHLISGHTS Highlights Reading While Listening (RWL)simultaneously can support students with low reading or listening fluency rate. Simultaneous reading while listening affects students reading and listening skills for a long period of time. A guideline of RWL program implementation based on ER/EL principles is discussed thoroughly.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills Jumariati, Jumariati; Asrimawati, Inayati Fitriyah; Mulya, Jauza Naja; Taka, Deo Deo Laki
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1791

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a descriptive design with quantitative approach by utilizing a validated writing test. The subjects of the study were 40students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills. HIGHLIGHTS : The indicators of critical thinking measured in the writing performancetest consist of: (1) the depth of cause-and-effect analysis, (2) the logicof the argument given, (3) the accuracy of the solution offered, and (4)the validity of evidence used as support for the argument One of the possible challenges in developing EFL students’ criticalthinking skills is their English proficiency. Those who are less proficientmay struggle more in expressing ideas while providing argumentscompared to those who are more proficient. This eventually affectstheir skills in reasoning. The findings of the study imply the need to provide EFL students withguidance such as questioning strategy, discussion, and relevant sourcesof information to practice their critical thinking skills while developingtheir English language skills.

Investigating technology integration in English language instruction from 2018 to 2024: A systematic literature review Wiranata, Sendy; Nasrullah, Nasrullah; Asrimawati, Inayati Fitriyah
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i2.26439

In-depth research on the use of technology in English language training from 2018 to 2024 is done in this complete systematic review of the literature. It explores how a wide range of digital tools are changing pedagogical methods and highlights the significance of continued professional growth and assistance. The study features the necessity for strategic implementation in line with pedagogical aims to maximize the influence of technology integration on language learning outcomes by integrating previous research and revealing insights into various approaches to technology integration. The results emphasize a general tendency in favor of digital integration, particularly for preservice teachers. In addition, this research also highlights issues revealing educators' differing degrees of familiarity with technology and the scarcity of resources. In this regard, there is an urgency in the inclusivity of digital language literacy exposure and training whether it can elevate English language teachers’ technology integration.

How Online Extensive Reading and Listening Program Enhances Studentsâ€™ Reading and Listening Comprehension: An Experimental Study Asrimawati, Inayati Fitriyah; Elyani, Eka Puteri; Rosalina, Elsa
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11580

Encouraging students to repeatedly read and listen to resources can be challenging for language teachers. Although students understand that reading and listening are essential for language acquisition, few spend their free time engaging in these activitiesStudents often remain passive and hesitant to read or listen to English texts on their own due to a lack of understanding of the additional benefits, insufficient guidance on choosing appropriate texts for their proficiency level, and ingrained habits. Therefore, this study aimed to explore the impact of the Online Extensive Reading and Listening (OERL) program on students' reading and listening comprehension. Additionally, it sought to assess the variations in students' performance following exposure to the OERL intervention. This quasi-experimental research utilized a pretest-posttest design, involving sixty eleventh-grade students from a senior high school in Banjarbaru, selected through purposive sampling. Data collection involved administering reading and listening comprehension tests, and MANCOVA test was employed for data analysis. Results indicated a significant positive impact of the OERL program on enhancing students' reading and listening comprehension. Furthermore, noteworthy differences were observed in the reading and listening achievements of students exposed to the OERL program compared to those receiving intensive reading and listening with teacher-selected texts, with a significance level of 0.000. In essence, the OERL program proved valuable in improving students' reading and listening comprehension.Â

Duolingo application towards students’ English vocabulary mastery: A systematic literature review Renaldy, Akhmad; Arapah, Elvina; Asrimawati, Inayati Fitriyah; Febriyanti, Emma Rosana
International Journal of Multidisciplinary Sciences and Arts Vol. 4 No. 4 (2025): International Journal of Multidisciplinary Sciences and Arts, Article October 2
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v4i4.7295

Vocabulary plays a vital role in effective communication, academic success, and future opportunities, yet many students face difficulties in mastering a large number of words, understanding contextual usage, and pronouncing them correctly. With the rise of digital technology, language learning applications such as Duolingo have emerged as interactive and gamified tools that make vocabulary learning more engaging and accessible. This study aims to systematically review the studies on the effect or effectiveness of Duolingo in improving English vocabulary mastery among junior high school students through a systematic literature review. Using the PRISMA approach, twenty-four relevant experimental studies published between 2020 and 2025 were selected from databases such as Google Scholar and Semantic Scholar. The studies were analyzed descriptively to identify common patterns, methods, and outcomes related to the use of Duolingo in vocabulary instruction. The findings reveal that Duolingo consistently enhances students’ vocabulary achievement, motivation, and participation due to its game-based features and flexible learning environment. However, several studies highlight limitations such as the absence of comparative analyses with other learning tools and the limited exploration of long-term retention. Overall, the results confirm Duolingo’s potential as an effective supplementary tool for vocabulary learning, supporting educators in developing innovative and engaging English learning models. Further research is recommended to explore its integration into classroom settings and its impact on diverse learner groups.

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