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All Journal Journal of Education and Learning (EduLearn) English Teaching Journal : A Journal of English Literature, Language, and Education Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching Getsempena English Education Journal English Teaching and Linguistics Journal (ETLiJ) ENGLISH FRANCA : Academic Journal of English Language and Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Pragmatics and Discourse Research Dikdimas : Jurnal Pengabdian Kepada Masyarakat International Journal of Education Research and Development Koli Journal: English Language Education NOBEL : Journal of Literature and Language Teaching
Andriani, Agis
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Literacy Innovation in the Digital Era: Developing Teacher and Student Capabilities in Facing Technological Challenges Andriani, Agis; Nuraini, Chandra; Rosmala, Dewi; Sulastri, Fera; Silvani, Dea; Belkis, Salma Ayu; Maulina, Rena; Sarah, Siti
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT  VOL 4 NO 2 AUGUST 2025
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v4i2.330

Abstract

Background: Exploring the integration of character education, the Merdeka Curriculum, and differentiated learning methods in Indonesian education is essential. Currently, education in Indonesia recognizes the importance of character education, the Merdeka Curriculum, and differentiation in the learning process. Character education aims to shape students' profiles, reflecting the values of Pancasila, which have professional and social implications.Aims: The study aims to explore literacy innovation in the digital era by focusing on developing teachers’ and students’ capabilities in facing technological challenges.Methods: The study employs a qualitative approach, utilizing reflective practice with educators and students to gather insights on current practices and challenges. The reflective practice stage begins with describing the challenges related to literacy in the school environment through interviews with relevant school elements, followed by implementing literacy activities for teachers and students (workshops, writing groups, and English clubs) ultimately, carrying out evaluations by analyzing the impact of activities.Results: Language skills mentoring for students and teacher writing activities as literacy innovation have resulted in written works. Moreover, teachers produced essay frameworks reflecting their views on literacy and their awareness of the necessary use of technology.Conclusion: Literacy innovation can motivate students and teachers to have awareness in literacy. At the end, the outcomes of these activities (books) can contribute to school accreditation scores.
HOW NEWS COVERAGE OF NADIEM MAKARIM’S PUBLIC STATEMENT ON THE MERDEKA BELAJAR POLICY IN TEMPO CONSTRUCTED: FAIRCLOUGH’S THREE-DIMENSIONAL MODEL OF CDA Andriani, Agis; Wanfa, Muhammad Ramdhan; Sri, Melisa
Journal of Pragmatics and Discourse Research Vol 5, No 2 (2025)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v5i2.1529

Abstract

This study analyses how news coverage of Nadiem Makarim’s public statement on the Merdeka Belajar policy in Tempo is constructed through Fairclough’s Three-Dimensional model. The objective is to reveal how ideology and power relations are communicated in this discourse. Employing Critical Discourse Analysis (CDA) as its methodological framework, data were collected with document analysis of a Tempo online article Bowen (2009) and examined through Fairclough’s three dimensions that include description (text analysis), interpretation (processing analysis), and explanation (social analysis). Findings show that Nadiem’s statement is represented as an urgency demanding government action that framed across all three CDA stages. At description level, lexical choices, nominalization, passivization, and transitivity foreground ideological framing and underscore governmental leadership in promoting transformative education. At interpretation level, media credibility is negotiated through the selection of news sources and a balance between subjective and objective reporting. At the explanation level, socio-cultural and political contexts, including the Minister’s self-image, ideological conflicts between progressive and conservative group, hierarchical power relation, and enduring traditional cultural values that shape and legitimize the policy discourse. Implications of this study highlight the pivotal role of language in building public trust and legitimizing transformative education reforms. This research offers valuable insights for policy makers, educators, and future CDA studies in educational contexts.
Teachers’ Strategies in Teaching English Vocabulary to Young Learners Andriani, Agis; Rosmala, Dewi; Nanzila, Intan
NOBEL: Journal of Literature and Language Teaching Vol. 16 No. 2 (2025): OCTOBER (On Progress)
Publisher : Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2025.16.2.190-220

Abstract

Teaching English vocabulary to secondary school students requires effective strategies to support vocabulary acquisition. However, there is still a lack of a comprehensive understanding of teachers’ most effective techniques. Therefore, this study aims to identify teachers’ strategies for teaching English vocabulary to junior high school students in Tasikmalaya. The research used a descriptive case study design, with data collected through semi-structured interviews with a teacher who is an English education graduate. The data were analyzed using qualitative methods as described by Miles, Huberman, and Saldana (2014). The findings highlight three main areas: (1) Vocabulary learning strategies, such as games, pictures, realia, songs, translation, gestures, and memorization; (2) Classroom management strategies, including fostering enthusiasm, organizing group activities, encouraging participation, and creating a positive learning environment; (3) Vocabulary assessment, utilizing various methods to measure vocabulary proficiency. The study concludes that these strategies foster a positive learning environment and motivate students to expand their English vocabulary. The findings also suggest that enhancing teachers’ creativity in developing these strategies can significantly improve students’ vocabulary acquisition.
The Mapping Multimodal Teaching Materials for Indonesian EFL Students: A Need Analysis Tandiana, Soni Tantan; Abdullah, Fuad; Andriani, Agis; Hidayati, Arini Nurul; Rosmala, Dewi
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv12i219990

Abstract

Multimodality has gained burgeoning attention among scholars from miscellaneous disciplines, such as Linguistics, Discourse Analysis, Semiotics, Sociology, Anthropology, Cultural Studies, and Language Pedagogy. Nevertheless, little is known about the issue of what teaching materials students need to develop their multimodal literacy, notably in the Indonesian EFL milieu. Hence, this case study addresses this void by examining what type of teaching materials university undergraduate students need to cultivate their multimodal literacy. This study involved 99 undergraduate students from three diverse classes as the participants. The data were garnered through a qualitative survey and semi-structured interviews. They were analyzed using thematic analysis (Braun & Clarke, 2006). The findings outlined the needed multimodal teaching materials by the students encompass praxis-oriented multimodal teaching materials, awareness-raising multimodal teaching materials, academic and professional orientation of multimodal teaching materials, simplified and understandable multimodal teaching materials, critical multimodal teaching materials, and visual-verbal relation-informed teaching materials.  The shifting needs of communication, literacy, and 21st-century learning skills remain crucial as a nexus between literacy policies and practices in higher education contexts, especially in Indonesia. More importantly, this study attempts to promote the magnitude of multimodal literacy in language education. 
The EFL Students’ Perception Toward the Use of Wattpad To Help in Reading Comprehension Andriani, Agis; Saputra, Yuyus; Hendriani, Riska Azizah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i2.4389

Abstract

This study aims to explore the EFL students’ Perception on use of the Wattpad application in helping reading comprehension. The research method used is a qualitative case study. The participants were three English Education students at a university in West Java, Indonesia. The data collection was carried out using semi-structured interviews. Then, the data analysis used the thematic analysis framework from Braun and Clarke (2006). The results of the study found two themes, namely (1) Wattpad Facilitates users for Reading Easily and (2) Achievement of Reading Comprehension Levels. The contribution of this research is to provide readers with empirical insight into the advantages of the Wattpad application to assist in reading comprehension
Exploring Undergraduate Students' Perspectives on the Integration of Podcasts for Enhancing Listening Skills Andriani, Agis; Pertamana, Dede; Novianti, Litany Tiara
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.690

Abstract

Podcasts have gained popularity among a vast number of listeners who utilize them to enhance their English listening skills. However, limited classroom time is allocated for focused listening practice. This research aims to investigate students' perceptions of using podcasts as an effective means of improving their listening abilities. Three participants volunteered to take part in the study, and additional recruitment efforts were made to encourage more student volunteers. Semi-structured interviews were conducted to gather data, allowing for the exploration of individual experiences, attitudes, perceptions, and beliefs related to the use of podcasts. Four key themes emerged from the participants' perceptions: 1) Hearing the message, 2) Interpreting the message, 3) Evaluating the message, and 4) Responding to the message. Listening involves interpreting the communicative behavior of others to comprehend its meaning, and effective listeners ensure they have all the necessary information before forming opinions. The findings indicate that podcasts facilitate clear message reception, provide verbal and non-verbal cues for deeper interpretation, offer features to optimize the listening process, and provide an authentic experience of listening to native speakers. Future research is recommended to explore students' perceptions of using podcasts for improving other English language skills.
Teaching speaking in Kampung Inggris: the tutors’ challenges and solutions Andriani, Agis; Abdullah, Fuad; Hidayati, Arini Nurul; Syafira, Noer Aini Nanda
Journal of Education and Learning (EduLearn) Vol 18, No 1: February 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i1.21175

Abstract

Teaching English speaking has become a centre of attention among scholars and teaching English to speakers of other languages (TESOL) practitioners for a few decades. However, the issue of teaching English speaking in Kampung Inggris/English Village remains under-researched, notably viewed from the tutors’ challenges and solutions in the Indonesian English as a foreign language (EFL) milieu. This study addressed this gap. Two English tutors from Kampung Inggris/English Village got involved as the participants. The data were collected through semi-structured interviews and analyzed with thematic analysis. The findings reported that there were five challenges encountered by tutors when teaching English speaking, namely tutors' inability of exploring English language teaching materials, tutors' insufficient English vocabulary, tutors' ineffective time management during language teaching practices, demotivated tutees to learn English, and perceived teaching anxiety. In addition, the tutors stipulated four solutions to cope with such challenges, namely building a good rapport between tutor and tutees, tutors' self-motivation to English vocabulary enrichment, selecting appropriate and providing updated English language teaching materials, and motivating English language tutees. Therefore, teaching English speaking should not only rely on immersing students in fluency-based activities but also manage tutees' psychological factors to attain more effective teaching English speaking objectives.
English Teacher Identity in EFL Higher Education: Exploring Perspective from Critical Reflection Andriani, Agis; Izzati, Aina Amalia
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.24466

Abstract

Teacher identity has a significant impact on teachers’ decisions on teaching processes, teaching and learning material, teacher-student relationships, and professional development. However, in its implementation, there is unclear identity that confuses the standards, and a lack of charisma in the EFL teacher profile, while an ideal language teacher is crucial to building a successful learning to foreign language. Data taken from critical reflection (Rolfe, 2014) written by English education department students. They are university students who joins English Phonetics and Phonology class. The tutor facilitates the teaching learning based on the principal of critical language awareness. Data are analyzed based on the foundation the framework Van Dijk identity construction (van Dijk, 2015). There result shows that identity represented to what someone thinking, belief, and perceive, and it realizes into social practice (teaching and learning English as foreign language). In this context, it creates the teacher or lecturer to be the agent of change. For the research, interview should be conducted to explore deeper understanding how the teacher construct EFL identity to support the success of EFL teaching learning process.
Constructing Meaning: A Critical Reflection on Phonetics and Phonology Teaching Learning in EFL Higher Education Context Andriani, Agis; Pertamana, Dede; Rosmala, Dewi; Izzati, Aina Amalia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13070

Abstract

Language knowledge and presentation skills are part of the essential characteristics that an English tutor must possess. However, in reality, a tutor who identifies as a non-native English speaker is not really able to be an adequate model for English language learning coupled with many traditional methods that fail to meet the diverse needs of students, for example not utilizing modern technological tools effectively, and sometimes tutors do not have sufficient awareness of pedagogical knowledge and linguistic knowledge to be a role model of English in the EFL context. Through critical reflection using the 3 Whats model, this research explores how the learning process inspires and motivates students to become English education students, who are designed to become future teachers.  136 English education students were involved in writing a critical reflection after the lecture of Phonetics and Phonology Subject lecture for one semester ended. The findings show that the tutor has the capacity assessed in nine criteria of ideal language teachers, namely having competence, liking English when teaching, motivating, consistently giving feedback, facilitating students to show their abilities, innovating to overcome students' difficulties, appreciating students' work, and being professional in whatever they do. Therefore, further investigation is needed to explore how technology impacts in building of students' critical language awareness.
Co-Authors Abdullah, Fuad Amanda, Fauziah Anwar, Dede Anwari, M. Rifqi Romdoni Asri Siti Fatimah, Asri Siti Belkis, Salma Ayu Dewi Rosmala, Dewi Fera Sulastri, Fera Hadiningrum , Akhiria Hendriani, Riska Azizah Hidayati, Arini Nurul Irsalina, Siti Izzati, Aina Amalia Maulida, Eki Rizkia Maulina, Rena Melisa Sri, Melisa Nanzila, Intan Neni Marlina Novianti, Litany Tiara Nuraini, Chandra Nurhaedin, Enjang Permatasari, Sylvia Arini Pertamana, Dede Rianti, Ade Santiana Santiana Saputra, Yuyus Silvani, Dea Siti Sarah, Siti Syafira, Noer Aini Nanda Syakira, Sitti Tandiana, Soni Tantan Wanfa, Muhammad Ramdhan Yanuar, Reza