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All Journal Jurnal Pendidikan Bahasa Inggris Esteem Journal of English Study Programme EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Journal of Educational Research and Evaluation Journal of English Education and Teaching (JEET) English Language in Focus (ELIF) Dialectical Literature and Education Journal Elsya : Journal of English Language Studies IALLTEACH (Issues In Applied Linguistics & Language Teaching) Prosiding National Conference for Community Service Project SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Indonesian Journal of EFL and Linguistics EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Febria, Desty
Universitas Internasional Batam
Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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EXPLORING THE EFFECTIVENESS VISUAL STIMULI TO IMPROVE WRITING SKILL OF EIGHT GRADERS Serina; Febria, Desty; Marsevani, Maya
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19242

Abstract

Writing is frequently regarded as the most challenging language skill for junior high school students to acquire. Many learners face difficulties in articulating their ideas in written form, often due to limited vocabulary, inadequate grammatical knowledge, and a lack of motivation. This Classroom Action Research was designed to enhance students’ writing proficiency through the integration of visual stimuli as an instructional technique. Conducted over two cycles with a cohort of 14 eighth-grade students at SMP Sultan Agung Batam, the study employed various instruments, including pre-tests, post-tests, classroom observations, and analysis of students’ written work. The findings revealed that visual stimuli significantly facilitated idea generation and led to improvements in both sentence construction and vocabulary usage. The students’ mean writing score rose from 52.86 in the pre-test to 67.64 in the post-test. These outcomes suggest that incorporating visual stimuli into writing instruction can serve as an effective pedagogical approach to strengthening students’ writing competence at the junior high school level.
EXPLORING THE EFFECTIVENESS VISUAL STIMULI TO IMPROVE WRITING SKILL OF EIGHT GRADERS Serina; Febria, Desty; Marsevani, Maya
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19242

Abstract

Writing is frequently regarded as the most challenging language skill for junior high school students to acquire. Many learners face difficulties in articulating their ideas in written form, often due to limited vocabulary, inadequate grammatical knowledge, and a lack of motivation. This Classroom Action Research was designed to enhance students’ writing proficiency through the integration of visual stimuli as an instructional technique. Conducted over two cycles with a cohort of 14 eighth-grade students at SMP Sultan Agung Batam, the study employed various instruments, including pre-tests, post-tests, classroom observations, and analysis of students’ written work. The findings revealed that visual stimuli significantly facilitated idea generation and led to improvements in both sentence construction and vocabulary usage. The students’ mean writing score rose from 52.86 in the pre-test to 67.64 in the post-test. These outcomes suggest that incorporating visual stimuli into writing instruction can serve as an effective pedagogical approach to strengthening students’ writing competence at the junior high school level.
A Needs-Based Analysis and Development of an English Language Skills Module for Front Office Employees at a Local Hotel in Batam Zaki, Leil Badrah; Purba, Angelina Trisnauly; Nugraha, Hendra; Febria, Desty
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 10(2), November 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v10i2.941

Abstract

This study presents a needs-based analysis and the development of an English language skills module specifically designed for front office employees at a local hotel in Batam, Indonesia. Using a Research and Development (R&D) approach and the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the module was developed based on Hutchinson & Waters' needs analysis framework. Data were collected through interviews with four front office employees, while two experts—a hotel manager and an ESP lecturer—validated the module. The analysis revealed that employees primarily struggled with listening comprehension, speaking fluency, and confidence when interacting with international guests. The findings imply that conducting a thorough needs analysis is crucial for developing effective English training materials in the hospitality industry. Without understanding the specific language challenges faced by front office employees, training programs risk being irrelevant or ineffective. This study highlights that a conducted needs analysis leads to more targeted, practical modules that directly address real workplace communication problems. It also underscores the importance of aligning training content with employee needs to improve service quality, enhance guest satisfaction, and strengthen the hotel’s role in supporting regional tourism growth.
Incorporating World Englishes (WE) Into Indonesian Higher Education: Pre-Service Teachers' Perspectives on ELT Pedagogical Implementation Purba, Hilarius Raditya Priambada; Febria, Desty
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15119

Abstract

The idea of the new varieties of English produced by many people using English as a lingua franca divides its speakers into three circles; they are inner, outer, and expanding circles. Thus, this study emphasizes the student teachers' perception of the presented phenomena and the practicality of the inclusion of World Englishes as the material taught in the classroom context. The research participants of this study are the student teachers (STs) who the school adapts both national and/ or international curricula as the basis of the teaching and learning process in class. This study employs a qualitative research method. Data triangulation is performed in the study to meet research validity and reliability. In general, STs show a positive attitude toward the concept. Despite their positive view on the concept, there is a lack of effort in practice to introduce students to teaching material that contains WE/ EIL content. It is still a challenge in incorporating this diversity into the classroom in Indonesia, both in national and international schools, as the curriculum and teaching resources remain focused on the inner-circle-country variety. The further pedagogical implementation of ELT is necessary to incorporate a more pluricentric view of English. Moreover, curriculum developers and teacher educators need to advance ELT pedagogy by providing more exposure of varieties to foster enhanced intercultural communication and awareness in language education.
ONLINE COLLABORATIVE WRITING TO ENHANCE STUDENTS’ WRITING MOTIVATION AND WRITING ABILITY Amanda Az zahra; Desty Febria
ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Vol. 3 No. 2 (2023): Juni: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/enggang.v3i2.9120

Abstract

Writing has always been a vital skill in English language learning. However, many students struggle with writing. Students are unable to think of what to write despite the teacher providing a topic, spend too much time thinking and use the same vocabulary repeatedly. Furthermore, students were considered to have low motivation for writing and often copied existing paragraphs. The thought of writing is difficult for them, as well as laziness to develop their own ideas. To overcome the writing problem and provide an enjoyable classroom, the author applied an online collaborative writing method through Canva Application to enhance students’ motivation, writing ability, and help the teaching and learning process. This research used the cycle of Classroom Action Research; planning, acting, observing, and reflecting. By giving them pre-test and post-test, mean scores were compared to determine any improvement with writing skills, then a close-ended questionnaire was distributed to investigate their perception to the strategy implemented. This research implied that the strategy was effective to enhance students' writing ability and motivation. The results of students’ tests were improved by 1.31 along with result of the questionnaire about their perception towards online collaborative that almost students agreed that online collaborative writing was a method to enhance their writing motivation. Students writing ability was increased in content, organization, language use, vocabulary, and mechanic aspect.
The Post-Pandemic Reflection on Students’ Speaking Anxiety: A Case in Higher Education Febria, Desty; Marsevani, Maya
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4492

Abstract

This research aims to find out students' perspectives and reflection regarding speaking skills in higher education.  This research was conducted by involving 33 students from the batch of 2020 and 2021 in one of private universities in Batam. A case study design was employed by applying questionnaires and semi-structured interviews to collect the data. This research found that there were three categories which were the factors contributing to students' speaking anxiety in post-pandemic era. Those factors were communication apprehension, fear of negative evaluation, and test anxiety. In addition, to overcome their speaking anxiety, they used the methods of self-communication, self-healing, restarting the speech, and switching the language, while also learning and practicing in their effort to overcome their speaking anxiety. It is crucial to note that environment is also one of factors that affects students’ motivation in speaking skills. Hence, the lecturers hopefully can choose appropriate strategies to enhance students’ speaking skills, manage classroom environment well, and give positive reinforcement to students.
Exploring Factors Influencing the Mental Preparedness of English Pre-Service Teachers for Professional Practice: A Mixed Methods Study Febria, Desty; Oinuma, Sachi; Zaki, Leil Badrah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14065

Abstract

Effective teaching in various situations depends significantly on English pre-service teachers' mental readiness, impacted by motivation, self-efficacy, teaching experience, and institutional support. Qualitative and quantitative cases consider was conducted with 60 Englihs pre-service teachers from diverse backgrounds. Thematic analysis revealed that inherent motivation and practical teaching experiences are vital for adaptability and certainty. In spite of a high level of self-assurance, numerous English pre-service teachers still struggle with classroom management and adjusting to new learning settings. Roughly 60% detailed their practical teaching experiences significantly affected their planning. The study adjusts with Bandura's social cognitive theory, highlighting how behavioral, relevant, and individual variables shape availability. To reduce stress and improve self-efficacy, organization back such as support and assets is basic. The study underscores the significance of integrating professional improvement, and hands-on teaching experiences into teacher preparing programs to make strides readiness. These discoveries propose that educational module ought to address English pre-service teachers' needs, influencing both teachers and policymakers. This investigate contributes to improving teaching quality and results by cultivating key aptitudes, certainty, and procedures. It emphasizes the need to refine teacher preparation programs to superior support English pre-service teachers' mental readiness in different educational settings.
Co-Authors Amanda Az zahra Amelia Jeny Pratama Amelia Teresa Angelina Rianti Ayesha Antonia Putri Ayumi Tungli Bal Jannate Raj Kaur Bryan Kenedy Catherine Catherine Celine Patrisia Sinurat Delvin Shakira Mahardiaka Diana Merliana Rahman Diba Yuri Mustafa Erika Erika Erwin Erwin Gabriela Micheline Slikker Grace Augusuriyanti Helen Arinatha Solihin Helena Helena Imaliyah, Lala Izzah, Navisatul Jennifer Wiwit Jerry Andrian Jolin Jolin Joyce Tan Julia Julia Lala Imaliyah Lilis Cinthya Marsevani, Maya Marvin Christian Melvin Melvin Neha Aswin Maisyura Nugraha, Hendra Nur Fitriana Oinuma, Sachi Pebiana Pebiana Prasodjo, Pandu Purba, Angelina Trisnauly Purba, Hilarius Raditya Priambada Rahman, Diana Merliana Raj Kaur, Bal Janatte Rudi Arianto Sabarina Moksin Selen Angelina Serina Steven Steven Teresa, Amelia Tiara Sonita Verren Calystania Zaki, Leil Badrah Zephanya Ruth Gabriella