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All Journal Jurnal Visi Ilmu Pendidikan Loquen: English Studies Journal International Journal of English Education and Linguistics (IJoEEL) JOLLT Journal of Languages and Language Teaching ELEMENTARY : Jurnal Inovasi Pendidikan Dasar LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran ADIBA: Journal of Education Jurnal Penelitian Ilmu Pendidikan Indonesia Innovative: Journal Of Social Science Research English Education, Linguistics and Literature Journal Algebra Tanjungpura Journal of Language Education (TJoLE)
Hidayani, Selnistia
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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An Analysis of Technology IWB For Teaching Vocabulary In Elementary School Humairoh, Siti; Heryatun, Yayu; Hidayani, Selnistia
Innovative: Journal Of Social Science Research Vol. 3 No. 5 (2023): Innovative: Journal of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

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Abstract

Studi ini menganalisis teknologi IWB untuk pengajaran kosa kata di sekolah dasar. Subjek penelitian ini adalah seorang guru yang dipilih dari sekolahnya yang menggunakan media digital IWB dalam proses belajar mengajar bahasa Inggris. Tujuan dari penelitian ini adalah ingin mengetahui 1) Apa saja kesulitan yang dihadapi saat menggunakan IWB Ke pemahaman siswa 2 ini? bagaimana minat siswa menggunakan IWB dalam belajar kosa kata. 3)apa manfaat penggunaan IWB dalam belajar kosakata? Metode pengumpulan dan analisis data adalah penelitian deskriptif kualitatif. Data dalam penelitian ini diambil dari seorang guru yang dipilih dari sekolah yang menggunakan IWB di sekolah dasar. Hasil penelitian menunjukkan betapa mudah dan menariknya menggunakan IWB dalam membaca bahasa Inggris di kelas. IWB dapat menjadikan membaca lebih menarik dengan banyak fitur siswa. Selain itu, beberapa aspek penggunaan IWB ini: 1) memperkaya dan memperbanyak kosa kata, dan 2) lebih banyak minat membaca.
The Efficacy of Podcast in EFL Learning: A Systematic Literature Review Khoiriyah, Nisa; Ummah, Nasihatul; Hidayani, Selnistia
Tanjungpura Journal of Language Education Vol 1, No 2 (2024)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/tjole.v1i2.81709

Abstract

This study explores the effectiveness of podcasts in enhancing English language skills for EFL learners. A systematic literature review was employed to analyze research published between 2019 and 2024. The findings reveal podcasts as a versatile tool, potentially improving various language skills. Listening comprehension emerged as a particular strength, with studies showing increased student engagement and understanding. Exposure to native speakers through podcasts can also benefit speaking fluency, accuracy, vocabulary, and pronunciation. Combining podcasts with activities like podcast creation or self-awareness training can further refine speaking and pronunciation skills. Overall, podcasts offer a promising and engaging approach for EFL instruction. However, their effectiveness depends on targeted skills, learning context, and curriculum integration. While limitations exist, the potential benefits of podcasts for motivation, engagement, and language development make them a valuable asset in the modern EFL classroom.
An Exploration of Learning Strategies for Speaking Skills in A Basic-Level English Classroom: A Case Study Naqia, Dzakiyatun; Perdana, Purnama Rika; Hidayani, Selnistia; Solihat, Ririn Mahriatus
English Education, Linguistics, and Literature Journal Vol. 5 No. 1 (2026): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v5i1.12610

Abstract

Speaking remains one of the most challenging skills for beginner-level English as a Foreign Language (EFL) learners in Indonesia. Limited exposure to native speakers and the predominance of traditional teaching methods often result in pronunciation errors, insufficient vocabulary, speaking anxiety, and low fluency. This single-case study investigated the language learning strategies used by eight beginner EFL students in the Discover 1 class at FL Haus Indonesia. Data were collected through four non-participatory classroom observations (90 minutes each) and semi-structured interviews (15–20 minutes each). The data were analyzed using thematic analysis in NVivo software, following Miles et al.’s (2014) framework of data condensation, data display, and conclusion drawing. Triangulation was applied to enhance the trustworthiness of the findings. The results revealed that compensatory strategies (e.g., gestures) and social strategies (e.g., peer support) were the most frequently used and were perceived as highly effective in promoting practice, reducing anxiety, and increasing engagement. The main challenges faced by the learners were emotional (e.g., fear of making mistakes) and linguistic (e.g., forgetting words), which were primarily managed through compensatory and affective strategies. These findings are consistent with Oxford’s Strategy Inventory for Language Learning (SILL, 1990) and Vygotsky’s sociocultural theory, underscoring the importance of strategy instruction to foster learner autonomy. The study acknowledges the limitation of its small sample size. Pedagogical implications include integrating technology and group activities in beginner EFL classrooms. The Future research may explore the long-term effects of strategy use on speaking development.
STUDENTS' PERCEPTIONS OF DIGITAL MEMES IN LEARNING ENGLISH VOCABULARY: A CASE STUDY OF EIGHTH-GRADE STUDENTS Wahdatul Alawiah, Siti; Hidayani, Selnistia; Oktaviana, Fadilla
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026 (In Press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.104201

Abstract

This study explores eighth-grade students’ perceptions of using digital memes in learning English vocabulary within an EFL context. Employing a qualitative case study design, the research involved seven junior high school students selected through purposive sampling. Data were collected via semi-structured interviews and analyzed thematically with the support of NVivo software to capture the cognitive, affective, and behavioral dimensions of students’ learning experiences. The findings indicate that digital memes enhance motivation, engagement, and vocabulary retention by promoting contextualized understanding through visual and humorous elements. Additionally, memes contribute to a relaxed learning environment that reduces anxiety and encourages active participation and peer interaction. Nevertheless, challenges emerged in interpreting idiomatic expressions and culturally specific references, underscoring the importance of teacher guidance in meme selection and explanation. Overall, digital memes demonstrate strong pedagogical potential as multimodal resources in EFL vocabulary instruction at the junior high school level.
THE COMPARATIVE STUDY BETWEEN CHATGPT AND QUILLBOT AS AI ASSISTING TOWARD ENGLISH FOREIGN LEANER AT STUDENTS’ UNIVERSITY IN WRITING SKILL Azzahra, Syeha Nabila; Heryatun, Yayu; Hidayani, Selnistia
Jurnal Visi Ilmu Pendidikan Vol. 18 No. 2 (2026): Mei 2026 (In Press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v18i2.105685

Abstract

This study aims to compare two artificial intelligences, ChatGPT and Quillbot, to evaluate their benefits towards EFL learners' Writing skill. English is an international language used for global communication, particularly in contemporary times. Traditional classroom techniques seldom give enough practice, prompting the integration of Artificial Intelligence. ChatGPT utilizes to finding out the topic. Meanwhile, Quillbot utilizes to paraphrase text automatically in sentence or paragraph, and QuillBot will generate several different paraphrasing alternatives, but still retain the original meaning. Moreover, this research employed qualitative descriptive techniques, involving observation and interviews with undergraduate and postgraduate student at the Islamic State University in Banten. Participants engaged in writing using both artificial intelligences to assess their understanding, vocabulary, awareness, grammar, and confidence. The findings reveal that ChatGPT more interactive in finding out the topic but it can be challenging in paraphrasing text. Quillbot, though less in finding out the topic or idea but it has many features to support in writing especially in paraphrasing and summarizing text. The study concludes that both artificial intelligences have unique advantages and disadvantages. Quillbot is more suitable for academic writing or blog articles, because it helps to clear up the sentence structure and ChatGpt is appropriate to find out the idea to begin writing
Co-Authors Aida, Nida Anita Assapari, Muhammad Mughni azzahra, syeha nabila Eka Putri, Zifa Fitria Nurhasanah, Fitria Heryatun, Yayu HILMI, CHAERUL Humairah, Siti Farihah Fitri Khairil Razali Khoiriyah, Nisa LESTARI, FETI Muharomah, Siti Anugrah Naqia, Dzakiyatun Nuraeni Silfani, Ani Nuriska Cahyanti, Dian Oktaviana, Fadilla OKTAVIANA, FADILLAH Oktaviani , Fadilla Prastiwi, Andini Eka Purnama Rika Perdana, Purnama Rika Rina Fitriana, Rina Rohmawati, Aidah Siti Humairoh, Siti Siti Kurniasih Solihat, Ririn Mahriatus Sulistianah Ummah, Nasihatul Wahdatul Alawiah, Siti