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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera Indonesian Journal of Applied Linguistics (IJAL) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Indonesian Journal of Integrated English Language Teaching IJEE (Indonesian Journal of English Education) LingTera Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study Journal of English Language and Pedagogy Epistema WAHANA LITERASI: Journal of Language, Literature, and Linguistics Formosa Journal of Sustainable Research (FJSR) Literacy : International Scientific Journals of Social, Education, Humanities Studies in English Language and Education Journal of Education, Social & Communication Studies Indonesian Journal of English Language Teaching and Applied Linguistics
Anita Triastuti
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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A Systematic Literature Review: The Trends and Challenges of AI (Chat GPT) for Reading Skills in ELT/L using The HHH Framework Syafruddin, Syafruddin; Hidayati, Sari; Triastuti, Anita
Indonesian Journal of Integrated English Language Teaching Vol 11, No 1 (2025): IJIELT: VOLUME 11, Number 1, 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v11i1.36613

Abstract

This study highlights the role of Artificial Intelligence (AI), particularly ChatGPT, in supporting the teaching of reading skills within the context of English Language Teaching and Learning (ELT/L). The primary focus of this research is on how the Helpful, Honest, Harmless (HHH) framework can be utilized to evaluate the trends and challenges of using AI in reading instruction. Based on a literature analysis, AI, especially ChatGPT, demonstrates significant potential to enhance reading skills through personalized learning approaches, active interaction, and immediate feedback. However, challenges such as algorithmic bias, limited access to technology, and risks of inappropriate content remain significant concerns. The HHH framework provides guidelines to ensure AI is effectively used to support beneficial, trustworthy, and safe learning processes. This study also offers recommendations to improve the responsible development and implementation of AI in the context of ELT/L education. Keywords: ChatGPT, Artificial Intelligence, Reading Skills, ELT/L, HHH Framework. 
GUMPERZ'S CONTEXTUALIZATION CUES : A MEANS FOR INTERPRETING DISCOURSE IN CROSS-CULTURAL COMMUNICATION Triastuti, Anita
Diksi Vol. 12 No. 1: DIKSI JANUARI 2005
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (19857.775 KB) | DOI: 10.21831/diksi.v12i1.7006

Abstract

Improving the Teaching of Pronunciation in A Junior High School by Integrating Segmental and Suprasegmental Learning Al Mawardi, Muhamad Rasyid; Triastuti, Anita; Nur Rohmah, Anis Ichwati
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 2 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i2.15590

Abstract

This research aimed to improve pronunciation teaching for junior high school students by integrating the learning material's segmental and suprasegmental features of pronunciation. This classroom action research was conducted in three cycles. Each cycle consists of planning, action, observation, and reflection. This study implemented six actions, i.e., 1) the use of classroom English, 2) implementing the integration of pronunciation teaching); 3) giving feedback on students’ pronunciation; 4) introducing phonetic transcription; 5) implementing engaging activities to teach pronunciation; and 6) reinforcing pronunciation. The data were collected through interviews, class observation, and pronunciation assessment using a rubric developed based on the indicators of hearing sounds, stress and intonation, and imitation. The qualitative data from the field notes and interviews were analyzed qualitatively. Meanwhile, the quantitative data from the assessment results of student pronunciation were analyzed using the paired-t test to confirm the significant difference before and after the actions. The research results show that integrating segmental and suprasegmental learning improved pronunciation teaching for Junior High School students (as reflected in the data from the interview and field notes), and their pronunciation assessment results improved student pronunciation. In all cycles, integrating segmental and suprasegmental learning in pronunciation teaching improved student pronunciation.
Online Communicative Speaking Tasks to Enhance Students' Speaking Skills Adhelia, Shafira; Triastuti, Anita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1365

Abstract

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance, plan, action and observation, and reflection. The research involved 24 students in 9A class of a private junior high school in the academic year of 2022/ 2023. The research was done in two cycles, consisting of eight meetings. The data of the research were collected through quantitative and qualitative data. The quantitative data were from speaking tests and questionnaires. Meanwhile, the qualitative data were obtained from interviews and observation. The quantitative data were analyzed by comparing students' mean scores that were gained from students' speaking performance pre-test and post-test. The qualitative data analysis employed Miles, Huberman & Saldana's (2014) interactive model that consists of data condensation, data display, and drawing and verifying conclusions. The research findings showed that using online communicative speaking tasks effectively enhanced students’ speaking skills and engagement. The result of the post-test showed that there were consistent improvements in students' mean scores in pre-cycle (10.48), cycle I (13.69), and cycle II (18.50). The total improvement from pre-cycle to cycle II was 8.02 points. It indicated that the students had improved in some aspects of speaking skills.
Factors Contributing to and Strategies for Reducing Foreign Language Anxiety (FLA): A Systematic Literature Review Palupi, Diah; Triastuti, Anita; Sukarno; Wulandari, Ella
Journal of English Language and Pedagogy Vol 8 No 1 (2025): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19992

Abstract

Foreign Language Anxiety (FLA) is a significant obstacle influencing students’ academic performance and participation during the learning process. This paper aims to describe factors contributing to Foreign Language Anxiety (FLA) systematically and its strategies to reduce Foreign Language Anxiety (FLA) through a Systematic Literature Review approach of selected national and international literature (2015–2025). The findings showed that (1) psychological factors such as low self-confidence, fear of making mistakes, and fear of negative evaluation are major causes of FLA. Furthermore, linguistic limitations and sociocultural backgrounds also contributed to worsening students’ anxiety. (2) Coping strategies to overcome FLA are divided into two: individual strategies and instructional strategies. In addition, this paper also found that the relationship between the factors of FLA and coping strategies has rarely been investigated. Therefore, these findings are expected to be a reference for designing more adaptive and contextual English language learning in facing FLA.
Micro-Ethnography Approach in Using Technology to Support Learning Interaction Nandes, Yogi Novario; Triastuti, Anita; Priyana, Joko
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6133

Abstract

Technological and Artificial Intelligence (AI) development provides challenges and opportunities for lecturers to create dynamic and relevant classroom engagements, especially in courses that demand intensive communication skills, such as English Education. A micro-ethnography approach can help lecturers analyze social engagements in the classroom in detail, adapt their teaching style, and increase student engagement by combining technology and a personal approach. This study aims to explore lecturers' strategies for strengthening classroom interaction in English Education study program using the micro-ethnography approach in the era of technology and AI. This research uses the literature review method and qualitative descriptive analysis to collect and analyze data on lecturers' strategies for strengthening classroom interaction in the era of AI and technology in English language teaching. The results of this study show that the utilization of technology and the micro-ethnography approach in education, including in the English Education study program, is crucial to strengthen classroom interaction in the digital era. Technologies such as AI provide opportunities to understand students' learning preferences more personally, while micro-ethnography approaches help lecturers create inclusive and adaptive learning experiences. Keywords: AI; Learning Interaction; Micro-Ethnography; Technology
Indonesian EFL teachers Nadjib, Nurfadilah; Triastuti, Anita
Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6501

Abstract

Many studies indicated a genre-based approach (GBA) as an effective method in English foreign language (EFL) teaching and GBA is also integrated into the English teaching curriculum. However, EFL teachers' portraits of GBA use in teaching practices are little understood. This study aimed to explore EFL teachers' perceptions of GBA, the implementation of GBA in EFL classrooms, and the challenges EFL teachers face when implementing GBA. This case study research involved 28 English teachers from different public high schools in Yogyakarta, Indonesia. The data were obtained from the teachers
TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM Azalia, Syafina; Triastuti, Anita; Margana, Margana
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4194

Abstract

As one of the essential elements in mastering the English language, grammar teaching remains a subject of debate. While the Merdeka curriculum encourages students to be more active in class and become independent learners, some teachers prefer to teach grammar in an isolated and explicit manner, while others believe in teaching grammar implicitly and within context. Given this issue, understanding teachers' beliefs about grammar is crucial to uncovering how they teach it in the classroom. This study aims to explore the teaching practices of two teachers at a reputable high school in Yogyakarta. Employing a descriptive qualitative method, the study used observation and open-ended interviews to gather data. In analyzing the data, the study applied the framework of Graus & Coppen (2016) to specify the grammar instruction strategies used by the teachers. The findings revealed that both teachers align with the goals of the Merdeka curriculum, which aims to foster independent learning by implementing various grammar instruction methods, such as Meaning-Focused Instruction that emphasizes linguistic function rather than form, Focus on Form (FonF) technique that concentrate on correcting grammar errors through student reflection rather than direct error correction, Implicit instruction which integrates grammar learning in real-life contexts, and Inductive Teaching Strategies that encourage critical thinking by having students deduce grammar rules from examples in the text rather than being explicitly taught the rules. Therefore, this study demonstrates that both teachers' methods align with the goals of the Merdeka curriculum.
The representation of EFL context-based cultures in an international EYL textbook Nurhayati, Lusi; Triastuti, Anita; Widodo, Pratomo
LITERA Vol. 22 No. 2: LITERA (JULY 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i2.53312

Abstract

The present content analysis study intended to investigate the cultural contents of an international EYL textbook used in Indonesian private elementary schools. It examined the representation of cultural themes categorized under the big "C" and small "c" cultures and the representation of EFL context-based/Indonesian cultures in each theme. The findings of the study revealed that (1) the book covered all themes, but their representation is not balanced; (2) some aspects of local cultures were represented in the books, but the number was very limited and less varied. The implication of this study suggests that the international EYL textbook should allocate adequate space for local culture. Hence, this could be seen as an opportunity for EYL teachers and practitioners to use their authority and to empower themselves by providing supplementary materials that best suit their local needs. Keywords: culture, themes, local, representation, international, EYL textbook
Embracing Multiliteracies Challenges: Navigating Multimodal Literacy in Maritime Vocational Education with the New London Group Framework Azizah, Shofie Nurul; Triastuti, Anita
Formosa Journal of Sustainable Research Vol. 3 No. 9 (2024): September 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i9.11611

Abstract

In the context of rapidly evolving digital technology and diverse communication modalities, English for Specific Purposes (ESP) instructors must adapt their pedagogical strategies to meet the literacy needs of ESP students. This study, grounded in the multiliteracies framework by the New London Group (1996), examines the challenges faced by a teacher in integrating various communication modes—verbal, visual, gestural, spatial, and multimodal digital texts—within the curriculum of a maritime vocational high school in Indonesia. Utilizing a qualitative case study approach, data were collected through classroom observations and interviews, analyzed via thematic analysis. Findings reveal four significant challenges in implementing multiliteracies pedagogy, contributing to discussions on literacy education and the impact of digital technology in educational settings
Co-Authors A. Ashadi, A. Adhelia, Shafira Al Mawardi, Muhamad Rasyid Azalia, Syafina Azizah, Sarah Nur Azizah, Shofie Nurul Bramasta Barca Sanchia Dewi, Henda Harmantia Dian Palupi Dika Maharani Ella Wulandari Elyza, Ferlya ENDANG NURHAYATI Erna Andriyanti Godlove Elioth Kiswaga Happy Cruzia Rini Harry Nurwanto Hidayati, Sari Ibnu Hajar Ibnu Hajar Irvan Effendi Joko Priyana Laser Romios Luluk Iswati Lusi Nurhayati Margana Margana Nadjib, Nurfadilah Nandes, Yogi Novario Nur Rohmah, Anis Ichwati Pahrozi Ahmad Palupi, Diah Philip Chappell Pratomo Widodo Putri Dini Meutia Riazi, Mehdi Rochma, Anis Firdatul Siregar, Dio Ilham Prasetyo Suci Cundo Widuri Sugirin Sugirin Sukarno Suwarsih Madya Syafruddin Syafruddin Tadkiroatun Musfiroh Ubaidillah, M. Faruq Ummi Zurrahmi