Articles
<![CDATA[Improving the Teaching of Pronunciation in A Junior High School by Integrating Segmental and Suprasegmental Learning ]]>
<![CDATA[Al Mawardi, Muhamad Rasyid]]>;
<![CDATA[Triastuti, Anita]]>;
<![CDATA[Nur Rohmah, Anis Ichwati]]>
<![CDATA[ Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 2 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/tadris.v8i2.15590
<![CDATA[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.]]>
<![CDATA[Online Communicative Speaking Tasks to Enhance Students' Speaking Skills ]]>
<![CDATA[Adhelia, Shafira]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v7i2.1365
<![CDATA[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.]]>
<![CDATA[Micro-Ethnography Approach in Using Technology to Support Learning Interaction ]]>
<![CDATA[Nandes, Yogi Novario]]>;
<![CDATA[Triastuti, Anita]]>;
<![CDATA[Priyana, Joko]]>
<![CDATA[ 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 : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.6133
<![CDATA[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]]>
<![CDATA[Indonesian EFL teachers ]]>
<![CDATA[Nadjib, Nurfadilah]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ Journal on English as a Foreign Language Vol 13 No 2 (2023): Issued in September 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v13i2.6501
<![CDATA[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]]>
<![CDATA[TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM ]]>
<![CDATA[Azalia, Syafina]]>;
<![CDATA[Triastuti, Anita]]>;
<![CDATA[Margana, Margana]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v8i1.4194
<![CDATA[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.]]>
<![CDATA[The representation of EFL context-based cultures in an international EYL textbook ]]>
<![CDATA[Nurhayati, Lusi]]>;
<![CDATA[Triastuti, Anita]]>;
<![CDATA[Widodo, Pratomo]]>
<![CDATA[ LITERA Vol. 22 No. 2: LITERA (JULY 2023) ]]>
Publisher : <![CDATA[Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v22i2.53312
<![CDATA[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]]>
<![CDATA[Embracing Multiliteracies Challenges: Navigating Multimodal Literacy in Maritime Vocational Education with the New London Group Framework ]]>
<![CDATA[Azizah, Shofie Nurul]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ Formosa Journal of Sustainable Research Vol. 3 No. 9 (2024): September 2024 ]]>
Publisher : <![CDATA[PT FORMOSA CENDEKIA GLOBAL ]]>
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DOI: 10.55927/fjsr.v3i9.11611
<![CDATA[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]]>
<![CDATA[A Need Analysis of ESP materials for Agriculture Students at Indonesian Vocational School in West Sulawesi ]]>
<![CDATA[Hajar, Ibnu]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v6i1.840
<![CDATA[The development of industry in the modern era has led to the growth of vocational schools in Indonesia. for that reason, vocational schools need to adapt or change the general English (GE) learning materials into English learning materials for specific purposes (ESP). therefore, this current study aims to investigate the need for ESP materials for agriculture students at Indonesian vocational schools. This study employed descriptive research to describe the agriculture students’ need for ESP materials. The participants of this research were 25 students of XI grade agriculture students at vocational school. This research used a questionnaire that was developed to find out the ESP needs of agriculture students. Moreover, the data from the questionnaire were analyzed by seeing the frequency of participants’ answers then the data were presented in the form of a chart or figure. The results of the study showed that the English learning objective of the agriculture students should make the students able to communicate in English well. Then, English learning materials for agriculture students should be blended with the agriculture materials such as cultivation plants and processing agricultural products. Also, English learning activities for agriculture students should involve students actively by group work, making projects, and using current media technologies in the learning process. Eventually, the results of this study can be used as a reference in mapping and developing ESP materials especially for agriculture students at vocational schools.]]>
<![CDATA[Online Communicative Speaking Tasks to Enhance Students' Speaking Skills ]]>
<![CDATA[Adhelia, Shafira]]>;
<![CDATA[Triastuti, Anita]]>
<![CDATA[ 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 : <![CDATA[Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/ijeltal.v7i2.1365
<![CDATA[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.]]>
