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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Litera Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 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 Edulitics (Education, Literature, and Linguistics) Journal Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society 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 Englisia
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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Implementing the Eclectic Blend of Genre-Based Instruction, Cooperative Learning, and Gamification to Improve Students’ Knowledge of Songs Azizah, Sarah Nur; Anita Triastuti
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.91884

Abstract

Enhancing students' understanding of figurative language in English song lyrics presents a significant challenge in English Language Teaching (ELT). This research explored the collective impact of integrating Genre-Based Instruction (GBI), Cooperative Learning, and Gamification on improving students' knowledge and understanding of songs. The integration of modern approaches such as Genre-Based Instruction (GBI) in English Language Teaching (ELT) has significantly enhanced students' linguistic and communicative competencies. GBI encourages students to consider audience, purpose, and context, which is particularly beneficial in understanding complex language forms such as figurative language. The study aimed to assess how this eclectic blend influenced students' comprehension of figurative language, as well as their linguistic competence, critical thinking, and creativity. The research utilized a Classroom Action Research (CAR) design with both qualitative and quantitative methods. The study involved 36 students from a public school in Ngaglik, Sleman, Yogyakarta, and their English teacher, who also served as the homeroom teacher. Data collection included qualitative methods such as classroom observations, interviews, and documentation, as well as quantitative data from pre-tests, cycle 1 tests, and cycle 2 tests (post-tests). Qualitative data were analyzed through data condensation, data display, and conclusion drawing, while quantitative data were processed and analyzed similarly. The results of qualitative and quantitative analysis, along with triangulation, indicate a significant improvement in students' ability to understand and use figurative language. The combined use of GBI, cooperative learning, and gamification proved effective in creating a dynamic learning environment that enhances students' comprehension of figurative language in songs. The integration of GBI provided a structured framework for analyzing various song genres, while cooperative learning created a collaborative environment that fostered deeper engagement with the material. The gamification element introduced a competitive and enjoyable aspect that increased student motivation and participation. However, challenges such as varying student proficiency levels and the need for additional support were noted. Future research should explore the long-term effects of these strategies on overall language skills, address diverse student needs, and evaluate various gamification techniques. These insights will help refine the application of these methods in diverse educational contexts.
High School English Teachers’ Perception of Critical Thinking Concepts in Writing Class Diyah Herawati; Margana Margana; Anita Triastuti
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i1.8325

Abstract

This study explores high school English teachers' perceptions of critical thinking and their integration into English writing instruction, focusing on the Indonesian context. Critical thinking is a cornerstone of education, yet its implementation in writing classes remains underexplored, especially in secondary education. This qualitative study employs a case study design involving five high school teachers. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that teachers conceptualize critical thinking as a combination of analytical skills, logical reasoning, and creative problem-solving. Strategies such as argumentative writing tasks, peer reviews, and open-ended questioning were employed to develop students' critical thinking in writing. However, challenges such as limited student readiness, time constraints, and insufficient resources impede effective implementation. The study further identifies contextual factors unique to the Indonesian educational setting, contributing to the broader understanding of critical thinking pedagogy in diverse environments. Implications suggest the need for professional development programs, curriculum reforms, and enhanced resource allocation to support critical thinking instruction. This research underscores the importance of integrating critical thinking into English writing curricula to equip students with essential skills for academic and real-world success. Future research should explore the longitudinal impacts of these strategies and their adaptability across different educational contexts.
Beyond textbooks: Culturally responsive English teaching in resource-limited Madurese classrooms Ach Fauzi; Anita Triastuti; Sudarmaji Sudarmaji
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.162

Abstract

This study examines the implementation of Culturally Responsive Teaching (CRT) in English language instruction within a geographically isolated context—specifically, the Sumenep Archipelago, with a focus on Gili Genting, Indonesia. In such remote settings, English teaching is often constrained by limited material resources and a perceived cultural misalignment with Madurese ethnic learners. Employing a qualitative case study design, this research investigates how CRT strategies are operationalized and what implementation challenges emerge in a senior high school in this region. Data were collected through semi-structured interviews with a single English teacher, selected for her sustained instructional experience in the target community. Interview transcripts were analyzed using thematic analysis. Findings indicate that the teacher strategically integrates Madurese cultural elements—including local folklore, communal values, and environmental artifacts—into English lessons to enhance relevance and learner engagement. While such culturally anchored instruction temporarily increased student participation, this engagement remained largely situational. Persistent challenges included a lack of instructional materials, absence of internet or digital media access, and student resistance rooted in the perceived irrelevance of English to daily life. The study concludes that in remote contexts, CRT manifests primarily through adaptive, interaction-dependent strategies but is severely circumscribed by infrastructural constraints. Critically, student resistance appears to stem more from perceived socio-cultural distance than from general motivational deficits, highlighting the need for systemic, context-sensitive support mechanisms.
Towards Green ELT: An Education for Sustainable Development-Driven Analysis of Environmental Behavior, Technology Integration, and Language Competence Ridha Deprianita; Anita Triastuti; Rizky Amelia; Murodjon Atakuziev
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 20, No 1 (2026)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v20i1.136549

Abstract

This study investigates how environmental science integration, value, pro-environmental behavior, and technology integration contribute to English language competence. The researchers used PLS-SEM with 5,000 bootstrap resamples for the data analysis of 624 senior high school students in South Kalimantan through a questionnaire containing 21 items. The measurement model showed satisfactory reliability and validity, while the structural model revealed some significant relationships. The findings demonstrated that ESI significantly enhances TI (β = 0.258, p < 0.001), and VPB also significantly enhances TI (β = 0.383, p < 0.001). This supports that environmental interaction and values are important drivers for the willingness of students to use digital technology in learning. At the same time, TI significantly predicts LC (β = 0.440, p < 0.001), showing that technology is a pathway to improving language competence within an ESD-oriented framework. These findings have implications for theorizing the integration of ESD and technology-enhanced language learning by showing how environmental engagement and digital practices intersect in support of language development. The study also has practical implications for teachers and policymakers in incorporating environmental themes and digital tools in the teaching of English in order to simultaneously foster sustainability awareness and strengthen language competence.
Teacher Questioning Practices and Multidimensional Student Engagement in an Indonesian Primary EFL Classroom Nina Rosiana Putri; Lusi Nurhayati; Ari Purnawan; Anita Triastuti
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30776

Abstract

Teachers’ questioning plays a pivotal role in shaping classroom interaction and student engagement in English as a Foreign Language (EFL) settings, particularly in primary classrooms where learners have limited English exposure and content knowledge. In many Indonesian EFL classrooms, including those in Lampung, instructional interaction remains largely teacher-dominated, restricting students’ opportunities to participate actively in meaning-making. Responding to this issue, this qualitative case study investigates the types of questioning strategies employed by a primary EFL teacher, how these strategies are enacted in classroom interaction to stimulate student engagement, and the challenges encountered in implementing them with young learners. The participants consisted of one English teacher and eighteen third-grade students at a primary school in Lampung, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings reveal four dominant types of teacher questions—factual, probing, divergent, and higher-order—each serving distinct interactional functions. Factual questions were predominantly used to check understanding and manage lesson flow, while probing questions supported elaboration and reasoning. Divergent questions encouraged idea generation and personal connections, and higher-order questions promoted critical thinking, evaluation, and dialogic interaction. These questioning practices were found to stimulate students’ behavioral, cognitive, and emotional engagement to varying degrees. Interview data further indicate that the teacher intentionally used questioning to monitor comprehension, activate prior knowledge, scaffold participation, and foster student engagement. However, challenges emerged related to students’ limited content knowledge and the teacher’s difficulty in responding to students’ divergent questions.
Academic motivation and learner empowerment of Indonesian EFL students Happy Cruzia Rini; Anita Triastuti
Journal of Education, Social & Communication Studies Vol. 1 No. 3 (2024): September 2024
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v1i3.18

Abstract

Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.
Factors contributing to and strategies for reducing Foreign Language Anxiety (FLA): A systematic literature review Diah Palupi; Anita Triastuti; Sukarno; Ella Wulandari
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
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.
Indonesian EFL teachers Nurfadilah Nadjib; Anita Triastuti
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
Co-Authors A. Ashadi, A. Ach Fauzi Adhelia, Shafira Al Mawardi, Muhamad Rasyid Ari Purnawan Azalia, Syafina Azizah, Sarah Nur Azizah, Shofie Nurul Bramasta Barca Sanchia Dewi, Henda Harmantia Diah Palupi Dian Palupi Dika Maharani Diyah Herawati 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 Luluk Iswati Lusi Nurhayati Lusi Nurhayati Margana Margana Murodjon Atakuziev Nadjib, Nurfadilah Nandes, Yogi Novario Nina Rosiana Putri Nur Rohmah, Anis Ichwati Nurfadilah Nadjib Pahrozi Ahmad Philip Chappell Pratomo Widodo Putri Dini Meutia Riazi, Mehdi Ridha Deprianita Rizky Amelia Rochma, Anis Firdatul Romios, Laser Siregar, Dio Ilham Prasetyo Suci Cundo Widuri Sudarmaji Sudarmaji Sugirin Sugirin Sukarno Sukarno Suwarsih Madya Syafruddin Syafruddin Tadkiroatun Musfiroh Ubaidillah, M. Faruq Ummi Zurrahmi