Article Per Year (5 Year)
p-Index From 2021 - 2026
3.212
P-Index
This Author published in this journals
All Journal TEFLIN Journal: A publication on the teaching and learning of English Celt: A Journal of Culture, English Language Teaching & Literature Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Script Journal: Journal of Linguistic and English Teaching Journal on Education Proceedings of ISELT FBS Universitas Negeri Padang Scope: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Jounal of Education and Teaching (JET) Borneo Educational Journal (Borju) English Language Education Reviews New Language Dimensions Indonesian Journal of EFL and Linguistics Southeast Asian Journal of Islamic Education Journal of English as a Foreign Language Teaching and Research (JEFLTR) E3L : Journal of English Laguange Teaching, Linguistics and Literature Educational Studies: Conference Series ADJES (Ahmad Dahlan Journal of English Studies) International Journal of Research in Education (IJRE)
Aridah Aridah
English Education Study Program, Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Challenges Faced by EFL Undergraduate Students in E-portfolio Writing on Google Sites Febriana, Mita Ekda; Aridah Aridah; Weningtyas Parama Iswari
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.846

Abstract

E-portfolios are increasingly utilized in Indonesian higher education, aligning with the "Merdeka Belajar" initiative. However, limited research explores the qualitative experiences of EFL students navigating the challenges of digital writing within this context. This study addresses this gap by investigating the difficulties encountered by undergraduate students at Mulawarman University when writing e-portfolios using Google Sites. The research employed a qualitative narrative inquiry study approach, involving in-depth interviews with three sixth-semester students and analysis of their e-portfolio submissions. Key findings revealed significant challenges related to organizational structure, writing requirements, complex writing tasks (particularly analytical and reflective writing), grammar concerns and vocabulary limitations. Students employed various coping strategies, including AI assistance, online tools, online resources, and peer feedback. The implications of this study highlight the need for educators to provide explicit guidance on e-portfolio design, address specific writing challenges, and support students in effectively utilizing digital tools for academic writing. Further research could expand the sample size for broader generalizability also explore the impact of targeted pedagogical interventions across different platforms and learning contexts.
Exploring EFL Students’ Vocabulary Acquisition Strategies through English Movies Siti Annisa; Ventje Jany Kalukar; Aridah Aridah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6828

Abstract

This study explores the vocabulary acquisition strategies used by EFL (English as a Foreign Language) students through English movies. Grounded in Krashen’s Input Hypothesis and Mayer’s Cognitive Theory of Multimedia Learning, the research investigates how learners engage with movie content to enhance their vocabulary. Using a qualitative method, the study involved two sixth-semester English Department students at a public university in Indonesia. Data were collected through semi-structured interview sessions and analyzed using thematic analysis. Findings reveal that students employ several strategies, including using English subtitles, noticing and repeating unfamiliar words, choosing genre-specific content, applying new vocabulary in writing and speaking, and rewinding scenes for better comprehension. In total, five key strategies were identified. These approaches helped learners connect vocabulary with context, improve pronunciation, and promote long-term retention. The use of multimedia, particularly movies, created an engaging and low-anxiety environment that supported incidental learning and increased motivation. The study concludes that learner-driven strategies supported by multimedia input significantly contribute to vocabulary development and suggests that educators integrate movie-based activities in language learning environments to enhance students’ vocabulary acquisition, contextual understanding, and motivation.
Why Not Speak Up? A Narrative Inquiry into the Silence of Undergraduate EFL Learners in Speaking Classes Andi Syifa Hanifaturrizkia; Aridah Aridah; Didik Sucahyo; Desy Rusmawaty; Maria Teodora Ping
Ahmad Dahlan Journal of English Studies Vol. 12 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v12i2.1650

Abstract

Despite the importance of speaking skills in communicative English as a Foreign Language (EFL) pedagogy, many undergraduate EFL learners remain silent in speaking courses. Existing research has largely focused on silence among EFL learners in other cultural contexts, leaving a gap in understanding the sociocultural, institutional, and linguistic factors influencing Indonesian university students. This qualitative study employs narrative inquiry to explore the lived experiences of silent undergraduate EFL learners in speaking classes, allowing participants to share personal stories, emotions, and reflections on their silence. Guided by Krashen’s Second Language Acquisition theories and Saville-Troike’s ethnographic framework, the research investigates both the individual and contextual factors of silence. The findings show that silence is influenced by university pedagogical shock, engaging in a silent period and hindered by affective filters, as well as contextual factors such as hierarchical classroom dynamics, authoritarian teaching styles, group-influenced silence, disengagement due to uninteresting topics, and showing respect. This research highlights the need for more supportive and interactive speaking environments in EFL speaking classes and offers practical suggestions for teachers to help students participate more actively.
DeepL as a Translanguaging Tool in an Indonesian EFL Student’s Academic Writing Fathinah, Fahdah; Rusmawaty, Desy; Aridah, Aridah; Amarullah, A. K.
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.12945

Abstract

This study investigates how an Indonesian EFL student uses DeepL, a machine translation (MT) tool, as part of her translanguaging practices in academic writing, and how she refines machine-generated texts to meet academic standards. Using a qualitative case study design, this research employed semi-structured interviews, writing assignments, and screen recordings to collect in-depth data. DeepL was specifically chosen among other MT and AI tools due to the participant’s consistent preference, contextual accuracy for academic writing, and a unique alternative-word-suggestion feature that appears to facilitate the participant’s text refinement process directly. The findings suggest that DeepL acts as a learning resource that supports vocabulary development, paraphrasing, and linguistic reflection. The participant critically engaged with DeepL’s translation results by employing several strategies, including back-translation, paraphrasing, and text evaluation, demonstrating an awareness of meaning, tone, and academic style. These practices reflect the translanguaging theory that the use of multilingual repertoires can be supported by digital technology in the construction of meaning. The novelty of this research lies in its rich, contextual insights into collaborative interactions between humans and machines in a single case, thereby providing an exploratory foundation for future, larger-scale comparative studies. The findings of this research also contribute to the field of applied linguistics and EFL pedagogy by proposing the pedagogical integration of MT tools to enhance critical digital literacy and reflective language learning.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Amarullah, A. K. Andi Syifa Hanifaturrizkia Asih, Yuni Utami Della Seventina Desy Rusmawaty Devianti Liannita Didik Sucahyo Didik Sucahyo Dilia Juni Pratiwi Dwi Titi Maesaroh Fathinah, Fahdah Febriana, Mita Ekda Hermansyah Hermansyah Ida Wardani Iwan Setiawan Jojor Siahaan Kristoforus Gustian Kusuma Wardani, Firda Yuanita Maria Teodora Ping Maria Teodora Ping, Maria Teodora Nindya, Sella Ayu Nira Miranda Noor Rachmawaty Novira Anjani Puji Astuti Amalia Ruel T. Bonganciso Rusmawaty, Desy Siti Annisa Syamdianita Syamdianita, Syamdianita Ventje Jany Kalukar Vita Andini Weningtyas Parama Iswari Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yohanisa Septyana Zamruddin, Mardliya Pratiwi