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All Journal Journal of Language and Literature TEFLIN Journal: A publication on the teaching and learning of English Lingua Scientia Research Collections English Review: Journal of English Education Dinamika Ilmu Indonesian EFL Journal Jurnal Bahasa Lingua Scientia Indonesian Journal of English Language Teaching and Applied Linguistics FOSTER: Journal of English Language Teaching Journal of English Language Teaching and Learning (JETLE) DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Asshika: Journal of English Language Teaching and Learning Proceeding International Conference on Education Indonesian Journal of English Language Teaching and Applied Linguistics

Erna Iftanti

English Education Department, UIN Sayyid Ali Rahmatullah Tulungagung, Indonesia

Author-ID : 2369981

Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 42 Documents Claim Missing Document

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Articles

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Research Trends of EFL Students in English Education Program: A 2005-2015 Survey Iftanti, Erna; Shofiya, Arina
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

One of the purposes of English Education Program of State Islamic Institute of Tulungagung, Indonesia, is to lead the graduates to do research on linguistics and language teaching and to write a thesis accordingly. However, the preliminary study shows that there is some repeatedly done research of the same topics, because the students commonly spend their time copying and pasting or modifying their seniors’ previous studies during writing the research proposals. If the advisors are not punctual in advising their advisees, it is possible to do some unintentional plagiarism which furthers block the contribution toward the body of knowledge in English language and education. Therefore, this article is intended to describe research trends of EFL students in English education. This descriptive study done through a questionnaire survey to 450 out of 849 students’ theses reveals that during the last eleven year, TEFL is the most popular research topic, because it is their mainstream topic. Still, they include other topics than TEFL which are mostly researched by using Descriptive (Qualitative). However, the students’ theses also indicate the development of implementing various research methods i.e. Quantitative, Classroom Action Research, and Research & Development. Moreover, although it is revealed that the research has already indicated the appropriateness of research objective with its title and research background, the EFL students’ theses need some improvement on writing research gap, reviewing related literature and previous studies, and on drawing conclusion and stating suggestion and research contribution as well. This study is then useful as the basis to make a research road map and important to avoid plagiarism and set a thorough research contribution to the body of knowledge on TEFL in Indonesia.

Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners Iftanti, Erna
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence and leads them to be more independent learners. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test and doing their peer’s made test, they are experienced in test development in addition to be better prepared for the test. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt.

Developing Joyful Story Sheets (JoSS): an Effort to Build Character for EYL Learners in Indonesia through Reading JoSS Iftanti, Erna; Madayani, Nany Soengkono
Dinamika Ilmu Vol 19 No 1 (2019): Dinamika Ilmu, 19(1), June 2019
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 & Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students’ moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.

Connecting Active Reading and Academic Writing in A Multicultural Context: Strategies for Syllabus and Material Packet Development Iftanti, Erna; Awalin, Arpinda Syifa’a; Amrullah, Latif
Dinamika Ilmu Vol 25 No 1 (2025): Dinamika Ilmu, 25(1), June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i1.10185

In response to the absence of a module for academic writing courses in a multicultural classroom context and the problems of starting to write and finding ideas for academic writing, this research aims to develop an academic writing module that meets the teachers' and undergraduate students' needs and voices. This study employed ADDIE model of R&D carried out through some steps: need analysis, drafting, developing, implementing, and evaluating. In the steps of need analysis, students claimed that reading contributes to getting ideas and building background knowledge of a certain topic for writing. Brainstorming is another voice they proposed to solve the problems. Moreover, they believe that writing essays can be the starting point for writing journal articles. Accordingly, by considering all findings in the initial step, the products of this R&D comprise students’ and teachers’ books. The product's specific characteristics are reading preceding essay writing, brainstorming, the syllabus, the scoring rubric with a detailed description, and academic honesty. The study revealed that integrating active reading into academic writing modules can be pedagogically implemented and enhance both students’ reading and writing skills. The following studies on developing a module for other levels of education can be carried out to further contribute to reading-writing pedagogy.

Communication Styles Among Members of Student Organizations in Indonesian Universities Mila Umil Habibah; Erna Iftanti
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/3s30xq79

The article examines the dominant communication styles utilized by student organization members and their impact on organizational effectiveness. This means that the way of conveying opinions or information, commonly known as communication style, can influence an individual's perspective in understanding information The research employs mixed method, use descriptive quantitative and qualitative method, primarily focusing on data collected through surveys and interview administered to students across several Indonesian universities. This method allows for a comprehensive analysis of the dominant communication styles, including Equalitarian, Structuring, and others, as well as the factors influencing their use. . Therefore, the purpose this article is to analyze the dominant communication styles used by student organization members, both when expressing opinions and when carrying out work programs, which certainly influence their actions and thinking patterns about certain ideas or opinions. The results indicate that the Equalitarian Style is the most dominant communication approach among student organization members. This style promotes an inclusive environment where all members feel empowered to express their opinions and contribute to discussions, ultimately enhancing collaboration and mutual understanding. The findings suggest that adopting an Equalitarian communication style significantly improves organizational effectiveness by fostering a culture of openness and respect among members.

Digital literacy development of undergraduate students for Society 5.0: pedagogical implication for language and science education Iftanti, Erna; Madayani, Nany Soengkono; Ningrum, Ary Setya Budhi
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3813

The rapid advancement of technology in the era of Society 5.0 has reshaped education, leading this study to investigate how students develop and strengthen their digital literacy skills. This qualitative research was conducted among students from the Language and Science Departments of a state Islamic university in Tulungagung, Indonesia. From 174 students responding to the questionnaire, twelve were purposively selected for in-depth interviews based on their high level of digital literacy. Data were analyzed thematically using a systemic qualitative approach that involved cross-verifying interview findings with observational data. Findings reveal that internal factors such as curiosity about technology, intrinsic motivation, learning needs, and preference for digital tools strongly influence students’ digital literacy. External factors—particularly social environment, academic culture, and lifestyle— were found to enhance these skills. Pedagogically, this study proposes transformative strategies such as the integration of online laboratories (OLABS), digital-based learning systems, and technology-oriented competitions. As a transformative study, it calls for Islamic higher education institutions to foster a digitally enriched learning ecosystem that aligns with the demands of Society 5.0.

Inter and Intra-Culture-Based Group Discussion to Promote Learning Autonomy in A Bicultural Class Iftanti, Erna
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v6i1.1195

Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. However, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at exploring inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research conducted qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and outside classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contributes to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.

Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Iftanti, Erna; Madayani, Nany Soengkono; Sherif , Nada Mohsen Said Ali
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.

Students’ Perceptions on The Impact of Artificial Intelligence on English Grammar Learning Awalin, Arpinda Syifa'a; Iftanti, Erna; Umami, Muhammad Sulung Mufty
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Artificial Intelligence (AI) has made significant strides in various fields, including language-related tasks and educational applications. This study explores students' perceptions of the impact of Grammarly, an AI-powered writing assistant, on English grammar. Grammarly provides users with grammar and spelling correction, style suggestions, and writing enhancements. By investigating students' attitudes, experiences, and opinions regarding Grammarly, valuable insights can be gained into how this AI technology influences English grammar learning and writing proficiency. Through a mixed-methods approach involving surveys and interviews, data were collected from a diverse group of students across different educational institutions. The findings reveal multifaceted perspectives, highlighting the advantages, challenges, and implications of incorporating Grammarly as a grammar tool in language education. This research contributes to the existing knowledge on the integration of Grammarly and similar AI technologies, providing practical insights for educators, policymakers, and AI developers seeking to enhance English grammar instruction through innovative AI tools

The Use of Artificial Intelligence as the Potential Supporting Learning Tools for Doing Learning Projects Iftanti, Erna; Awalin, Arpinda Syifa’a; Izza, Fatma Nuril
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Artificial Intelligence (AI) is at present getting popularly used as the supporting tools of learning. The EFL students use various types of application to support their learning and doing the school assignment and projects. This study is thus aimed at portraying how AI is used as their supporting learning tools. This narrative inquiry is carried out by asking five selected students of English Department of a state university in Tulungagung who used AI to help them completing their final project of writing thesis proposal. The data were collected through interviewing them and reading their notes in July 2023. They were then qualitatively analysed. The results of this study revealed two main points. They do not only use Chat GPT as the most popular AI application, but there are also some other AI applications like Bing Chat, and Grammarly which are used to support their learning projects like writing research proposal. Those application are used for various reasons and usage like using Chat GPT to find framework of research topic, to develop and brainstorm ideas; employing Bing Chat to find review literature; and Grammarly is used to check the grammar error in their research proposal. Surprisingly, they can learn in a joyful learning atmosphere as well because they can play games while learning English vocabulary and other topics. Finally, these research results can be pedagogically implemented in the recent English Language Teaching which integrates technology for their teaching and learning process.

Co-Authors Amrullah, Latif Anshori, Mohammad Isya Ary Setya Budhi Ningrum Awalin, Arpinda Syifa'a Awalin, Arpinda Syifa’a Binti Maunah Izza, Fatma Nuril Joko Tri Prastiyo Marelita, Dema Finda Mila Umil Habibah Musrikah, Musrikah Nany Soengkono Madayani, Nany Soengkono Pertiwi, Nestiti Lintang Ramadhani, Tria Rahayu Rany Raissa Palupi Retno Ayu Fitriani Rohmah, Anifatur Sherif , Nada Mohsen Said Ali Shofiya, Arina Shofiya, Arina Umami, Muhammad Sulung Mufty Umy Zahroh

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