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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian EFL Journal JELL (Journal of English Language Learning) Academic Journal Perspective : Education, Language, and Literature TLEMC (Teaching and Learning English in Multicultural Contexts) Linguists: Journal of Linguistics and Language Teaching Jurnal Educatio FKIP UNMA CALL Journal of Language Education (JoLE) International Journal of Contemporary Studies in Education English Education and Applied Linguistics Journal (EEAL Journal) Jurnal Madinasika: Manajemen dan Keguruan Research on Applied Linguistics and Literature Language Circle : Journal of Language and Literature
Raynesa Noor Emiliasari
Universitas Majalengka
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PERSEPSI MAHASISWA TERHADAP PEMBELAJARAN BAHASA INGGRIS Raynesa Noor Emiliasari; E. Kosmajadi
MADINASIKA Vol 1 No 1 (2019): MADINASIKA-OKTOBER
Publisher : Pascasarjana Unviersitas Majalengka

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Abstract

This research aims to examine descriptively about students' perceptions of learning English. The research method used is descriptive quantitative survey techniques. The population consists of students who have attended English courses in the last two years, with total sampling techniques. The data source is primary data, analyzed using a descriptive statistical approach to find out the frequency of answers and the percentage magnitude. The results of the study prove that the students' perspective on learning English is not optimal. Learning English is considered heavy, inadequate environment and facilities.
TEACHERS’ BARRIERS ON THE IMPLEMENTATION OF ENGLISH ONLINE LEARNING DURING COVID-19 PANDEMIC Yoyoh Rohayati; Eva Fitriani Syarifah; Raynesa Noor Emiliasari
ReALL - Research on Applied Linguistics and Literature Vol. 1 No. 1 (2022): ReAll - Research on Applied Linguistics and Literature
Publisher : Fakultas Ilmu Budaya and LPPM Universitas Sebelas April

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Abstract

The COVID-19 pandemic has changed all activities in various fields, including education. Learning that has long been done conventionally, has now been done completely online. This presents various impacts in its implementation. The purpose of this study was to find out the barriers faced by English teachers during online teaching in the pandemic. This research was conducted in one senior high school in Majalengka Regency, with three English teachers as samples. The method used is qualitative research with a case study approach. The research instrument were observation and interviews. The results showed that there were various problems that barriers the online learning process. These barriers are caused by internal and external factors. Where internal factors are problems that come from within the teachers themselves such as (1) teachers have difficulty in building character, (2) lack of knowledge about ICT, (3) teaching styles such as methods and media that teachers use (4) difficulties in building good classrooms effective, which is caused by learning burnout and lack of interaction, and (5) lack of time. Then the obstacles contained in the external factors are the obstacles experienced by students which can become barriers for teachers in teaching online, including: (1) economic problems and (2) lack of support. It can be conclude that online learning still has various barriers in its implementation so that further research is needed to find a solution, then the learning can be carried out optimally.
DMC in EFL classroom: Its possible pedagogical values to develop students’ digital literacy and creative expression Raynesa Noor Emiliasari; Emi Emilia; Budi Hermawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.16325

Abstract

This study investigates the implementation of Digital Multimodal Composing (DMC) in an Indonesian EFL context, with particular attention to students’ composing processes and their application of the Grammar of Visual Design (GVD). Adopting a qualitative case study design, the study was conducted over one academic semester and integrated the Genre-Based Approach (GBA) with multimodal instruction. The participants were twenty-eight undergraduate students enrolled in an English Education program who worked in four groups to produce four digital posters as the final outcome of the Independent Construction stage. All posters were designed using the Canva application and represented different genres, including narrative, informative, and persuasive texts. Data were collected through classroom video recordings, field notes, and semi-structured interviews with six purposively selected students. The findings show that students were able to integrate visual, verbal, and spatial modes in their poster designs, demonstrating an emerging understanding of representational, interactional, and compositional meanings. While students initially experienced difficulties in balancing modes and making deliberate design choices, scaffolded instruction through the GBA stages supported their gradual development of multimodal awareness. The posters illustrate students’ ability to apply GVD principles in culturally relevant and socially meaningful contexts, highlighting the pedagogical value of DMC for fostering digital literacy, creative expression, and genre awareness in EFL learning.Keywords: Digital Literacy, DMC, EFL Classroom, GBA
Exploring Problem-Based Learning Within Genre-Based Approach to Teaching Multimodal Reading in an EFL Classroom Raynesa Noor Emiliasari; Nabila Fikriatul Faedah
Language Circle: Journal of Language and Literature Vol. 21 No. 2 (2026): Reguler Edition of October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v21i2.41033

Abstract

Reading instruction in English as a Foreign Language (EFL) classroom has increasingly involved multimodal texts that combine verbal and visual elements, posing new challenges for learners’ meaning-making processes. While Problem-Based Learning (PBL) and the Genre-Based Approach (GBA) have been widely discussed as effective pedagogical frameworks, limited research has examined how PBL can be systematically integrated within a genre-based reading pedagogy to support students’ engagement with multimodal texts. This study aimed to explore the integration of PBL within GBA in teaching multimodal reading in an EFL classroom and to examine how such integration facilitated students’ engagement with multimodal texts. Employing a qualitative descriptive research design, the study was conducted in an undergraduate EFL reading class at an Indonesian university. Data were collected through classroom observations, students’ multimodal reading tasks, and written reflections, and were analyzed thematically. The findings revealed that PBL was embedded across the stages of the GBA, functioning as a pedagogical logic rather than a separate instructional strategy. Problem-based activities encouraged students to approach multimodal reading as an inquiry-driven process, leading to increased participation, collaboration, and attention to visual–verbal relationships. The integration also supported learner autonomy, although challenges related to time management and language proficiency were identified. Overall, the study suggests that combining PBL with GBA provides a structured yet inquiry-oriented framework that supports EFL students’ engagement with multimodal reading tasks.
Teachers’ Innovation in Teaching English during The Covid-19 Pandemic Raynesa Noor Emiliasari; Eva Fitriani Syarifah; Ijan Saeful Furqon
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 1 No. 1 (2022)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (175.699 KB) | DOI: 10.56855/ijcse.v1i1.52

Abstract

The Covid-19 pandemic is a tragedy that grieves the entire population of the earth. All segments of human life on earth are disturbed, education is no exception. Many countries closed schools, universities, including Indonesia. This study aims to reveal (1) the learning innovations teachers’ developed by teachers in learning English during the pandemic (2) the obstacles teachers' encountered during learning English during the Covid-19 pandemic. This is a qualitative descriptive research design; the instruments are interviews and questionnaires. The results showed that the learning innovations developed by teachers during the pandemic were zoom meetings, WhatsApp and hybrid learning is a learning method that combines or combines online learning with face-to-face learning (PTM). Meanwhile Obstacles faced by teachers in using zoom meeting and WhatsApp were the internet issue students who do not affordances learning media facilities smart phones and laptops. This study may suggest teachers' to use the application media which is more exciting and interesting, furthermore the development of facilities to support teaching and learning using application media must be improved.
Co-Authors Agus Rofi’i Bayu Ali Wardana Budi Hermawan Dedeh Hayati Denny Kodrat E. Kosmajadi Eka Prasetyo Emi Emilia Fitriani, Yesi Elsa Herdiawan, Rama Dwika Ijan Saeful Furqon Irsyad Nugraha Mohammad Soni Nabila Fikriatul Faedah Reza Octaviana Pratama Septiani, Ani Siti Setia Mintarsih Syarifah, Eva Fitriani Yoyoh Rohayati