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All Journal TEFLIN Journal: A publication on the teaching and learning of English Ahmad Dahlan Journal of English Studies PAEDAGOGIA Indonesian EFL Journal Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat English Language Teaching Educational Journal Community Empowerment UAD TEFL International Conference Teaching English as a Foreign Language Journal Studies in English Language and Education
Soviyah Soviyah
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Investigating the motivational teaching strategies of an English native speaker lecturer Soviyah Soviyah
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.163

Abstract

Motivation plays a very important role in the success of learning a foreign language. Motivation can come from the teacher. Ways a teacher uses to increase students’ motivation in learning a foreign language are called Motivational Teaching Strategies. The aims of this research are to investigate the motivational teaching strategies used by an English native speaker lecturer and to know the students’ responses toward the Motivational Teaching Strategies used by an English native speaker lecturer. The type of this study is a qualitative research. The subjects involved are an English native speaker lecturer and 23 students of the third semester of the English Education Department, Universitas Ahmad Dahlan Yogyakarta. To collect the data, it was done using classroom observation, interview, and classroom survey.  The research was conducted in Universitas Ahmad Dahlan during the pre-pandemic, around the end of 2019 and the beginning of 2020. To analyze the data, qualitative descriptive was utilized as the main technique. Using Dornyei’s framework of Motivational Teaching Strategies containing 48 items, the results of this study showed that the English native speaker lecturer applied almost all of the strategies of the Motivational Teaching Strategies by Dornyei (2001), which are divided into four categories:  creating the basic motivational conditions, generating initial motivation strategies, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation. There were few strategies, however, that were not yet implemented because of some considerations.  In terms of the students‟ responses, the students mostly saw and agreed that the English native speaker lecturer applied the Motivational Teaching Strategies in the classroom.
Students’ interest level in English online learning Linda Puspita; Thalia Savira Ristianti; Soviyah Soviyah
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.344

Abstract

English is one of the subjects that students in Indonesia are required to study, including during the COVID-19 pandemic situation. As a result of the the pandemic, the English learning process is conducted online. Therefore, students are expected to adapt to this new learning mode, and to be interested in it as well. This research aims to find out the level of the students’ interest in learning English online. The research utilizes descriptive quantitative method. A questionnaire is used as the research instrument. Taking SMPN 2 Girimulyo junior high school, Yogyakarta, Indonesia as the research setting, it involves 40 students which consist of 25 female students and 15 male students. The research data are collected online through Google form distributed to the respondents to reveal their interest in learning English online. The study findings show that 77% of students are interested in learning English online, 66% of the students master the material, and the interaction between students and teacher is very good reaching perfect score of 100%. However, when asked about their preference, 60% of the students prefer learning English offline under face-to-face mode.
Students’ perceptions of using Google Meet in English online learning at Muhammadiyah Nitikan Elementary School Soviyah Soviyah; Linda Puspita; Abdulmohsin Nasser Altawil
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.435

Abstract

Google Meet is a new medium used for students and teachers in learning during COVID-19 pandemic. At Muhammadiyah Nitikan Elementary School, English learning has been carried out online by utilizing online mediums in the learning process. By using Google Meet as an alternative learning medium, students at Muhammadiyah Nitikan Elementary School have various opinions on its use. The objective of this research was to find out students’ perceptions of using Google Meet in English online learning. The research method in this research was quantitative method. The participants of this research were sixth grade students of Muhammadiyah Nitikan Elementary School consisting of 88 students, 46 female students and 42 male students. The sampling used in this research was random sampling. Questionnaire is used to collect the data which is then analyzed using quantitative methods. The results of this study showed that out of a total of 88 participants, 1 student (1.14%) has a very positive perception, 35 students (39.77%) have a positive perception, 27 students (30.68%) have a neutral perception, 17 students (19.32%) have a negative perception, and 8 students (9.09%) have a very negative perception.
Bridging Technology and Language Learning: Vocational Students’ Perceptions of Wordwall in ELT Rara Raudhah Sakha Mahardika; Soviyah Soviyah; Eryke Sukma Widiarna
PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i1.98989

Abstract

This study explores the students’ perceptions or responses to the use of Wordwall as learning media in English learning activities. It focused on ease of use, impact on motivation, material comprehension, vocabulary improvement and challenges as well as future plan with it. Conducted in August 2024 in one public vocational school located in the suburban area of Yogyakarta, Indonesia, it involved 21 vocational school students specializing in fashion design. The research adopted survey-based research. The research instrument was a questionnaire containing both closed and open ended questions. The collected data were analyzed quantitatively and qualitatively. The results show that students perceive the use of Wordwall as English learning media positively as it’s easy to use, it’s able to improve students’ motivation, helps understand the materials taught, and improves vocabulary mastery.  Although there are some technical challenges when using it, the students tend to prefer Wordwall and continue using it in the future. These findings confirm the potential of Wordwall as an effective learning tool in the context of English Language Teaching (ELT) in vocational schools.
Distraction, motivation, and multimodality: Generation Alpha students’ and teachers’ perspectives on interactive English guide design Bambang Widi Pratolo; Eko Purwanti; Dat Bao; Hamdan Anwari; Nur Fatimah; Soviyah Soviyah; Dio Fahmi Al Faradhi
Studies in English Language and Education Vol. 13 No. 3 (2026): In progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i3.1611

Abstract

Generation Alpha learners bring distinctive digital habits and expectations to English language learning, while teachers face increasing challenges in integrating technology into classroom practice. This study investigates the perspectives of Generation Alpha students and English teachers in urban junior high schools in Yogyakarta, Indonesia, and examines the convergence and divergence in their perspectives to inform an interactive English teacher guide design. This convergent mixed-methods needs analysis involved 1,205 students, 61 English teachers, one school principal, and one English MGMP (Musyawarah Guru Mata Pelajaran, or Teacher Working Group) coordinator. Data in this study were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings revealed that students were digitally ready and preferred interactive, multimodal, and contextualized English learning supported by clear guidance and timely feedback. However, they engaged less frequently in independent language practices and speaking activities. Teachers expressed a strong need for practical, curriculum-aligned resources, including lesson templates, differentiated activities, authentic materials, and ready-to-use assessment tools. Students identified technological distractions, unclear instructions, and lengthy texts as the main learning barriers, whereas teachers emphasized low motivation, limited attention spans, and classroom management challenges. Despite these differences, both groups highlighted the importance of multimodal resources, scaffolded instruction, timely feedback, and clear assessment rubrics. Therefore, an effective teacher guide should incorporate multimodal and scaffolded learning, formative assessment, differentiated instruction, and low-bandwidth digital resources. By integrating students’ and teachers’ perspectives, this study provides an evidence-based foundation for developing contextually relevant instructional resources for Generation Alpha learners.
Co-Authors Abdulmohsin Nasser Altawil Amrullah Lamondjong Anggriyani, Mita Arifiana Tri Wulandari Arum Priadi Bambang Widi Pratolo Dat Bao Diana Rahayu Etikaningsih Dio Fahmi Al Faradhi Eko Purwanti Eryke Sukma Widiarna Hamdan Anwari Kuswandari, Risa Arum Lamondjong, Amrullah Like Diana Nomita Linda Puspita Marisa Marisa Marisa Marisa Mita Anggriyani Nomita, Like Diana Norida Jati Prastiwi Nur Fatimah NUR FATIMAH Prastiwi, Norida Jati Purwaningtias, Yunia Rara Raudhah Sakha Mahardika Ratri Nur Hidayati, Ratri Nur Risa Arum Kuswandari Thalia Savira Ristianti Yunia Purwaningtias Zuraina Ali