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All Journal Indonesian Journal of Applied Linguistics (IJAL) TARBIYA : Journal Education in Muslim Society English Review: Journal of English Education REFLEKSI EDUKATIKA Indonesian Language Education and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Numeracy : Jurnal Ilmiah Pendidikan Matematika Visipena Edulitics (Education, Literature, and Linguistics) Journal PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Indonesian Journal of Learning Education and Counseling JOURNAL OF APPLIED LINGUISTICS AND LITERATURE An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab JETL (Journal Of Education, Teaching and Learning) JMIE (Journal of Madrasah Ibtidaiyah Education) Deiksis Jurnal Pendidikan Bahasa dan Sastra Indonesia Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia BAHTERA : Jurnal Pendidikan Bahasa dan Sastra JET (Journal of English Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Jurnal Membaca Bahasa dan Sastra Indonesia Jurnal Eduscience (JES) Dinasti International Journal of Education Management and Social Science Jurnal ABDINUS : Jurnal Pengabdian Nusantara Getsempena English Education Journal Ethical Lingua: Journal of Language Teaching and Literature Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) JOLLT Journal of Languages and Language Teaching Basic and Applied Education Research Journal (BAERJ) JURNAL ILMIAH GLOBAL EDUCATION Archive: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Academic Journal Perspective : Education, Language, and Literature Journal of Educational Sciences Edulitics (Education, Literature, and Linguistics) Journal SENTRI: Jurnal Riset Ilmiah Journal of Language and Literature Studies Jurnal Pendidikan Bahasa Dan Sastra Indonesia (BASTRANDO) Eduvest - Journal of Universal Studies Journal of Language and Pragmatics Studies JURNAL HANDAYANI PGSD FIP UNIMED Lingeduca: Journal of Language and Education Studies Journal of Education Method and Learning Strategy Journal of Linguistics, Culture and Communication International Journal of Language and Ubiquitous Learning Jurnal Pendidikan Bahasa Indonesia Journal of International Multidisciplinary Research Jurnal Sastra Indonesia Proceeding International Conference on Education ANUFA
Fathiaty Murtadho
Universitas Negeri Jakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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Development of a Speaking Skill Assessment Rubric for Children in English Based on the Universal Design for Learning Approach in Inclusive Schools Solo, Lenny; Lustyantie, Ninuk; Murtadho, Fathiaty
Journal of linguistics, culture and communication Vol 3 No 1 (2025): Journal of Linguistics, Culture, and Communication
Publisher : CV. Rustam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61320/jolcc.v3i1.181-209

Abstract

This study aims to develop an English-speaking skills assessment rubric for children with autism spectrum disorder (ASD) using the Universal Design for Learning (UDL) approach in an inclusive school setting. The research involved 24 regular students and one student with mild ASD in the 7th grade at Sekolah Alam Bekasi, offering a comparison framework. However, children with ASD have unique cognitive, social, and communication needs that differ from neurotypical students. Comparisons must therefore be approached carefully, considering these differences. The study followed Borg & Gall's Research and Development (R&D) model, starting with a needs analysis, followed by product design, expert validation, product revision, and limited testing. Data was gathered through questionnaires, interviews, and documentation. The needs analysis revealed that both teachers and parents require a flexible, inclusive, and ASD-sensitive assessment tool, especially for evaluating verbal and non-verbal communication skills. The resulting rubric is based on the three UDL principles: Multiple Means of Engagement, Representation, and Action and Expression, with specific, measurable, and context-appropriate indicators. Content validation by three experts in special education, language assessment, and inclusive pedagogy produced Aiken’s V values between 0.85 and 0.95, indicating strong validity. A limited trial with five students with ASD demonstrated the rubric’s effectiveness in assessing individual speaking abilities and guiding teachers in providing adaptive interventions. By incorporating both verbal and non-verbal aspects like gestures and eye contact, the rubric offers a fairer and more holistic assessment for students with ASD.
Development of Teaching Materials for Writing Short Story Texts Based on the KBM (Community Can Write) Application by Asma Nadia and Isa Alamsyah in Creative Thinking Skills for Junior High School Students Rizkiyanti, Anita; Rahman, Saifur; Murtadho, Fathiaty
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 5 (2025): Dinasti International Journal of Education Management and Social Science (June
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i5.4601

Abstract

This study aims to develop and evaluate a short story writing instructional material based on the "Komunitas Bisa Menulis" (KBM) application using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. This instructional material is designed to improve students' short story writing skills and creative thinking through an interactive technology-based approach. The development process involved analyzing the needs of students and teachers, designing technology-based content, and testing by subject matter and media experts. The implementation was carried out in several pilot classes using both online and offline methods, and evaluation was conducted using sebelum tess and setelah tess to measure students' skill improvement. The results of the trial showed a significant improvement in students' short story writing skills (35%) and creative thinking skills (40%). This study provides evidence that the instructional material based on the KBM application is effective in enhancing students' short story writing and creative thinking skills.
Empowering Mothers as an Alternative to Learning Reading and Interpreting Meaning in Me Tribe Students of Elementary School Age Rajaguk-guk, Sastri Br; Rafli, Zainal; Murtadho, Fathiaty
Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i4.49941

Abstract

This study examines the empowerment strategies of Mee tribe mothers in Papua in teaching reading to primary school-aged children. The study uses the literature review method to analyse the challenges Mee students face in learning to read and identify effective approaches to improve their literacy skills. The results show that Mee students face various barriers, including limited access to education and language differences. Effective learning strategies include the use of syllable card media, game-based methods and the utilisation of educational technology. The involvement of parents, especially mothers, was found to be very important in supporting the development of children's reading skills. Creating a supportive learning environment at home and empowering mothers as educators can be an effective alternative in improving the reading skills of Mee children. This study recommends the development of a special training programme for Mee mothers, the provision of culturally appropriate learning resources, increased access to educational technology and collaboration between various stakeholders in developing a sustainable literacy programme. The implementation of these recommendations is expected to improve the reading skills of primary school-aged Mee students and empower mothers as important partners in their children's learning process.
Parental Strategies in Managing L1 Interference in Early Second Language Acquisition: An Intrinsic Case Study Jaelani, Alan; Rafli, Zainal; Murtadho, Fathiaty
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13704

Abstract

Drawing upon naturalistic data since the intake of English at the age of two, this longitudinal intrinsic case study examines the developmental trajectories of bilingual subject realization in an Early Second Language Acquisition (ESLA). Early bilingual exposure is widely recognized for its cognitive and linguistic benefits, yet challenges such as first language (L1) interference remain underexplored. This study focuses on a single child’s unique language learning journey which offers an in-depth exploration of how specific parental strategies, including exclusive use of English at home, curated media exposure, and interactive language use, contribute to the child reaching a CEFR B2 level by age seven. Despite the supportive language environment, this study identifies consistent patterns of L1 interference in areas such as syntax, word order, and morphology. Using qualitative analyses of spontaneous speech data, this study identifies recurring error patterns and their implications for bilingual language development. The findings emphasize the dual role of parental influence in fostering second language (L2) proficiency while also revealing structural challenges that necessitate personalized corrective strategies. This research offers practical insights for parents and educators in emphasizing the need for targeted interventions to mitigate L1 interference and optimize bilingual acquisition outcomes.
Developing a Critical Reading Assessment Specification Infused with Ecological Literacy for Higher Education Nurkhamidah, Neni; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6585

Abstract

This study addresses the limitations of existing critical reading assessments in Indonesian higher education, which often focus narrowly on comprehension and recall, neglecting higher-order critical thinking and ecological literacy skills essential for addressing complex environmental challenges. The problem is evident as students frequently achieve near-perfect scores on current tests that inadequately measure their ability to critically analyze academic texts or apply ecological awareness. This research develops a comprehensive assessment specification for a Critical Reading course at Media Nusantara University that integrates ecological literacy alongside traditional reading skills. Using a Design and Development Research (DDR) methodology, the study analyzed course syllabi, learning outcomes, and existing assessments, and incorporated feedback from a Focus Group Discussion (FGD) involving one lecturer and two assessment experts, alongside interviews with five students. The resulting assessment balances multiple-choice questions with open-ended essay tasks and includes ecological case studies to better evaluate higher-order thinking and real-world problem-solving abilities. The revised assessment specification uniquely combines critical reading with ecological literacy to prepare students for both academic success and responsible environmental citizenship. Findings indicate that this approach fosters deeper engagement with texts and environmental issues and offers a practical framework for more valid and reliable assessments in higher education.
Contextualizing the Multimodal Assessment Framework for Junior High School EFL Learners Jaelani, Alan; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6623

Abstract

This study investigates the implementation of the Multimodal Assessment Framework (MAF) proposed by Ross et al. (2020) within a junior high school English as a Foreign Language (EFL) classroom. In response to the growing emphasis on multimodal literacy in 21st-century education, the research explores how assessment practices can be reimagined to align with students' diverse meaning-making capacities across visual, verbal, aural, and spatial modes. Using a qualitative case study design, the study involved classroom observations, semi-structured interviews, and the analysis of student-created multimodal artefacts. A rubric adapted from the MAF focusing on four key dimensions: criticality, cultivating creativity, holism, and valuing multimodality was used to evaluate student performance. Findings reveal that the framework enhanced student engagement and creativity, encouraged purposeful use of multimodal resources, and supported inclusive assessment practices. Challenges such as limited teacher familiarity, curriculum constraints, and unequal access to technology emerged. The study reveals the potential of multimodal assessment to foster equitable and meaningful learning in secondary EFL contexts. The results contribute to the growing body of literature on multimodal assessment and offer practical implications for pedagogy and policy in resource-constrained, multilingual educational environments.
The Impact of Infographics on Cognitive Enhancement in English Language Students Andayani, Wuwuh; Murtadho, Fathiaty; Lustyantie, Ninuk
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6725

Abstract

This study aimed to explore the impact of infographics on cognitive enhancement in English Language students. Infographics, as a visual medium that combines text and images, are believed to simplify the understanding of complex concepts and improve long-term memory retention. This research adopted a quantitative approach with a field experiment involving two groups of students: an experimental group taught using infographics and a control group taught with conventional methods. Data were collected through cognitive tests before and after the intervention, as well as surveys measuring students’ perceptions of infographics. The results showed that the use of infographics significantly enhances students' understanding of concepts and memory retention in English courses. These findings supported the hypothesis that visual media, such as infographics, can be an effective tool for enhancing cognition in students, particularly in the context of English education. The study also highlighted the importance of integrating visual technologies in learning to stimulate more active and in-depth cognitive interaction.
Development of an Assessment Rubric for Story Writing Skills in Indonesian Integrated with Acehnese Folklore for Senior High School Verawati; Lustyantie, Ninuk; Murtadho, Fathiaty
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.7050

Abstract

This study aims to develop an assessment rubric for storytelling skills in Indonesian that is integrated with Acehnese folklore, specifically for high school students (SMA). The development of this rubric is based on the need for a valid, reliable, and contextual assessment tool to measure students' creative writing abilities while utilizing local cultural values. The research method used is the Research and Development (R&D) model, which includes stages of design, validation by language and cultural experts, limited trials, and rubric revisions. The rubric instrument integrates linguistic aspects, story text structure, and distinctive elements of Acehnese folklore as learning materials that encourage creativity and cultural understanding. The validation results show that the rubric has a high content validity and can be used as a guide for objective and comprehensive storytelling assessment. The implementation of the rubric in high school classes also demonstrated an improvement in the quality of students' written work and a deeper cultural awareness. This study concludes that the developed rubric effectively supports storytelling learning based on local wisdom, while also enriching students' language and cultural competencies.
Psycholinguistics Study on Students with Lisp Disorders in SMPIT Nurul Qolbi Bekasi Khotimah, Husnul; Zainal Rafli; Fathiaty Murtadho
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.795

Abstract

One of the speech disorders in adolescence to adulthood is lisping, which is a speech impairment where there is difficulty in pronouncing the /r/ phoneme. A lisp involves an assimilation of sound changes that are imperfect when pronouncing the /r/ phoneme. This study aims to explore that communication with individuals who have a lisp is quite different compared to communication with individuals without speech disorders. The focus of this research is on adolescent lisp sufferers. The research method used is qualitative descriptive. The data collection techniques used in this study are recording, observation, and note-taking. Afterward, the data will be transcribed. The data sources are the students of SMPIT Nurul Qolbi on the consonants /r/ and /s/. The data consists of utterances from two informants. The results of this study show that Syafa Azzahra obtained 28 data points on the lisp disorder “S” and Ananda Rizky Ramadhan obtained 19 data points on the /r/ phoneme.
Students' Perception of Socio-Affective Impacts of Translanguaging in EFL Classroom Adam, Sutisno; Lustyantie, Ninuk; Murtadho, Fathiaty
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3960

Abstract

This qualitative study explores students' perceptions of translanguaging in the English as a Foreign Language (EFL) classroom context at Universitas Khairun. Drawing on semi-structured interviews with three undergraduate students, this research examines the roles, benefits, and challenges of using multiple languages (English, Bahasa Indonesia, and Melayu Ternate) in the classroom. Findings reveal that varying emotional responses, such as pride, confusion, and self-consciousness, emerge as translanguaging effects. Triangulation with faculty perspectives confirms translanguaging as an inclusive, efficient, and strategic pedagogical practice. The study concludes that translanguaging is a beneficial approach in multilingual EFL contexts to support deeper engagement and understanding.
Co-Authors Abdul Hamid Aly Aceng Rahmat Aceng Rahmat Aceng Rahmat Aceng Rahmat, Aceng Adam, Sutisno Afif Rofii Ahmad Zuhri Rosyidi Aidil Syah Putra Ainiyah Ekowati Aisyah Aisyah Anim PURWANTO Anwar, Miftakhulkhairah Arif Hidayat ARJ Sengkey Asep Supriyana Asep Supriyatna Ayu Bandu Retnomurti, Ayu Bandu Ayu, Deafitri Puspa Aziz, Zeidtry Maulana Azmuna, Nurieyya Fieka Basuki, Mariani Caroline Rahma Maulina Chan, Sam Mukhtar Daniel Happy Putra Darwin, David Deafitri Puspa Ayu Dwi Septiani Emzir Emzir Endry Boeriswati Eriyani, Reni Nur Etsa Purbarani Fahrurrozi Fahrurrozi Fairul Zabadi, Fairul Febriana Friza Fernandes Arung Haikal, Muhammad Saddam Hamdani, Haris Hendra Suryadi Husnul Khotimah Ira Anisa Purawinangun Jaelani, Alan Jaelani, Alan Jefriyanto Saud Karimah, Syahadah Albaqiyatul Leni Lidia Lestari, Tri Edliani Liliana Muliastuti Lina Anisah Lustiyantie, Ninuk Mahfuzo, Muhammad Rizal Mariani Meirisa Meirisa Merri Silvia Basri Miftahulkhairah Anwar Mohammad Shahidul Islam Muhamad Yusuf, SE., M.Si. Muhammad Saddam Haikal MULYANI Munibi, Ahmad Zaki Nasrullah, Mohamad Irvan Nifmaskossu, Regina Ninuk Lustyantie Novi Triana Dewi Nunik Eka Sugiyanti Nurhamidah, Didah Nurieyya Fieka Azmuna Nurita Bayu Kusmayati Nurkhamidah, Neni Paris, Atika Salman Prihantoro Prihantoro Purwanto, Anim Putri Suristyaning Pratiwi Rahman, Saifur Rajaguk-guk, Sastri Br Reni Eriyani Reni Nur Eryani Rezki Puteri Syahrani Nurul Fatimah Rizka Shauma Alfiyanti Rizkiyanti, Anita Rosdiana, Rina Sianipar, Yules Orlando Siti Salamah Solo, Lenny Sri Zulfida Sugiyanti, Nunik Eka Sukisno Sukisno, Sukisno Tata Tambi Tata Tambi Tryana Turnip, Maraman Rotua Utami, Sintowati Rini Verawati Vinnisya, Alya Wang, Huang Yan Winahyu, Sri Kusuma Wuwuh Andayani, Wuwuh Yarmi, Gusti Yetti Supriyati Yoga Pratama Yumna Rasyid Yumna Rasyid Yumna Rasyid, Yumna Yuyun Komala Zain, M. Yanuardi Zainal Rafli Zainal Rafli, Zainal Zuriyati Zuriyati