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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Celtic Prosodi: Jurnal Ilmu Bahasa dan Sastra PREMISE: Journal of English Education and Applied Linguistics EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Kanal : Jurnal Ilmu Komunikasi Pedagogia: Jurnal Pendidikan JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching BASIS (BAHASA DAN SASTRA INGGRIS) Pendas : Jurnah Ilmiah Pendidikan Dasar Linguistics and Elt Journal LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics ELLITE: Journal of English Language, Literature, and Teaching English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Journal of English Education and Teaching (JEET) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) UAD TEFL International Conference Journal of English Education and Linguistics COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Acitya Bhakti Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Inquest Journal Community Empowerment Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Teaching, Learning, and Development Jurnal Ilmiah Kajian Ilmu Humaniora KAMBOTI : Jurnal Sosial dan Humaniora Indonesian Journal of English Language Teaching and Applied Linguistics Academia Open
Vidya Mandarani
Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Guessing Game Method Enhances Seventh Grade Descriptive Writing Skills: Meningkatkan Keterampilan Menulis Teks Deskriptif pada Siswa Kelas Tujuh: Dampak Metode Tebak Gambar Melinda Kartika Sari; Vidya Mandarani
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4795

Abstract

This study aimed to investigate the effectiveness of the Guessing Game method in improving descriptive text writing among seventh-grade students at SMPN 1 Beji. A quasi-experimental design was employed, utilizing pre-test and post-test measures in both an experimental class (7H) and a control class (7i), each consisting of 34 students. The findings revealed that the implementation of the Guessing Game method significantly enhanced students' descriptive text writing skills, as demonstrated by a t-test value of 0.003, which was below the significance level of 0.05 (0.003 < 0.05). This suggests that the Guessing Game method is an effective instructional approach for teaching descriptive text writing to seventh-grade students. The advantages of using this method include its simplicity, requiring minimal steps in writing, and its facilitation of students' ability to draw upon their prior gameplay experiences. This research provides implications for educators to employ interactive and engaging approaches, such as the Guessing Game, to foster students' writing abilities effectively. Highlights: The Guessing Game method significantly improves seventh-grade students' descriptive text writing skills. The method simplifies the writing process and incorporates students' prior gameplay experiences. Interactive and engaging approaches, like the Guessing Game, enhance student engagement and learning outcomes in writing. Keywords: Guessing Game method, descriptive text writing, seventh-grade students, quasi-experimental design, writing instruction.
Unveiling Cultural Wisdom: Hermeneutical Exploration of Sidoarjo Villages' Folklore for Contemporary Relevance: Mengungkap Kearifan Budaya: Eksplorasi Hermeneutika Cerita Rakyat Desa-desa di Sidoarjo untuk Relevansi Kontemporer Joko Susilo; Muhammad Junaedi; Feri Tirtoni; Vidya Mandarani
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.7372

Abstract

This research delves into the rich oral folklore tradition across different historical periods in Sidoarjo's villages, spanning from the Kahuripan Prabu Airlangga era to Islamic and Dutch colonial periods. The study aims to hermeneutically interpret these narratives to uncover their profound philosophical and meaningful content, specifically focusing on their potential as positive role models for the younger generation. The selected villages include Bendotretek, Semambung, Becirongengor, Singopadu, and Trompoasri, which hold symbols passed down since the Kahuripan era. This exploration seeks to present these enduring symbols in a contemporary context, aligning with current generational trends. The research outcome offers valuable insights into the cultural heritage's adaptability and relevance, fostering cross-generational understanding and appreciation. Highlight: Temporal Span: Investigates Sidoarjo villages' oral folklore, spanning Kahuripan Prabu Airlangga, Islamic, and Dutch colonial eras. Philosophical Exploration: Utilizes hermeneutical approach to unveil profound meanings and positive role models within the narratives. Generational Alignment: Aligns enduring symbols with contemporary trends, fostering cross-generational appreciation and understanding. Keyword: Folklore, Hermeneutics, Cultural Heritage, Generational Values, Contemporary Relevance
Alphabetic Flash Cards Improve English Alphabet Writing and Spelling Accuracy Deajeng A'ida Mustafa; Vidya Mandarani
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11933

Abstract

General Background: Foundational literacy skills, particularly alphabet writing and spelling, are essential for early English language acquisition and require instructional approaches that address diverse learning styles. Specific Background: Alphabetic flash card media, as a visual and kinesthetic learning tool, facilitates letter recognition, phonemic awareness, and memory retention through interactive engagement. Knowledge Gap: Despite its simplicity and theoretical support from multisensory learning principles, flash card media remains underutilized in formal classrooms dominated by conventional teaching methods. Aims: This study investigates the use of alphabetic flash cards to develop learners’ ability to write and spell English alphabetically. Results: Findings indicate that students taught using flash cards demonstrated higher spelling accuracy and greater writing fluency than those receiving traditional instruction. Novelty: The study highlights the practical value of a low-cost, multisensory instructional medium that simultaneously supports visual, kinesthetic, and cognitive processing in beginner English learners. Implications: Integrating alphabetic flash cards into early literacy instruction can strengthen foundational English skills and increase student participation, suggesting their suitability for beginner EFL contexts and future adaptation into digital learning platforms.Highlights: Learners using card-based activities produced more correct letter sequences than peers in conventional classes. Interactive visual-kinesthetic tasks supported stronger phoneme–grapheme connections during basic literacy practice. Classroom participation increased when multisensory materials replaced lecture-centered instruction. Keywords: Alphabetic Flash Cards; Alphabet Writing; Spelling Accuracy; Early Literacy; English Learning  
Picture Book of Surabaya Legend Supports EFL Vocabulary and Cultural Learning Achmad Bachtiar Pribadi; Vidya Mandarani
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12251

Abstract

General Background: In English as a Foreign Language (EFL) contexts, printed teaching materials that integrate textual and visual information are widely used to support comprehension, motivation, and cultural awareness. Specific Background: Picture books that combine narrative text with illustrations provide scaffolding for understanding story progression, vocabulary, and moral values, particularly when adapted from familiar local narratives. Knowledge Gap: Despite the recognized potential of visual narrative materials, locally grounded picture books designed specifically for EFL vocabulary learning and cultural connection remain underutilized. Aims: This study developed and implemented a simplified English picture book based on the Surabaya legend to support vocabulary acquisition and narrative comprehension. Results: The Picture Book – The History of Surabaya integrates sequential illustrations with short sentences, enabling classroom activities such as reading aloud, story sequencing, retelling, vocabulary identification, and group discussion. The combined use of words and images helps learners comprehend narrative structure, expand word meaning, practice narration, and engage with moral messages while connecting local heritage to language learning. Novelty: The material embeds local folklore into an English learning resource, linking linguistic development with intercultural awareness and identity formation. Implications: The findings suggest that culturally based picture books can serve as practical supplementary materials for EFL classrooms, supporting reading comprehension, vocabulary development, narrative skills, and cultural understanding in an engaging and meaningful way.Highlights: Sequential illustrations facilitate comprehension of story structure and word meaning. Classroom practices include oral reading, panel ordering, discussion, and dramatized retelling. Local folklore integration connects language study with heritage awareness and moral learning. Keywords: Picture Book; EFL Vocabulary Learning; Narrative Text; Cultural Literacy; Visual Learning Media
English Teaching Challenges in Thai Primary School Context: Tantangan Pengajaran Bahasa Inggris di Konteks Sekolah Dasar Thailand Adellia Hawaningrum Yuliafasyah; Vidya Mandarani
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12504

Abstract

General Background English language teaching in primary education plays a crucial role in early language development, particularly in English as a Foreign Language contexts. Specific Background In Thailand, despite national efforts to strengthen English education, primary school teachers continue to encounter persistent classroom challenges that shape instructional practices. Knowledge Gap Previous studies have largely focused on policy issues or student outcomes, with limited attention to the lived experiences of teachers in specific local contexts such as Prik Municipality, Songkhla Province. Aims This study aims to identify the challenges faced by an English teacher in a Thai primary school and explore the strategies employed to address those challenges. Results Using a qualitative descriptive design involving classroom observation and open-ended questionnaires, the findings reveal limited student exposure to English, low learning motivation, restricted instructional time, insufficient digital facilities, difficulties in adapting textbook materials, and classroom management issues. Novelty The study provides context-specific insights into teacher-centered instructional realities in a Thai municipal primary school. Implications These findings highlight the need for contextualized teaching materials, improved institutional support, and pedagogical adjustments to foster more engaging English language learning environments. Keywords: English Language Teaching, Primary School, Teacher Challenges, EFL Context, Classroom Management Key Findings Highlights: Limited language exposure contributes to students’ unfamiliarity with English. Restricted instructional time and technological constraints shape classroom practices. Textbook adaptation and large-class conditions require continuous pedagogical adjustment.
Penguatan Kapasitas Organisasi Komunitas Seni melalui Workshop Manajemen Pertunjukan di Dewan Kesenian Sidoarjo Alfy Dzurrotul Ilmy; Ongky Giovanny Bagus Arryanta; Vidya Mandarani
ACITYA BHAKTI Vol. 6 No. 1 (2026): ACITYA BHAKTI
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/acb.v6i1.58416

Abstract

Kegiatan seni pertunjukan dalam komunitas sering kali mengalami tantangan dalam hal perencanaan, penetapan tanggung jawab, dan kolaborasi, sehingga produksi sering kali berlangsung secara informal. Pengembangan kapasitas organisasi komunitas seni menjadi krusial untuk menjamin kelangsungan acara tersebut. Penelitian ini bertujuan untuk memperdalam pengetahuan para pelaku seni mengenai manajemen pertunjukan melalui pelatihan yang diadakan di Dewan Kesenian Sidoarjo. Sebanyak 20 peserta yang terlibat aktif dalam penyelenggaraan pertunjukan mengikuti pelatihan ini. Pengumpulan data dilakukan melalui observasi, diskusi kelompok, dan catatan refleksi dari peserta, kemudian dianalisis dengan pendekatan tematik. Hasil penelitian menunjukkan bahwa sebelumnya, peserta mengelola kegiatan secara tidak resmi tanpa rencana yang terdokumentasi dan pembagian tugas yang jelas. Setelah mengikuti pelatihan, peserta menyadari pentingnya perencanaan produksi, struktur pembagian tanggung jawab, dan mekanisme koordinasi yang lebih teratur. Temuan ini menegaskan bahwa pelatihan manajemen pertunjukan dapat meningkatkan kapasitas organisasi komunitas seni dalam mengelola kegiatan dengan cara yang lebih terstruktur dan profesional.
THE ENGLISH AS FOREIGN LANGUAGE (EFL) STUDENTS’ PERSPECTIVES ON THE READING EDUCATIONAL COMICS BASED ON LOCAL WISDOM “THE STORY OF CANDI PARI Syalwa, Nadliyah Putri; Mandarani, Vidya; Astutik, Yuli
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14407

Abstract

This qualitative study explores seventh-grade students' perspectives on using "The Story of Candi Pari" educational comic in English reading instruction at SMP Dharma Wanita 7 Tanggulangin, East Java. Data was collected through semi-structured interviews with 10 selected students, alongside observations and documentation, which were later analyzed through thematic analysis. Eight themes emerged in response to two research questions. Students identified four strategies that enhanced reading skills: the integration of visual and textual components aided comprehension; gaining vocabulary in context was facilitated by various hints; making comics led to increased engagement; and visual panels helped in grasping narrative structure. Four additional themes represented the students' views: increased enthusiasm and enjoyment, a preference for visual formats that reduce reading anxiety, cultural significance which contributes to a deeper understanding through familiar local material, and pride in their local identity and history. The results indicate that educational comics rooted in local narratives can serve effectively as both instructional and reading resources. They encompass multiple dimensions of reading development, such as cognitive, metacognitive, motivational, and sociocultural elements. This offers substantial proof of the effectiveness of culturally relevant multimodal approaches in secondary education in Indonesia.
Enhancing reading instruction through multimodal, literacy, and AI integration: A training program for high school English teachers Sheila Agustina; Vidya Mandarani; Akbar Wiguna; Fika Megawati; Yunita Sabillah Damayanti; Achmad Oddy Syam Prayoga; Zaidan Al Zuhdi
Community Empowerment Journal Vol. 4 No. 2 (2026)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v4i2.377

Abstract

Low levels of reading interest and student engagement remain major challenges in high school English instruction. This issue is further exacerbated by the continued use of conventional teaching strategies and the limited integration of multimodal media and digital technologies. This community service program aimed to enhance teachers’ pedagogical competence in teaching reading through a multimodal approach, literacy enrichment, and the use of Artificial Intelligence (AI). The program was implemented in three stages: a workshop, the development of teaching modules, and classroom implementation, involving 52 high school English teachers from the MGMP in Sidoarjo Regency. Data were collected through pre-activity and post-activity questionnaires and analyzed descriptively. The results indicate a significant improvement in teachers’ understanding of multimodal, literacy-based, and AI-assisted reading instruction, increasing from approximately 60–70% at the initial stage to over 85% after the workshop. All participants successfully developed instructional modules, and more than 75% implemented them in their classrooms. This implementation contributed to increased student engagement, as reflected in higher levels of participation and interaction during reading activities. These findings suggest that a practice-based training approach—integrating workshops, module development, and classroom implementation—is effective in enhancing teachers’ competence and promoting more interactive and contextualized reading instruction. It is recommended that similar programs be sustained through ongoing mentoring to ensure long-term impact.
Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses Yuli Astutik; Fika Megawati; Noly Shofiyah; Vidya Mandarani; Saltanat Meiramova; Pasya Rahma Tamara
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2170

Abstract

Background: Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course.   Methodology: This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context.   Findings: Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87).   Conclusion: These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives.   Originality: This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era.
Improving Student Learning Using Picture Story Books in English Aldo Aldo; Vidya Mandarani
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 2 (2026): January
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i2.2623

Abstract

Currently, English education really needs to use learning media such as picture story books and others to increase students’ enthusiasm for learning. Currently, English learning education must also have good learning tools for elementary school students, so that students’ learning abilities can improve well, teachers can use picture story book learning media as a teaching material so that students can develop learning patterns. This picture story book was created to attract students to want to learn English. This story book can be used by elementary school students to grade 7 middle school. This research also aims to improve student development in learning English.
Co-Authors A., Ongky Giovanny Bagus Achmad Bachtiar Pribadi Achmad Oddy Syam Prayoga Adellia Hawaningrum Yuliafasyah Adyansah Noer Pramoedya Agustina, Giska Ahmad Munir AHMAD MUNIR Aini, Risti Nur Akbar Wiguna Aldo Aldo Alfarisi, Irham Salsabila Alfarisi, Irham Salsabila Alfarisy, Istia Hajar Alfarisy, Istia Hajar Alfy Dzurrotul Ilmy Ali Akbar Alif Aribah Yulian Alisa Amanda Putri Aliya Farah Dilara Amanda, Maudiya Dwi Amirotul Mukminah Suherman Anggreani, Vinna Anisa, Sri Wilujeng Toyibatul Aqida , Siti Nur Ardiansyah, Nur Muhammad Azza Hikmiawati Bindiya, Aisyah Briliana Tata Arsila Deajeng A'ida Mustafa Detak Prapanca Dian Novita Dian Rahma Santoso Ermawati ZN Ermawati Zulikhatin Nuroh Ernanto Bayu Pamungkas Fadillah, Erennia Tasya Fadli Ganing Fadlilah, Nurul Lailatul Qodriatil Feri Tirtoni Fika Megawati Gita Dwi Setyawati Hafiidha Sari, Raras Idbaaron Nujuum Ilmy, Alfy Dzurrotul Istia Hajar Al Farisy Jazilah, Rania Ni’matul Joko Susilo Joko Susilo Katarina Sarabiti Khumairoh, Tahnian Eka Khumairoh, Tahnian Eka Maghfiroh, Eka Melinda Kartika Sari Meralda Dwi Utari Muhammad Agus Muljanto Muhammad Junaedi Nadliyah Putri Syalwa Nasir, Muhammad Haydar Nayoan, Adinda Roro Niko Fediyanto Ningroom, Satya Churniati Noly Shofiyah Noval Sendi Immanuel Nujum, Idbaaron Nur Muhammad Ardiansyah Nurdyansyah Nuroh, Ermawati Z. Nuroh, Ermawati Z. Nyoman Suwarta Oikurema Purwati OIKUREMA PURWATI Ongky Giovanny Bagus Arryanta Pamungkas, Ernanto Bayu Pasya Rahma Tamara Pratama, Muhammad Naufal Yudha Putri Anadewi AN putri Putri, Alisa Amanda Putri, Faradila Rafly Satya Firdaus Rais, Pandi Reza Dwi Syaputra Rusmawati, Dewi Saltanat Meiramova Setyawan, Sekar Ayu Gaby Safitri Sheila Agustina Solikha, Regina Atya Gading Balgis Syahfrina Rahmawati Syalwa, Nadliyah Putri Syaputra, Reza Dwi Talshyn, Alshynbayeva Titan Nur Maulidiyah Utari, Meralda Dwi Widiantari, Ella Yanartik, Nur Rochmah Yuli Astutik Yuli Astutik Yuli Astutik Yunita Sabillah Damayanti Zaidan Al Zuhdi