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All Journal PREMISE: Journal of English Education and Applied Linguistics Metathesis: Journal of English Language, Literature, and Teaching Jurnal PAJAR (Pendidikan dan Pengajaran) TEKNOSASTIK English Language Teaching Prima Journal (ELT) Community Development Journal: Jurnal Pengabdian Masyarakat Getsempena English Education Journal Lexeme : Journal of Linguistics and Applied Linguistics Journal of Empowerment Community Journal of Research on Language Education Journal of English Language Teaching and Learning Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Journal of Engineering and Information Technology for Community Service The Journal of English Literacy Education
Dyah Aminatun
Universitas Teknokrat Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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AN ANALYSIS OF METADISCOURSE MARKERS IN ONLINE NEWS MEDIA: QUALITATIVE RESEARCH Tommy Hastomo; Dyah Aminatun
Lexeme : Journal of Linguistics and Applied Linguistics Vol 5, No 1 (2023): JANUARY 2023
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v5i1.27602

Abstract

This research aimed to investigate the function and category of metadiscourse markers employed in Tempo.co politic news articles. A qualitative method was applied in this current study for conducting the research. There are fourteen Tempo.co politic news articles as the sources of the data. The data are taken from the articles whose topic is Jokowi that had metadiscourse markers types. This current study found that there are 11 functions and 2 types in Tempo.co politic news articles. Interactional and interactive metadiscourse are the types of metadiscourse markers in this study. Moreover, the kinds of interactive metadiscourse observed in Tempo.co politic news articles are code gloss, evidential, frame marker, and transition. Meanwhile, engagement marker, attitude markers, booster, and hedges are the kinds of interactional metadiscourse observed in Tempo.co politic news articles. Nevertheless, this current study did not find self-mention and endophoric markers in the articles. The functions observed are addressing readers to include them or focus their attention into the discourse explicitly, showing the writer's or speaker's attitude towards the proposition, emphasizing or clarifying a statement, displaying the statements of the writers are more of a reasonable opinion than a fact, elaborating of what the writer has been written, exemplifying something in the discourse,  explicitly mentioning sources of information, establishing a clear dialog for readers, drawing a conclusion or countering ideas in the writer’s statement, and adding an idea to the article.
Pelatihan Peningkatkan Kemampuan Bahasa Inggris Siswa melalui Game-Based Application di SMA Muhammadiyah 1 Kota Agung Berlinda Mandasari; Dyah Aminatun; Mutiara Ayu; Tri Darma Rosmala Sari; Afrianto Afrianto; Intan Hamzah; Chairunissa Rahmadina Syahputri; Putri Aprilia
SINAR SANG SURYA Vol 7, No 2 (2023): Agustus 2023
Publisher : UM Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sss.v7i2.2786

Abstract

ABSTRAKKegiatan pelatihan ini bertujuan untuk meningkatkan kemampuan Bahasa Inggris Siswa melalui Game-Based Application Kahoot. Masih banyaknya siswa yang beranggapan bahwa Bahasa Inggris  merupakan mata pelajaran yang sulit. Oleh karenanya, penggunaan aplikasi pembelajaran berbasis game dapat menjadi salah satu media untuk meningkatkan motivasi siswa dalam belajar Bahasa Inggris sehingga kemampuannya pun akan ikut meningkat. Kemampuan Bahasa Inggris ini nantinya akan dapat menjadi modal bagi siswa untuk melanjutkan ke Pendidikan tinggi dan masuk ke dunia kerja. Peserta pelatihan terdiri dari 36 siswa kelas XII SMA Muhammadiyah 1 Kota Agung. Berdasarkan hasil kuesioner dan observasi di lapangan, para peserta pelitahan menunjukkan antusiasmenya dalam proses pelatihan dan di akhir pelatihan, mereka mendapatkan pengetahuan baru dan pengalaman baru dalam pembelajaran Bahasa Inggris, serta peningkatan kemampuan Bahasa Inggris terutama dalam hal speaking dan reading.Kata Kunci: aplikasi pembelajaran; Bahasa Inggris; Kahoot; pelatihan ABSTRACTThis training activity aims to improve students' English skills through Kahoot Game-Based Application. There are still many students who think that English is a difficult subject. Therefore, the use of game-based learning applications can be one of the media to increase student motivation in learning English so that their abilities will also increase. This English skill will later become an asset for students to continue to higher education and enter the world of work. The training participants consisted of 36 students from class XII of SMA Muhammadiyah 1 Kota Agung. Based on the results of questionnaires and field observations, the participants showed enthusiasm in the training process and at the end of the training, they gained new knowledge and new experiences in learning English, as well as improved English skills, especially in speaking and reading.Keywords: English; game-based learning; Kahoot; training
The Effect of Literature Circles on English Skills Among Non-English Majors: A Gender-Based Study Mutiara Ayu; Zelvia Liska Afriani; Dyah Aminatun
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15326

Abstract

This study investigates the impact of literature circles on English language skill development among non-English major university students, with attention to gender-based differences in outcomes. Sixty students were purposively selected and evenly divided into experimental and control groups, with balanced gender representation. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. The experimental group participated in literature circles, while the control group received conventional instruction. Quantitative analysis revealed significant improvements in speaking fluency (x̄ = 85), vocabulary acquisition (x̄ = 82), and reading comprehension (x̄ = 87) among students in the experimental group. Qualitative findings showed that female students tended to be more active and reported higher levels of enjoyment, while male students demonstrated increased engagement when assigned specific discussion roles. The collaborative structure of literature circles fostered critical thinking, peer interaction, and learner autonomy. These findings suggest that literature circles are an effective, learner-centered, and gender-responsive method for enhancing communicative competence in EFL classrooms. Structured facilitation and role-based accountability can help equalize participation across genders, supporting more inclusive language learning environments.
The Effect of Literature Circles on English Skills Among Non-English Majors: A Gender-Based Study Mutiara Ayu; Zelvia Liska Afriani; Dyah Aminatun
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15326

Abstract

This study investigates the impact of literature circles on English language skill development among non-English major university students, with attention to gender-based differences in outcomes. Sixty students were purposively selected and evenly divided into experimental and control groups, with balanced gender representation. Using a mixed-methods design, data were collected through questionnaires, interviews, and classroom observations. The experimental group participated in literature circles, while the control group received conventional instruction. Quantitative analysis revealed significant improvements in speaking fluency (x̄ = 85), vocabulary acquisition (x̄ = 82), and reading comprehension (x̄ = 87) among students in the experimental group. Qualitative findings showed that female students tended to be more active and reported higher levels of enjoyment, while male students demonstrated increased engagement when assigned specific discussion roles. The collaborative structure of literature circles fostered critical thinking, peer interaction, and learner autonomy. These findings suggest that literature circles are an effective, learner-centered, and gender-responsive method for enhancing communicative competence in EFL classrooms. Structured facilitation and role-based accountability can help equalize participation across genders, supporting more inclusive language learning environments.
THE EFFECT OF VIRTUAL LITERATURE CIRCLE ON UNIVERSITY STUDENTS’ READING COMPREHENSION: A GENDER-BASED ANALYSIS Mutiara Ayu; Zelvia Liska Afriani; Dyah Aminatun
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.67

Abstract

This study investigates the effect of Virtual Literature Circles (VLCs) on the reading comprehension of university students, with a focus on gender-based differences. A mixed-methods approach was employed, involving a quasi-experimental design with pre-and post-tests, questionnaires, and interviews. The participants were divided into an experimental group (n = 30) and a control group (n = 30). The mean post-test score of the experimental group increased significantly from 65.23 (SD = 6.89) to 82.47 (SD = 5.32), while the control group showed a smaller improvement from 64.87 (SD = 7.14) to 70.23 (SD = 6.75). Independent sample t-tests confirmed a statistically significant difference in post-test scores between the two groups (p < 0.01). Gender-based analysis revealed that female students in the experimental group outperformed male students, with mean post-test scores of 84.15 (SD = 4.87) and 80.32 (SD = 5.64), respectively. Questionnaire and interview data indicated that female students reported higher levels of engagement, confidence, and perceived benefit from the VLCs. The findings suggest that VLCs are an effective and gender-responsive strategy for improving reading comprehension in higher education, particularly in virtual learning contexts.
Enhancing BIPA Learners’ Speaking Confidence Through Wordwall in Online Learning Intan Hamzah; Khairani Putri Salsya; Alvi Raihan Utami; Dyah Aminatun; Mutiara Ayu
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8412

Abstract

The integration of digital learning tools in language education has opened new avenues for improving students' communicative competence, particularly in the context of teaching Indonesian to foreign speakers (Bahasa Indonesia bagi Penutur Asing/BIPA). This study investigates the effectiveness of Wordwall, an interactive, game-based online platform, in enhancing the speaking confidence of BIPA learners during online learning. Using a convergent parallel mixed-methods design combining quasi-experimental pretest-posttest measurements with learner questionnaires and structured classroom observation data, data were collected from 30 intermediate-level BIPA students over an eight-week instructional intervention. Quantitative results revealed statistically significant improvements in overall speaking confidence (t(29) = 8.47, p < .001, Cohen's d = 1.54), with the most pronounced gains in willingness to communicate and reduced speaking anxiety. Speaking performance rubric scores also improved significantly across five criteria: fluency, grammatical accuracy, vocabulary range, pronunciation, and interactive competence. Qualitative analysis identified four major themes: affective liberation, lexical empowerment, social belonging and motivation, and self-efficacy growth. These findings suggest that Wordwall, purposefully integrated into online BIPA speaking instruction, serves as a powerful pedagogical tool for dismantling affective barriers to oral communication and building the lexical confidence needed for more fluent and willing participation in Indonesian.
From Passive Practice to Active Engagement: An Action Research on TOEIC Listening in EFL Higher Education Mutiara Ayu; Dyah Aminatun
ELT (English Language Teaching Prima Journal) Vol. 8 No. 1 (2026): ELT (English Language Teaching Prima Journal)
Publisher : English Language Teaching Prima Journal (ELT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/elt.v8i1.8340

Abstract

This study investigates the effectiveness of classroom-based experimental strategies in enhancing student engagement and TOEIC listening performance in an EFL university context. Using an action research design, the study was conducted in two cycles involving 30 undergraduate students enrolled in a TOEIC preparation course. Data were collected through observation checklists, student questionnaires, reflective journals, and TOEIC listening tests. The findings revealed a substantial improvement in student engagement, with the average engagement score increasing from 61% in Cycle 1 to 79% in Cycle 2. All engagement dimensions showed growth, with emotional engagement demonstrating the highest increase. In terms of learning outcomes, students’ TOEIC listening scores improved significantly, with the mean score rising from 62 to 78. The proportion of students achieving scores ≥75 also increased from 30% to 70%. Statistical analysis using a paired sample t-test confirmed that the improvement was significant (t = 8.76, p < 0.001). These results indicate that shifting from passive listening practices to active, engagement-focused classroom experiments can effectively enhance both student engagement and listening performance.The study highlights the importance of interactive and reflective teaching practices in EFL higher education and suggests that action research can serve as a powerful tool for continuous instructional improvement.
Co-Authors Ade Dwi Putra Afrianto Afrianto Alita, Debby Alvi Raihan Utami Anas safitri Berlinda Mandasari Chairunissa Rahmadina Syahputri Dinda Titian Lestari Dyah Ayu Megawaty Evyta Tri Handayani Fernando Fernando Gustianti Dewi Haryanti Haryanti Imam Ahmad Intan Hamzah Intan Hamzah Khairani Putri Salsya Lulud Oktaviani Mandasari, Berlinda Masagus Abdullah Akhdan muliyah, pipit Multi Yusan Dana Mutiara Ayu Mutiara Ayu Nadila Nuraziza Ngadiso Ngadiso Nikenda Putri Pustika, Reza Putri Aprilia Septiyana, Linda Setiana Sri Wahyuni Sitepu Setiawansyah Setiawansyah Shaleha Isnaini Sri Marmanto Sukma Septian Nasution Syahar Nurmala Sari Tommy Hastomo Tri Darma Rosmala Sari Tryana Vina Qurrota’ Akyuningrum Yuri Rahmanto Zelvia Liska Afriani Zelvia Liska Afriani