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All Journal Journal of English Literacy Education JPSriwijaya Bibliotika : Jurnal Kajian Perpustakaan dan Informasi Jurnal Pengabdian Pada Masyarakat TEKNOSASTIK Linguists: Journal of Linguistics and Language Teaching English Language Teaching Prima Journal (ELT) Journal of Empowerment Community Journal of Research on Language Education Journal of English Language Teaching and Learning Journal Social Science And Technology For Community Service 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 Jumat Pendidikan: Jurnal Pengabdian Masyarakat International Journal of Research in Education (IJRE) The Journal of English Literacy Education
Mutiara Ayu
Universitas Teknokrat Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts 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 Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Physics Public Health Social Sciences Other

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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.
Edukasi Hemat Air untuk Siswa SD Melalui Cerita dan Media Interaktif untuk Membangun Generasi Peduli Air Muhammad Hakiem Sedo Putra; Mutiara Ayu
Jumat Pendidikan: Jurnal Pengabdian Masyarakat Vol. 7 No. 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNWAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/abdimaspen.v7i1.6907

Abstract

Krisis air bersih merupakan tantangan global yang juga dialami di Indonesia. Salah satu upaya strategis yang dapat dilakukan adalah menanamkan kesadaran hemat air sejak dini. Program Pengabdian Kepada Masyarakat ini bertujuan meningkatkan pengetahuan dan kesadaran siswa sekolah dasar tentang pentingnya menghemat air melalui pendekatan cerita (storytelling) dan media interaktif. Kegiatan dilaksanakan di SD Negeri 1 Jatimulyo, Kec. Jati Agung, Kabupaten Lampung Selatan, melibatkan 120 siswa kelas IV dan V serta 6 guru pendamping. Metode pelaksanaan meliputi penyusunan materi cerita tematik, pemutaran video animasi, kuis interaktif, pemasangan poster digital di area strategis sekolah, dan tantangan “7 Hari Hemat Air” untuk siswa. Hasil evaluasi menunjukkan peningkatan rata-rata pemahaman siswa sebesar 33% berdasarkan perbandingan skor pre-test dan post-test. Observasi lapangan dan wawancara guru menunjukkan antusiasme siswa yang tinggi, serta perubahan sikap positif terhadap penggunaan air di sekolah. Program ini terbukti efektif membentuk pemahaman, sikap peduli, dan kebiasaan hemat air yang berkelanjutan pada siswa sekolah dasar.
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.
Integrating Genre Based Approach with Canva to Improve Twelfth Grade Students' Reading Comprehension Fatma Septiari; Mutiara Ayu
International Journal of Research in Education Vol. 6 No. 1 (2026): Issued in January 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i1.2805

Abstract

This study investigates the effectiveness of the Genre-Based Approach (GBA) integrated with Canva in enhancing students’ reading comprehension. Despite the growing emphasis on reading skills in English language learning, many students still struggle to understand text structures, identify key ideas, and recognize specific vocabulary. This gap highlights the need for innovative approaches that combine structured pedagogy with digital media. The objective of this study was to determine whether the integration of GBA and Canva could significantly improve students’ reading comprehension. The research was conducted at SMA Negeri 8 Bandar Lampung with 28 second-grade students as participants. A pre-test and post-test design was employed, and the instrument used consisted of 40 validated multiple-choice items. Data analysis was carried out using SPSS with a paired sample t-test. The findings showed a substantial increase in the mean score, from 24.46 in the pre-test to 33.57 in the post-test, resulting in a mean difference of 9.11 points. The statistical test confirmed the significance of this improvement, with a p-value of .000 (< .05). These results demonstrate that the application of GBA supported by Canva effectively enhances reading comprehension skills. It can be concluded that structured genre-based instruction, when combined with engaging digital tools, provides a meaningful and effective learning experience in secondary education.
Co-Authors Afrianto Afrianto Ajeng Muliagita Kiswardhani Aldi Yuliansyah Alvi Raihan Utami Chairunissa Rahmadina Syahputri Dian Apriyanti Dion Tira Erlangga Dyah Aminatun Fatimah Mulya Sari Fatma Septiari Intan Hamzah Khairani Putri Salsya Kianna Joy Christie Lulud Oktaviani Mandasari, Berlinda Muhammad Hakiem Sedo Putra Muhaqiqin muhaqiqin Nia Noviana Putri Aprilia Retno Widia Agustin Rita Inderawati Tri Darma Rosmala Sari Yoani Gustanti Zakiyah Farhanah Pratiwi Zelvia Liska Afriani Zelvia Liska Afriani Zuraida Zuraida