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All Journal Jurnal Pendidikan dan Pengajaran Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature JEES (Journal of English Educators Society) Journal of English Literacy Education Jurnal Pendidikan Biologi Sriwijaya University Learning and Education International Conference Al Ishlah Jurnal Pendidikan English and Literature Journal ENGLISH FRANCA : Academic Journal of English Language and Education Tadbir : Jurnal Studi Manajemen Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Linguistic, English Education and Art (LEEA) Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Ilmiah Pendidikan dan Pembelajaran Voices of English Language Education Society Linguists: Journal of Linguistics and Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Indonesian Journal Of Educational Research and Review Dulang: Jurnal Pengabdian Kepada Masyarakat Studies in English Language and Education Jurnal Pengabdian Masyarakat Bangsa Purbawidya: Jurnal Penelitian dan Pengembangan Arkeologi Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING The Journal of English Literacy Education Indonesian Language Education and Literature English Review: Journal of English Education
Machdalena Vianty
Universitas Sriwijaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Developing a FlipHTML5-Based Digital Module Integrating Local Wisdom for Teaching Descriptive Texts in Junior High School Sri Puji Astuti; Syarifuddin Syarifuddin; Machdalena Vianty
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9023

Abstract

Descriptive-text instruction in junior high schools often relies on generic materials that lack cultural relevance and digital interactivity. This study addresses that gap by developing local-wisdom-based teaching materials for descriptive-text learning, delivered through the FlipHTML5 digital platform. The research aims to produce materials that are valid, practical, and effective in supporting English as a Foreign Language (EFL) learning. Using a Research and Development (RD) approach with the ADDIE model (analysis, design, development, implementation, evaluation), the study first conducted a needs analysis with 220 students to identify instructional challenges. Product trials were then carried out with 30 students, involving one-to-one testing, small-group trials (10 students), and field trials (20 students). Instruments included expert validation rubrics (content, language, media), practicality questionnaires (teachers and students), and pre-/post-tests of descriptive-text writing. Data were analyzed using descriptive statistics and the N-gain formula to measure learning improvement. Results indicate that the developed materials achieved a very valid category with an average expert score of 94.96%, were rated practical by teachers and students (80%), and demonstrated high effectiveness with an N-gain score of 0.79, reflecting significant improvement in students’ writing skills. This research contributes to the field by providing culturally responsive EFL materials enriched with local wisdom and supported by empirical evidence of validity, practicality, and effectiveness. It also highlights the potential of digital flipbooks as innovative instructional media for junior high school contexts.
Keefektifan Media Pembelajaran Pementasan Drama Berbasis Syair Perang Menteng Menggunakan Macromedia Flash (Effectiveness of Learning Media for Drama Performances Based on Syair Perang Menteng Using Macromedia Flash) Ayu Agustina; Nurhayati Nurhayati; Didi Suhendi; Machdalena Vianty
Indonesian Language Education and Literature Vol. 8 No. 1 (2022)
Publisher : Jurusan Tadris Bahasa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ileal.v8i1.11455

Abstract

The purpose of this study was to examine the effectiveness of the use of Macromedia Flash media in the material for drama performances based on the Menteng War Poem. The research method used is a quasi-experimental research design with one group pretest and posttest. Data collection techniques using tests. The data analysis technique used a normality test followed by one sample t-test. The sample of this research is the third-semester students of S1 Indonesian Language & Literature Education Faculty of Teacher Training and Education, Sriwijaya University, totaling 28 people. From the results of hypothesis testing, the t-count value is 64.073 at df 27 with a significant level of 5%, and t table is 1.703. It was concluded that there was a significant effect on student learning outcomes in the play based on the Syair Perang Menteng using Macromedia Flash.Tujuan penelitian ini untuk menguji keefektifan penggunaan media Macromedia Flash pada materi pementasan drama berbasis Syair Perang Menteng. Metode penelitian yang digunakan adalah eksperimen semu dengan desain penelitian one group pretest posttest. Teknik pengumpulan data menggunakan tes. Teknik analisis data menggunakan uji normalitas dilanjutkan dengan uji one sample t-test. Sampel penelitian ini adalah mahasiswa semester tiga S1 Pendidikan Bahasa dan Sastra Indonesia Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya yang berjumlah 28 orang. Dari hasil pengujian hipotesis diperoleh nilai t-hitung sebesar 64,073 pada df 27 dengan taraf signifikan 5% t tabel 1,703. Artinya, terdapat pengaruh yang signifikan terhadap hasil belajar mahasiswa pada pementasan drama berbasis Syair Perang Menteng menggunakan Macromedia Flash.
Designing Multimodal Literacy Instruction Based on the TPACK Model for Teachers at SD Negeri 149 Palembang Hesti Wahyuni Anggraini; Machdalena Vianty; Ismail Petrus; Zuraida; Amrullah; Muhammad Yazir; Tita Ratna Wulan Dari; Yentri Anggeraini; Lianasari; Firma Pradesta Amanah
Jurnal Penyuluhan dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Jurnal Penyuluhan dan Pemberdayaan Masyarakat
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/jppm.v5i2.2262

Abstract

Strong literacy skills have a significant impact on the mastery of other areas, including numeracy. Although numeracy itself does not directly contribute to the core definition of multimodal literacy, numerical concepts can be taught using a multimodal approach through the use of visual, audio, and kinesthetic modes. Thus, multimodal literacy not only supports the development of language competencies, but can also enrich cross-disciplinary learning strategies. For multimodal learning to be implemented optimally, teachers need to master TPACK, which enables them to design meaningful learning experiences by effectively utilizing technology. This community service activity aims at providing solutions to these problems through training and mentoring for teachers as SD Negeri 149 Palembang in designing and implementing TPACK-based multimodal literacy, the basic principles of TPACK, and practical applications in developing lesson plans that integrate technology and multimodality. This activity was conducted from October 2025 to November 2025, at SD Negeri 149 Palembang, attended by 23 teachers. The implementation methods included four stages, namely identification of teachers’ needs and potential through observations and interviews; presentation on the theory and practice of multimodal literacy and TPACK; workshop on designing TPACK-based and multimodal learning; and the implementation and evaluation of classroom activities. Supported by simple technology applications, such as Canva and other interactive applications, the activity resulted on the knowledge about how to meaningfully integrate technology with pedagogical approaches and content to create rich and engaging learning experiences for students. The use of Topworksheets was one alternative to choose.
TECHNOLOGY INTEGRATION IN INDONESIAN EFL CLASSROOMS: PATTERNS, CONSIDERATIONS, AND IMPACTS Annisa Nurul Lestari; Sofendi; Machdalena Vianty
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.137

Abstract

This study examines how educational technologies are integrated into English as a Foreign Language (EFL) teaching and learning at a public senior high school in Indonesia from both teacher and student perspectives. Data were collected through open-ended questionnaires from 306 students and semi-structured interviews with seven English teachers and analyzed using Braun and Clarke’s (2006) Thematic Analysis. The findings reveal that a wide range of technologies including hardware, communication tools, learning platforms, AI tools, online dictionaries, presentation tools, and social media support EFL learning. Teachers’ technology use is influenced by pedagogical clarity, practicality, device compatibility, and school-supported facilities, while students utilize digital tools to enhance comprehension, vocabulary, pronunciation, and assignment completion. Technology improves students’ motivation, engagement, and participation, but challenges such as unstable internet, limited devices, technical disruptions, and lack of dedicated multimedia spaces remain. Coping strategies include preparing backup materials, sharing devices, using school Wi-Fi, employing offline alternatives, and seeking peer or teacher support. Overall, technology positively contributes to learning effectiveness, but strengthening digital readiness and school infrastructure is essential to maximize its potential. This study uniquely triangulates teacher and student perspectives in a resource-constrained context, offering practical implications for EFL classrooms.
Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration Rita Inderawati; Eryansyah Eryansyah; Machdalena Vianty; Zuraida Zuraida; Rita Hayati; Muthmainnah Muthmainnah; Ermalati Putri
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35993

Abstract

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembangs heroic tale of Ratu Bagus Kuning. Using the universitys LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual dramas transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.
STUDENTS’ THINKING STYLES AND ITS RELATION TO THEIR LANGUAGE LEARNING STRATEGIES Fitria Apriani; Machdalena Vianty; Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 1 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
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.v4i1.211

Abstract

The aims of this correlational study were to find out whether or not (1) there was a significant correlation between thinking styles and language learning strategies of the English Education Study Program students of FKIP Sriwijaya University, (2) there were significant correlations among each category of thinking styles to each category of languange learning strategies, and (3) there were any contributions of students’ thinking styles to their language learning strategies. The sample of this study was the English Education Study Program students of FKIP Sriwijaya University in the Academic Year 2013/2014. To collect the data, Thinking Styles Inventory (TSI) and Strategy Inventory for Language Learning (SILL) were used. The data were analyzed by using correlational and regression analyses. The result showed that there was a positive correlation between students’ thinking styles and language learning strategies. Significant correlations were also shown by each category of thinking styles and languange learning strategies. However, further calculation by using multiple regression analyses showed that the contribution of thinking styles to students’ language learning strategies was only 38.5%, suggesting that thinking styles did not give much contribution to students’ language learning strategies. It is implied that English teacher should pay attention to students’ different thinking styles and language learning strategies. Besides that, English teacher should care of other factors that can influence students’ learning.
IMPROVING SPEAKING SKILL THROUGH READER'S THEATRE Anita Agustin; Machdalena Vianty; Zuraida
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this study were to find out whether or not: (1) there was any significant improvement in speaking skill of the eleventh-grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, (2) there was any significant improvement in each aspect of speaking skill of the eleventh-grade students of SMA N 14 Palembang after they were taught by using Readers Theatre, and (3) there was any significant difference in speaking skill between students who were taught by using Readers Theatre and those who were not taught by using Readers Theatre. The sample of this study was 60 eleventh grade students of SMA N 14 Palembang, who were divided into control and expreimental groups, and each group had 30 students. To collect the data, each group was given a pretest and a posttest. The data were analysed using paired sample t test and independent sample t-test. The result showed: (1) there was a group after they were taught by using Readers Theatre (mean diff=22.10; p-value=.000), (2) the mean score of each aspect of speaking skill in the posttest was higher than in the pretest and p-values were <0.05 and (3) the mean difference of posttest of experimental group was significantly higher than the control group (p-value=.000). In conclusion, Readers Theatre can
THE CORRELATION AMONG READING ATTITUDE, THE USE OF INTERNET AND READING COMPREHENSION Rahmawati Unbara; Machdalena Vianty; Rita Inderawati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this study was to investigate the correlation among reading attitude, the use of internet and reading comprehension of English Study Program Students of PGRI University. Questionnaires and a test were administered to the sample (N=152). Pearson product-moment correlation was used to analyse the data. The result showed a significant correlation between n (r=.562), the also revealed the correlation between the aspects of reading attitude and reading comprehension: prevailing feelings about reading (r=.553), action readiness for reading (r =.536) and evaluative beliefs about reading (r = .442). Furthermore, to reading comprehension, regression analysis discovered that reading attitude contributed 31.5%, two aspects of reading attitude (prevailling feelings about reading and action readiness for reading) contributed 33.7% and the use of internet contributed 4%.
IMPROVING STUDENTS’ NARRATIVE WRITING ACHIEVEMENT THROUGH READER’S THEATRE STRATEGY Ririn Arsita; Machdalena Vianty; Soni Mirizon
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 2 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this study was to find out whether or not there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after the students were taught by using RT strategy. This study also investigated whether or not there was a significant difference in narrative writing achievement between the students who were taught by using RT strategy and those who were not. The sample of this study was 52 eleventh grade students of SMA Negeri 6 Prabumulih, South Sumatera. There were control and experimental groups. To collect the data, each group was assigned a pretest and a post test. The data were analyzed statistically by using paired sample and independent sample t-tests. The findings showed there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after they were taught by using RT strategy. There was also a significant difference in narrative writing achievement between control and experimental groups. Therefore, it could be concluded that RT strategy can help improve eleventh graders’ narrative writing achievement.
STUDENTS’ ENGAGEMENT IN SOCIAL NETWORKING SITES AND ITS RELATION TO THEIR MASTERY OF CERTAIN ENGLISH FIXED EXPRESSIONS AND IDIOMS Bambang Pramono; Machdalena Vianty; Fiftinova
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 4 No. 2 (2017): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Abstract

The objectives of the study were to find out to what extent the undergraduate students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. This study also investigated whether or not there was a significant correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. One hundred and six undergraduate students of English Education Study Program of Teacher Training and Education Faculty of Sriwijaya University (Palembang Campus) were involved as population and sample of the study. A social networking sites engagement questionnaire and English fixed expressions and idioms test were used to collect the data which were statistically analized by using correlation and regression analyses. The result revealed students’ engagement on social networking sites level was very high with 82% average agreement questionnaire responses, but their mastery of certain English fixed expressions and idioms was low (60.47) with 79.2% students scored below 71. Next, the correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms was positive and significant (r=0.328>0.249, p-value=0.001
Co-Authors A.A. Ketut Agung Cahyawan W Aghni, Luluk Aulia Ahmad Zainudin Allvemy, Allecya Riany Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Andika Putra Pratama Anita Agustin Anita Agustin Annisa Nurul Lestari Aresti Randika Arif Aminullah Arik Eriyanto Arko Nica Ayu Agustina Azrielyani, Thadya Bambang A Loeneto Bambang A. Loeneto Bambang Apriady Loeneto Bambang Pramono Bastian Sugandi Chuzaimah D. Diem Chuzaimah Dahlan Diem Chuzaimah Dahlan Diem, Chuzaimah Dahlan Darme, Made Dewi Nurholis Dian Eka Sari Didi Suhendi Didi Suhendi Didi Suhendi, Didi Dio Resta Permana DWI MAHARANI Dwi Maharrani Eka Barahma Putri ELMA FATHMAWATI Erlina Erlina Erlina Erlina Ermalati Putri Ermalati Putri ERYANSYAH, ERYANSYAH Fathia Khairunnisa Khairunnisa Fatimah Tuzahra Fiftinova Fiftinova Fiftinova, Fiftinova Firdaus, Ahmad Royhan Firma Pradesta Amanah Fitria Apriani Fitriani, Yara Gita Loveta HAFSAH RIZQIYAH Haritsah Sani Harli Zadtyi Hesti Wahyuni Anggraini Hesti Wahyuni Anggraini, Hesti Wahyuni Hudaidah Hudaidah Ida Rosmalina, Ida Irfan Irfan Ismail Petrus Khairunnisa, Fathia Lianasari Margaretha Dinar Sitinjak, Margaretha Dinar Medio Lailatin Nisphi Mgrt. Dinar Sitinjak Mitha Septiyanti Muhammad Yazir Mulyadi Eko Purnomo, Mulyadi Eko Muthiah, Ranidya Ayu Muthmainnah Muthmainnah NANIK PURWASIH, NANIK Nemisis Dahnisah Argasetra NOVIA RABBANI Nur Azizah Nur Azizah Nurhayati Nurhayati Nurhayati Nurhayati Nurvira Wardayani Octa Risfa Ria Ringkisa Pratama, Miftahunajah Aditiya Pratami, Silvia Putri, Maharani Chintya Rahmawati Umbara Rahmawati Unbara Rahmi Susanti Randika, Aresti Razimona, Rizka Rena Sylvia Resty Wiranda Rinduani Putri Ayu Ririn Arsita Riska Bella, Riska Rita Hayati Rita Hayati Rita Inderawati Rizka Pebriantini Sadrah Ihsani Salsabila, Fera Saraswati, Nais Sary Silvhiany Selvina, Dita SEPTY ANGGRAINY Shella Monica Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Sri Puji Astuti sri puji astuti Susanti, L.R. Retno Syarifuddin Syarifuddin Syarifuddin Tibrani, Masagus Mhd Tita Ratna Wulan Dari Ulfah Oktaviani Utami Kusuma Ningtyas Weni Pratiwi Wulandari, Ayu Apriyesi Yazir, Muhammad Yenny Anwar Yentri anggeraini Zahra Alwi Zulhaidir Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida