Article Per Year (5 Year)
p-Index From 2021 - 2026
6.597
P-Index
This Author published in this journals
All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL IQRA´ Sistemasi: Jurnal Sistem Informasi Lentera: Jurnal Ilmiah Kependidikan Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Journal of English Teaching, Applied Linguistics and Literatures (JETALL) KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Lexeme : Journal of Linguistics and Applied Linguistics Pedagogy : Journal of English Language Teaching Ksatra: Jurnal Kajian Bahasa dan Sastra JETA (Journal of English Teaching and Applied Linguistic) Journal Corner of Education, Linguistics, and Literature AKSARA: Jurnal Bahasa dan Sastra IJLHE: International Journal of Language, Humanities, and Education Jurnalistrendi: Jurnal Linguistik, Sastra dan Pendidikan
Eva Nurchurifiani
STKIP PGRI Bandar Lampung
Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 58 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 58 Documents
Search

 2   3   4   5   6 
Penguasaan Struktur Kalimat dengan Kemampuan Menulis Paragraf pada Siswa Kelas VIII SMP Negeri 10 Bandar Lampung Alfiawati, Riska; Nurchurifiani, Eva; Wahyuningsih, Sri
Ksatra: Jurnal Kajian Bahasa dan Sastra Vol. 6 No. 1 (2024): Ksatra
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ksatra.v6i1.1468

Abstract

The problem discussed in this research is the relationship between mastery of sentence structure and the ability to write paragraphs. This is what becomes an obstacle for students in writing paragraphs that are not good, whereas in a good essay, paragraph by paragraph must be interconnected, and become a unified whole. As a collection of sentences, a paragraph requires coherence between sentences and must show unity of thought in expressing one idea. Meanwhile, students often write several sentences and put them in a collection or group of sentences, but talk about more than one idea that is not related to each other. Students' deficiencies in writing paragraphs are usually in the areas of vocabulary, spelling, and mastery of sentence structure and syntax. Therefore, a user of a language needs understanding to master sentence patterns in a particular language. In relation to conveying ideas in written language, someone will use an essay, which contains paragraphs or paragraphs. The population in this study was class VIII students at SMP Negeri 10 Bandar Lampung, even semester of the 2024 academic year, totaling 210 people. This research was conducted using quantitative descriptive methods. This was done because apart from presenting data, this research also used simple statistical analysis. The technique used in this research is a proportional random sample according to Stratified Proportional Random Sampling. Because the level of student ability varies from one student to another. The selection is taken randomly by showing class ranking.
The Use of Cooperative Learning Type Jigsaw in Enhancing Students’ Reading Achievement Nurchurifiani, Eva; Wahyuningsih, Sri; Alfiawati, Riska; Febrianti, Tri Iliona; Jejen, Muhammad
Ksatra: Jurnal Kajian Bahasa dan Sastra Vol. 6 No. 2 (2024): Ksatra
Publisher : LPPM STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ksatra.v6i2.1578

Abstract

Generally, most of students have some problems in learning English, especially in learning reading. The problem in this research was the students don’t know yet kind of technique, strategies, method of learning reading. And also students have lack of vocabulary and grammar. And then the students got difficulties in comprehend the English text. The English teacher should have good method in teaching and learning English. The object of this research was to know the significant influence of Cooperative Learning Type Jigsaw towards students’ reading ability at the tenth grade of SMK Taman Siswa, Bandar Lampung in 2024/2025. Cooperative Learning Type Jigsaw improved students’ reading ability. The sample in this research were two classes, they were experimental class and control class. In the experimental class the writer used Cooperative Learning Type Jigsaw in teaching reading and the control class the writer used direct instruction. In the data collecting technique the writer used reading test, and used multiple choice. In the data analysis the writer used t-test formula.
The Influence of STAD Method Towards Students Writing Ability in Recount Text Ramadhanti, Adella; Nurchurifiani, Eva; Octafiyana, Amelia; Safitri, Anisa; Sari, Lusi Purnama; Hastomo, Tommy
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): 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.v12i1.4014

Abstract

The purpose of this research is to determine the influence of learning using the STAD method on students' writing ability. The researchers used quantitative and experimental research methodology. The researchers used two classes as samples, which consisted of an experimental and a control class. Students in the experimental class were provided with instruction with the STAD method, and students in the control class comprised instructed using conventional methods. In collecting data, the researchers used written tests.The ttest formula is used to analyze data throughout the research and obtain the results was ttest > ttable with a significance level of 0.05 and 0.01 (2.00 < 3,79 > 2.66). It can be concluded that there is an influence of using STAD method on students' writing ability. In addition, it was also found the average score in the experimental class was higher than the control class (72,29 > 63,81). Through this research, it can conclude that implementing of STAD method in teaching and learning English can rise students writing skill.
Exploring the Influence of Generative AI on Self-Regulated Learning: A Mixed-Methods Study in the EFL Context Diyah Trinovita; Eva Nurchurifiani; Tommy Hastomo; Widi Andewi; Muhamad Hasbi
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6389

Abstract

Given the transformative impact of Generative AI (GenAI) on education, this study investigates its specific influence on the distinct phases of students' Self-Regulated Learning (SRL) within an English as a Foreign Language (EFL) context. Despite its ubiquity, a gap exists in understanding how students practically use GenAI to self-regulate their learning and what adaptive strategies they employ. This study utilized a mixed-methods approach to explore this phenomenon. Participants were 100 undergraduate EFL students in an Indonesian university with at least three months of experience using ChatGPT. Data were collected through an adapted SRL questionnaire, semi-structured interviews, and Focus Group Discussions (FGDs). Quantitative data were analyzed using Pearson correlation and ANOVA, while qualitative data underwent thematic analysis. The findings revealed a significant positive correlation between GenAI use and overall SRL (r = .55), although its influence was strongest on the forethought (planning) phase and markedly weaker on the self-reflection phase. Qualitatively, students devised adaptive strategies such as dynamic scaffolding and learner-driven fading to foster independence. However, these were often counteracted by hindering factors, primarily cognitive offloading, the illusion of competence, and a widespread deficit in critical digital literacy. Theoretically, this study contributes by articulating how GenAI reshapes core learning processes, proposing necessary extensions to established frameworks of self-regulation and sociocultural learning . The pedagogical implications are profound, demanding a curricular shift towards foundational critical digital literacy and a fundamental redesign of assessment to prioritize process over product.
Kostruksi Profesi Dosen pada Postingan Angota Grup Ikatan Dosen RI (IDRI) di Facebook: Analisis Wacana Kritis Oktariyani Oktariyani; Eva Nurchurifiani; Ratna Said
JURNALISTRENDI : JURNAL LINGUISTIK, SASTRA, DAN PENDIDIKAN Vol 7 No 1 (2022)
Publisher : Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jurnalistrendi.v7i1.861

Abstract

Tujuan penelitian ini yaitu untuk menganalisis postinganpostingan anggota grup Ikatan Dosen RI (IDRI) di facebook, guna mengungkap permsalahan-permasalahan internal dan external yang terjadi pada profesi dosen di Indonesia. Periode pengambilan data dilakukan selama 3 periode yaitu periode tahun 2019-2021. Metode yang digunakan dalam penelitian yaitu deskriptif dengan pendekatan kualitatif mengunakan analisis wacana kritis dari Norman Fairlough dengan analisis tiga dimensi yaitu, analisis teks (deskripsi), analisis pemrosesan (interpretasi) dan terakhir analisis sosial (penjelasan). Hasil analisis menunjukkan pertama, akun pemosting telah mengkonstruksi profesi dosen secara linguistik yaitu profesi dosen adalah sebagai kumpulan para intelektual. Kedua, analisis menunjukkan bahwa profesi dosendikonstruksi di luar norma-norma kewajaran dalam pemberian hak mereka, yang terlihat dari beberapa fakta bahwa dosen di Indonesia masih jauh dari kata sejahtera. Ketiga, menggambarkan konstruksi diskursif profesi dosen yang disebut sebagai kumpulan orang-orang ikhlas, yang dapat ditunjukkan dari perilaku dan sikap dosen yang cenderung merasa memiliki beban moral jika keahlian dan kemampuan peserta didiknya tidak berkembang dengan baik.
Deep Learning Activities for Improving Tenth-Grade Students' Reading Performance Feby Putri Valen Malau; Eva Nurchurifiani; Sri Wahyuningsih
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/zq5hbt35

Abstract

This study aimed to improve students’ reading performance and learning engagement through deep learning-based activities in English classes. The study employed Classroom Action Research (CAR), which was conducted in two cycles consisting of planning, action, observation, and reflection. The participants were 27 tenth-grade students of SMAS Taman Siswa Teluk Betung in the 2025/2026 academic year. Data were collected through reading tests and classroom observations. The results showed positive changes across the two cycles. In Cycle 1, 6 students (22%) achieved the Minimum Completeness Criteria (MCC), while 21 students (78%) were below the criterion. The observation results showed that students’ learning activity was categorised as less active. In Cycle 2, the number of students who achieved the MCC increased to 19 students (70%), while 8 students (30%) remained below the criterion, with the students were categorised as active and very active. In other words, the strategy resulted in positive changes in the teaching and learning process, as students showed greater engagement in analysing texts, interpreting information, and connecting reading materials to real-life contexts.  
The Effect of Vocabulary Journals on Eleventh-Grade Students’ Vocabulary Mastery at SMK Trisakti Jaya Bandar Lampung Shafa Fitriana; Eva Nurchurifiani; Destia Herlisya
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/bph91393

Abstract

This research aimed to determine the influence of using vocabulary journals on students’ vocabulary mastery at the eleventh grade of SMK Trisakti Jaya Bandar Lampung in the academic year 2024/2025. The research used a quantitative method with a quasi-experimental design. The sample consisted of two classes: XI AKL as the experimental class (16 students) and XI MM as the control class (22 students), totalling 38 students. The experimental class was taught using vocabulary journals, while the control class was taught using conventional media. The data were collected through pre-test and post-test and analyzed using SPSS, including tests of normality, homogeneity, and an independent sample t-test. The result of the Independent Sample t-Test showed a significance value (Sig. 2-tailed) of 0.000, which is less than α = 0.05. This indicates a significant difference in vocabulary mastery between the experimental and control classes. The mean difference was 15.523, with a 95% confidence interval ranging from 10.564 to 20.481. Therefore, H₀ is rejected and Ha is accepted. It can be concluded that the use of a vocabulary journal has a significant influence on students’ vocabulary mastery. The average post-test score of the experimental class was 79.25, which was higher than the control class’s score of 63.73. This indicates that students taught using vocabulary journals achieved better vocabulary mastery than those taught using conventional media.
Structured Generative AI Co-Tutoring for Learning Outcomes and Motivation in Information Systems Mei Ratnasari; Amalyanda Azhari; Diyah Trinovita; Widi Andewi; Eva Nurchurifiani
SISTEMASI Vol 15, No 9 (2026): Sistemasi: Jurnal Sistem Informasi
Publisher : Universitas Islam Indragiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/stmsi.v15i9.6875

Abstract

Generative AI (GenAI) offers interactive explanations, feedback, and personalized support in higher education, yet its educational value depends on how such support is structured. Evidence remains limited regarding whether structured GenAI co-tutoring can simultaneously improve independent learning outcomes and learning motivation in concept-oriented Information Systems courses. This study examined the effectiveness of structured GenAI co-tutoring compared with conventional instruction in an undergraduate Information Systems Concepts course in Indonesia. A quasi-experimental nonequivalent control group pretest–posttest design involved 60 students from two intact classes, with 30 students in each condition. Learning outcomes were measured using parallel forms of the Information Systems Concepts Achievement Test, while learning motivation was assessed using the EVC Light scale. Data collection comprised pre-intervention assessment, the instructional intervention, and post-intervention assessment; achievement tests were completed without GenAI access to capture independently demonstrated learning. ANCOVA was used to compare posttest outcomes while controlling for corresponding pretest scores. The experimental group achieved a significantly higher adjusted ISCAT-B score than the control group, with an adjusted mean difference of 7.89 points, F(1, 57) = 27.65, p < .001, partial η² = .327. Learning motivation was also significantly higher in the experimental group, with an adjusted EVC Index difference of 0.053, F(1, 57) = 13.53, p < .001, partial η² = .192. The study extends evidence on structured GenAI support by examining independently assessed conceptual learning alongside expectancy–value–cost motivation in Information Systems education. In practice, lecturers can adopt a sequence of independent attempts, guided AI feedback, verification, and revision, followed by assessment without AI assistance.
Co-Authors Abda Abda ADELIA HUTAHURUK Adella Ramadhanti Adenan Damiri Adinda Meisya Agus Susanti Alfiawati, Riska Amalia Lintang Amandari Amalisa Amalisa Amalisa, Amalisa Amalyanda Azhari Amandari, Amalia Lintang Amelia Octafiyana Anisa Safitri Arnila Septia Cahaya Damiri, Adenan Destia Herlisya, Destia Diyah Trinovita Diyah Trinovita Febrianti, Tri Iliona Febriyanti febriyanti febriyanti Febriyantina Istiara Feby Putri Valen Malau GALUH DWI AJENG Hanif, Diandra Hanum, Innayah Hastuti Hastuti Hastuti Hastuti Innayah Hanum Jejen, Muhammad Jumiati Jumiati Lara Septia Lusi Purnama Sari Maria Lovelita Vinantiastuti Marta, Adira Amabela Mei Ratnasari Meisya, Adinda Muhamad Hasbi NABILA SHAFIRA Octafiyana, Amelia Oktariyani Oktariyani Oktariyani Oktariyani Yani Oktariyani, Oktariyani Oktaviani, Ria Purna Wiratno Ramadhanti, Adella Ria Oktaviani Riska Alfiawati Riya Anggraini, Tri Rizki Novia Nissa Rohana Rohana Rowi, Alifia Cahya Safitri, Anisa Sari, Lusi Purnama Shafa Fitriana Sri Wahyuningsih Sri Wahyuningsih Suherni Suherni Suherni Suherni, Suherni SUKMAWATI, NUR NAJIBAH Tommy Hastomo Tommy Hastomo Tri Riya Anggraini Widi Andewi Widi Andewi Windriani, Dian Zulianti, Hajjah