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All Journal TEKNIK TARBIYA : Journal Education in Muslim Society Edukasi: Jurnal Pendidikan dan Pengajaran JURNAL PENDIDIKAN TEMATIK DIKDAS Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar IRJE (Indonesian Research Journal in Education) Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Jurnal Muara Sains, Teknologi, Kedokteran dan Ilmu Kesehatan Titian: Jurnal Ilmu Humaniora Budimas : Jurnal Pengabdian Masyarakat Didaktika: Jurnal Kependidikan Jurnal Pengabdian Dharma Wacana Berkala Ilmiah Pendidikan Pena: Jurnal Pendidikan Bahasa dan Sastra Jurnal Sipakatau English Review: Journal of English Education Indonesian EFL Journal Indonesian Language Education and Applied Linguistic Reviews
Hadiyanto Hadiyanto
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PORTRAYING EFL STUDENTS’ WRITING SELF EFFICACY ACROSS IDEATON, CONVENTION, AND SELF-REGULATION: A QUALITATIVE EXPLORATION Eliza Trimadona; Urip Sulistiyo; Hadiyanto; Mukhlash Abrar
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.v14i1.157

Abstract

Writing self-efficacy plays a crucial role in shaping EFL students’ engagement, strategic behavior, and confidence in academic writing. This qualitative study investigates how university EFL students construct their writing self-efficacy through three interrelated dimensions: ideation, convention, and self-regulation. Semi-structured interviews were conducted with undergraduate EFL students and analyzed using thematic analysis supported by NVivo. The findings reveal that students’ self-efficacy in ideation is strengthened by topic familiarity, the use of planning strategies, and access to external resources, enabling them to generate and organize ideas more confidently. In terms of convention, students’ confidence is closely associated with their perceived control over grammar, vocabulary, and mechanics, often supported by digital tools as mediational resources. Self-regulation emerges as a dynamic dimension, reflected in students’ ability to manage focus, set goals, and sustain motivation, although their efficacy frequently fluctuates due to reliance on external demands such as deadlines. The results indicate that writing self-efficacy is a multidimensional and context-dependent construct shaped by the interaction of cognitive, linguistic, and regulatory processes. These findings highlight the importance of integrating strategic instruction, linguistic support, and self-regulatory guidance to foster sustainable writing self-efficacy in EFL higher education contexts.
SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION AND ITS EFFECT ON EFL STUDENTS’ CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
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.v14i1.173

Abstract

Abstract Critical listening is an essential higher-order academic skill for EFL learners, particularly in higher education contexts where students are required to engage with complex spoken discourse such as academic discussions. However, listening instruction often emphasizes surface-level comprehension rather than evaluative and interpretive processing. Grounded in schema theory, multimedia learning theory, and metacognitive listening theory, this study investigates the effect of schema-activated multimedia instruction on EFL students’ critical listening performance in academic discussion contexts. Employing a quantitative quasi-experimental design, the study involved two intact classes of undergraduate EFL students. The experimental group received instruction integrating prior knowledge activation and multimedia support within a metacognitive listening sequence, while the control group received conventional listening instruction. Data were collected through pre-test and post-test measures of critical listening performance and analyzed using descriptive and inferential statistics. The results reveal that students exposed to schema-activated multimedia instruction demonstrated significantly higher critical listening performance than those in the control group. The findings indicate that critical listening can be systematically developed through instructional design that integrates cognitive and pedagogical principles, contributing empirical evidence to EFL listening pedagogy in higher education contexts.
LANGUAGE LEARNING STRATEGIES AND EFL SPEAKING PERFORMANCE: THE MEDIATING ROLE OF SELF-REGULATION AMONG INDONESIAN UNIVERSITY STUDENTS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
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.v14i1.174

Abstract

This study investigates the role of language learning strategies (LLS) in shaping Indonesian EFL learners’ speaking performance by integrating quantitative and qualitative evidence in a mixed-methods design. Specifically, it aims to (1) describe learners’ use of LLS, (2) examine the correlation between LLS and speaking performance, (3) identify the predictive contribution of LLS to speaking outcomes, and (4) explore learners’ strategic experiences in speaking development through responses to open-ended questionnaire items. Eighty undergraduate EFL students participated in the study. Quantitative data were collected using the Strategy Inventory for Language Learning (SILL) and a speaking performance test, while qualitative data were obtained from learners’ open-ended responses about how they used strategies in practice. The quantitative results revealed a very strong positive correlation between LLS and speaking performance (r = .912, p < .001), indicating that students who employed strategies more frequently tended to achieve higher speaking scores. Multiple regression analysis showed that no single LLS category uniquely predicted speaking performance due to severe multicollinearity among strategy types, suggesting that LLS operate as an integrated, interdependent system rather than isolated components. Descriptive results indicated that cognitive strategies were the most dominant, while qualitative evidence showed that learners actively combined cognitive, metacognitive, social, and affective strategies including repeated practice, imitation, planning, self-monitoring, and peer interaction. Learners demonstrated strong self-regulation in overcoming challenges and benefited from teacher feedback, peer support, and technological tools. Overall, the findings highlight that strategic behavior is crucial for enhancing speaking fluency, accuracy, and confidence, implying that EFL instruction should explicitly foster strategic awareness and provide supportive learning environments to optimize speaking development.
EXAMINING STUDENTS' PERCEPTIONS OF SPEAKING ANXIETY AND ITS INFLUENCE ON ORAL PERFORMANCE IN ENGLISH LANGUAGE LEARNERS Finza Larasati; Hadiyanto Hadiyanto; Urip Sulistiyo; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.96

Abstract

This research aims to explore the perceptions of English Education students at Universitas Muhammadiyah Palembang regarding speaking anxiety in oral communication classes. The anxiety, it appears, stems from challenges such as pronunciation difficulties, vocabulary recall, grammar concerns, and the fear of making mistakes, which could lead to judgment from peers. The study employed a qualitative case study design involving 43 students from the English Education Program at Universitas Muhammadiyah Palembang. Data was collected using a self-developed questionnaire designed to assess the students' perceptions of speaking anxiety and its impact on their performance. The findings reveal that, despite recognizing the importance of English for future career prospects, students' anxiety negatively influences their confidence and effectiveness during speaking activities. The study concludes that speaking anxiety can be mitigated by fostering a supportive and inclusive learning environment. Practical recommendations include integrating both simulated and real-life speaking activities, as well as encouraging students through positive reinforcement to overcome their shyness and actively engage with the language. These approaches can help resolve the issues identified, enabling educators to enhance students' English language skills and better prepare them for the demands of global communication.
DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE PEDAGOGY AT VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA: A MIXED-METHODS STUDY Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.99

Abstract

This research explores the application of differentiated instruction in English Language Teaching (ELT) at Vocational High Schools (VHS) in South Sumatra, using a sequential explanatory mixed-methods approach. A survey was conducted with 267 English teachers to assess their perceptions, instructional practices, and readiness to implement differentiated teaching within the context of the Emancipated Curriculum. The survey instrument exhibited excellent reliability (Cronbach’s Alpha = 0.983). Quantitative data were analyzed through descriptive and inferential statistics, including correlation and regression, to examine the relationships between differentiated practices, student engagement, and learning outcomes. To complement the quantitative findings, qualitative data were collected through semi-structured interviews, classroom observations, and document analysis from ten selected teachers in both public and private vocational schools. The thematic analysis revealed that teachers employed strategies such as flexible grouping, adaptive materials, scaffolded tasks, and diverse assessments. Despite these efforts, challenges like limited preparation time, varying student levels, insufficient institutional support, and inconsistent understanding of differentiation remained. The study indicates that while differentiated instruction enhances student engagement and supports personalized learning, its implementation is inconsistent. It emphasizes the need for ongoing professional development, stronger institutional support, and better alignment with the Emancipated Curriculum to optimize ELT practices in vocational education.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.135

Abstract

Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
Modeling Students’ Attitudes toward Procedural Text Comprehension in TikTok-Based Multimodal Writing Wendy Fernando Bangun; Hadiyanto; Andiopenta Purba; Diah Octavia Kusuma Wardani
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Vol. 3 No. 4 (2026): Juni
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/sipakatau.v3i4.584

Abstract

Multimodal learning activities using short-form video platforms such as TikTok are increasingly used in writing instruction. However, it remains unclear whether these activities meaningfully support students’ procedural writing development. This study examines how TikTok-based procedural writing activities relate to students’ attitudes toward writing and their understanding of procedural-text organization. A quantitative survey was conducted involving 102 students who participated in TikTok-based writing projects, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings show that information and research literacy skills and supportive learning conditions contribute positively to students’ attitudes toward writing, while perceived barriers such as limited experience and time pressure negatively influence these attitudes. Conventional collaborative writing does not show a significant relationship with writing attitudes. The study also finds that students with more positive attitudes toward writing tend to demonstrate stronger understanding of procedural-text structure and sequencing. These findings indicate that the effectiveness of TikTok-based writing activities depends not only on the use of digital media but also on how the learning environment supports students during the writing process. The study highlights the importance of combining multimodal creativity with sufficient instructional guidance in procedural writing instruction.
Pelatihan IT Digital untuk Iklan dalam Bahasa Inggris dan Promosi Pariwisata Kerinci Hadiyanto; Nely Arif; Rd. M. Ali; Tubagus Zam Zam Al Arif; Vasya Falia; Anandian; Radya Rakha Yudhie
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 7 No. 3 (2025): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v7i3.18547

Abstract

Iklan digital dan promosi berbahasa Inggris menjadi salah satu strategi utama dalam meningkatkan kunjungan wisata asing ke daerah pariwisata. Kecamatan Keliling Danau mempunyai potensi pariwisata yang beragam, unik dan menarik. Namun, kemampuan bahasa Inggris Iklan dan promosi menyebabkan potensi wisata di tempat ini kurang dikenali oleh wisatawan asing. Pengabdian ini bertujuan untuk meningkatkan dan mengembangkan pengetahuan dan keterampilan IT Digital abad ke 21 dan Bahasa Inggris Iklan dan Promosi Online Pariwisata bagi masyarakat di salah Kec Kelliling Danau Kerinci Kab. Kerinci. Metode pengabdian mulai dari analisis masalah, pembekalan awal, pelatihan, pembimbingan, observasi, workshop, latihan, dan penerapan. Penglibatan para peserta dari inventarisasi objek wisata dan mencari bahasa Inggris iklan dan merancang promosi yang tepat, mencari aplikasi yang sesuai dan melakukan pengiklanan secara online. Hasil dari PPM ini adalah para peserta mempunyai pengetahuan dan keterampilan tentang Bahasa Inggris Iklan dan Promosi Online. Luaran pengabdian yang dicapai adalah ikhlan dan promosi berbahasa Inggris, video pelatihan dan publikasi artikel di jurnal pengabdian tahun plus 1. Mahasiswa yang terlibat akan mendapatkan pengalaman lapangan, pengetahan dan keterampilan dasar dalam mengembangkan bahasa Inggris Iklan dan promosi wisata, dan kemampuan untuk menjadi fasilitator pembantu pada pelatihan-pelatihan lain. Selanjutnya diharapkan kemampuan dan keterampilan yang dimiliki peserta dalam membuat iklan berbahasa Inggris dapat digunakan untuk keperluan promosi pariwisata di daerahnya.. Kata kunci: IT Digital, Pembuatan Iklan, Promosi, Pariwisata
EVALUASI EFISIENSI PANAS DAN EMISI GAS RUMAH KACA PADA ROTARY KILN PABRIK SEMEN Farisa Ridha Mutiara; Hadiyanto Hadiyanto
TEKNIK Vol 34, No 1 (2013)
Publisher : Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.925 KB) | DOI: 10.14710/teknik.v34i1.4812

Abstract

Kiln is an equipment which has vital existence in the manufacture of cement. Kiln firing requires a hightemperature to produce a clinker. Higher combustion temperature allows heat transfer occurs on the surfacecoating on the walls of the kiln that is not evenly distributed, so most of the heat is absorbed. As a consequence,it requires large amounts of fuel. Heat efficiency in the kiln is important to know. Production of clinker in thekiln which occurs at high temperatures, will also release a variety of gases, such as CO2. Carbon dioxide isincluded as one of the greenhouse gas, this gas will negatively impact the earth's ozone. Therefore, need to knowthe range of greenhouse gas that is formed, in order to determine the appropriate mitigation and prevention.Evaluation result of heat efficiency in the kiln is 43,17% by generating greenhouse gas emissions amounted to6,173 tonnes CO2 equivalent / tonne of coal.
The Exploration of Students’ Perception toward Autonomous English Language Learning Duti Volya; Hadiyanto Hadiyanto; Eddy Haryanto; Mukhlash Abrar
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/nn81jn71

Abstract

The aim of the study is to investigate the students’ perception of autonomous English learning. This research is explanatory in nature whereby a mixed mode of quantitative and qualitative approach are employed in different sectional respectively. Quantitative data is the main method of this study, while qualitative data used to support quantitative data based on Implicit Theory. In this research, quantitative data were obtained from the students' survey by filling questionnaires on the self-assessment checklist. Meanwhile qualitative data obtained from interviews. The data were obtained in the form of interviews and students' surveys. A survey research was conducted by collecting 235 questionnaires from students and afterward, the researcher interviewed 9 students. To analyze the data collected from the questionnaire and the interview, the researcher used descriptive statistics and thematic analysis. The results indicate that students perceive themselves as autonomous in English learning. Students of English study program are relatively better at understanding instructors teaching objectives and requirement and monitoring the use of learning strategies. Additionally, they are relatively weaker in setting up personal learning objectives and study plans, using learning strategies in an effective way and monitoring and evaluating the English learning process.
Co-Authors Ade Kusmana Anandian Andang Fazri Andiopenta Purba Apdelmi, Apdelmi Aryawira Pratama Bunga Ayu Wulandari Christy Mahendra Desti Anggraini Diah Octavia Kusuma Wardani Dodi Irawan Duti Volya Dwi Rara Saraswaty Eddy Haryanto Eka - Sastrawati Eliza Trimadona Ervan Johan Wicaksana Farah Ridhiyalira Farisa Ridha Mutiara Fauzan Sulman Ferry Anggriawan Finza Larasati Finza Larasati Hary Soedarto Harjono Helty, Helty Herman Budiyono HUSNUL KHOTIMAH Imilda Utami Dewi Irnanda, Ela Kamarudin Lince Muis Marzul Hidayat Muhammad Alfath Mukhlash Abrar Nadya Aprilia Nazurty Nazurty Nely Arif Noferdiman Noferdiman Novit Aprillia Nur Halimatusyadiyah Ms Lubis Nurhizrah, Gustituati Pratama, Amor Seta Gilang Putri Anisa Utami Putri, Riska Nanda Radya Rakha Yudhie Ratih Utami Ramadhaniati Rd. M. Ali Retno Wulan Rustam Saharudin Selina Anindita Suhendra, Irwan Sulistiyo, Urip Tomi, Masvil Tubagus Zam Zam Al Arif Vasya Falia Wendy Fernando Bangun Wulandari, Sovia Yantoro, Y