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All Journal PREMISE: Journal of English Education and Applied Linguistics WARTA IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LET: Linguistics, Literature and English Teaching Journal BASIS (BAHASA DAN SASTRA INGGRIS) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Stilistika: Jurnal Pendidikan Bahasa dan Sastra Journal of English Education and Teaching (JEET) English Language Teaching Educational Journal INTERACTION: Jurnal Pendidikan Bahasa Bubungan Tinggi: Jurnal Pengabdian Masyarakat Getsempena English Education Journal JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) ENLIT Warta LPM INTERACTION: Jurnal Pendidikan Bahasa
Eka Puteri Elyani
Universitas Lambung Mangkurat
Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Learners’ Personalities and Language Learning: A Literature Review Saarah Nabiilah Octaviani; Jumariati Jumariati; Eka Puteri Elyani; Nasrullah Nasrullah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3672

Abstract

A growing interest in studies about learners’ personalities in language learning has occurred from time to time. However, there are contradictions in many studies. Some claim that extroverts are more successful in language learning, whereas some believe the opposite. Other factors may influence the learner’s language learning, other than their personalities; therefore, this study explores the influence of extrovert and introvert personalities on language learning and the difference between them. The method used in this study is a literature review obtained from various research engine databases such as Google Scholar, ResearchGate, and ProQuest. The data are collected from journal articles, theses, dissertations, and books and analyzed using thematic analysis. This study found that various aspects influence the learner’s achievement in language learning other than the learner’s personality. The implication of this study benefits the teachers to define the best teaching method and strategy for each personality in language learning and the students to find the best learning strategy based on their personality. It also can be a reference for other researchers to conduct a study based on the same variables.
Pemberdayaan Guru-Guru Bahasa Inggris SMP Kota Banjarmasin dalam Mengembangkan Soal Berbasis HOTS untuk Mengukur Kemampuan Membaca Jumariati Jumariati; Noor Eka Chandra; Eka Puteri Elyani; Saarah Nabiilah Octaviani; Tsaltsa Rafiah Purnomo
Warta LPM WARTA LPM, Vol. 25, No. 4, Oktober 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (964.058 KB) | DOI: 10.23917/warta.v25i4.767

Abstract

Having the ability to think critically is very important, especially for school-age teenagers who are still in the process of self-discovery and have not been able to sort out information. Teacher is an important figure in preparing students with critical thinking skills since teachers have a great opportunity to instill positive things that support the development of their students. That is why, it is important for teachers to be able to train their students to think critically and develop instruments that can measure students’ critical thinking skills. This activity aims to train teachers in developing instruments of critical thinking skills assessment in reading English texts. The method used is a participatory method in which emphasizing active participation of 35 teachers of English MGMP SMP in Banjarmasin. The implementation of this activity consists of delivering the material, evaluating the understanding of the material, assisting the compilation of questions, and analyzing question items. The findings show that 96% of the items compiled have met the standards of critical thinking assessment in the field of reading skills. In addition, more than 65% of the total items are formulated correctly according to the concept of assessment. This means that this activity has reached the target which 71% of the total participants scored more than equal to 6. It is concluded that the participants of the training have a good understanding of the concept of critical thinking assessment and are able to compile multiple choice questions based on critical thinking skills.
Discourse Markers Analysis In The Ron Clark Story Movie Ridhoni Akbar; Nanik Mariani; Eka Puteri Elyani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 11 No. 2 (2023): 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.v11i2.4347

Abstract

This research investigates the discourse makers found in The Ron Clark Story movie. Discourse makers are words that link the speaker to what has been uttered previously. This can improve a speaker's ability to communicate clearly. This research analyzes the discourse makers found in every scene The Ron Clark Story movie. A qualitive descriptive method was used to analyze the collected data. The result of this study the discourse marker "and" is most often used  in The Ron Clark Story movie. It can be seen from the data that it was used 76 times out of a total of 211. Besides, the least discourse marker is "I mean" which is used 6 times.
THE CHALLENGES FACED BY EFL PRE-SERVICE TEACHERS DURING ASISTENSI MENGAJAR PROGRAM Wiediantin, Leony; Triana, Novita; Elyani, Eka Puteri
Getsempena English Education Journal Vol. 10 No. 2 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i2.2646

Abstract

The path to be an educator can be filled with difficulties, particularly for pre-service teachers enrolled in programs such as Asistensi Mengajar. The Asistensi Mengajar program, as a first step toward a teaching career, is critical in preparing undergraduate students from the Faculty of Teaching and Training for the demands and rigors of the educational landscape. This journey, however, is not without its challenges. Additionally, comprehensive studies investigating the challenges encountered by EFL pre-service teachers during the program are limited, considering the relatively new modifications implemented within the segment of the curriculum. These changes reflect broader trends in teacher education, which place a greater emphasis on practical experience, mentorship, and classroom management skills development. The result shows that there are four major area of the problems: 1) writing lesson plan 2) classroom management 3) preparedness and anxiety 4) positive working relationship with mentor teachers and peers. These challenges developed since they did not have much experience and teaching time as they were beginners. The results highlight the need for continual support, mentorship, and training to address these challenges and better prepare for the demands of the teaching profession. Additionally, to guarantee the comprehensive development of teaching abilities and competencies, a more comprehensive provisioning phase is required. Educational institutions and stakeholders should work to establish a supportive learning environment that fosters the growth and development of future educators.
A A Systematic Literature Review on Visual Novel as an Engaging Medium for Learning English Skills Putri, Athaya Rewanda; Yamin, Moh; Elyani, Eka Puteri
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.6080

Abstract

Visual novels represent an innovative approach to language learning, particularly in enhancing reading comprehension and expanding vocabulary in English. This qualitative research investigates the impact of visual novels on various language competencies, including reading comprehension, vocabulary expansion, and motivation for language learning. The research approach used in this study is qualitative and systematic literature review (SLR) method to identify and evaluate relevant studies on visual novels as an engaging media for learning English skills. The five previous studies that discuss similar topics were collected as a data collection tool. The data collected from previous studies used are in the range of 2015-2023. The study's findings indicate that visual novels serve as a promising and helpful tool for individuals seeking to improve their language skills. The findings highlight the numerous advantages of visual novels, such as increased motivation, better reading comprehension, and improved vocabulary acquisition. The study highlights the potential of visual novels as valuable tools in language education, emphasizing their ability to make language learning enjoyable, engaging, and applicable to real-life contexts. Through their narrative-driven gameplay and immersive multimedia elements, visual novels offer learners an interactive and captivating learning experience. The integration of cultural aspects within visual novels further enriches the language-learning process, fostering deeper engagement and meaningful connections with the language. Additionally, the structure of visual novels accommodates diverse learning styles and proficiency levels, promoting motivation among learners. Furthermore, the interactive aspect of visual novels offers learners an exciting environment for language acquisition that is both engaging and enjoyable.
An An Analysis of Figurative Language used in Coldplay’s Song feat BTS Entitled “My Universe” Rosalina, Elsa; Yamin, Moh; Elyani, Eka Puteri; Nasrullah, Nasrullah
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.6086

Abstract

Conveying messages to the listeners not only can be done by conversation or discussion but also can be done in some ways like song, drama, and poem. Every song has the potential to tell a story, but only a select few possess the ability to touch our souls and leave an indelible mark on our hearts. Coldplay's featuring BTS 'My Universe’ is undeniably one of those rare gems. At its core, this song is a symphony of emotions, a melodic embrace during times of turmoil. In this study, the researchers try to figure out figurative language used in Coldplay’s Song Entitled 'My Universe’ feat BTS (one of the hits Korean boy bands in the world). This research uses qualitative research methodology because this research describes and finds out figurative language that is used in Coldplay’s song. Based on the lyrics, here is the figurative language used in Coldplay Song entitled My Universe. There are metaphors, repetition, imagery, hyperbole, and symbolism. All of the figurative language used in the lyric show that the lyric has beautiful meaning like this sentence “you are my star and my universe”. This sentence contains of hyperbole because the writer of this song uses my star and my universe to describe someone he loved in words. The figurative language used in the song makes the lyric more attractive and artistic for the listeners. Moreover, figurative language also used to make the words in the song more beautiful when it was delivered with the music.
STUDENTS’ MOTIVATION FACTORS IN READING ENGLISH TEXTS AT ELESP BATCH 2021 Rahmadina, Yulinda; Sutiono, Cayandrawati; Elyani, Eka Puteri
BASIS (Bahasa dan Sastra Inggris) Vol 10 No 2 (2023): J0URNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v10i2.8136

Abstract

This study aims to find out dominant factors that play a role in students’ intrinsic and extrinsic motivation in reading English text Reading plays an essential role in language learning, particularly for EFL students. Students read English texts whether for academic purposes, gaining information, or for pleasure. To have excellent reading skills, students need to have the motivation to read various kinds of reading material. Motivation has long been identified as one of the main factors affecting English language learning. Some students are motivated to read in English intrinsically and extrinsically. This research is a quantitative descriptive study. The participants are 86 students of ELESP Lambung Mangkurat University Batch 2021. The researchers use total sampling because the total population is less than 100. A questionnaire is used as the instrument in this research. The result shows the factor that plays the most role in extrinsic motivation is grades and the lowest is social sharing. Meanwhile, the factor that plays the most role in intrinsic motivation is curiosity and the lowest is preference for challenge. Furthermore, students are found more motivated extrinsically in reading English rather than intrinsically motivated.
Kesejahteraan Guru Bahasa Inggris Bersertifikat dan Pengaruhnya Terhadap Kualitas Pembelajaran di Kelas di Banjarbaru Elyani, Eka Puteri; Listia, Rina
English Education:Journal of English Teaching and Research Vol 7 No 2 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i2.18416

Abstract

Teachers’ involvement in the process of education has a significant influence on the quality of educational outcomes.Teachers' performance in the teaching and learning process are expected to improve as teachers' welfare is improved. Improving teachers' welfare can then have a positive impact on improving teacher quality conceptually and in practice. As a result, teachers’ certification comes as the new spirit given from the government to improve teachers’ performance in the classroom. This study aims at investigating the impact of teachers' welfare enhancementon their learning performance in the classroom. This study employs descriptive qualitative research that describes the effect of teachers’ certification allowances on the improvement of teaching and learning quality in the classroom. The participants of this study are 30 teachers from the representative of MGMP teachers in Banjarbaru who have accepted teacher professional allowance. Moreover, questionnaire, interview, and observation are taken to collect the data.According to the findings, all certified teachers at the junior high, senior high, and vocational high school levels have already understood the meaning of pedagogical and professional competence that they use to deliver the material in the classroom; in general, teachers have well prepared the material. Teachers use teaching materials that are relevant to the syllabus and students' needs, allowing them to teach in accordance with Graduate Competency Standards (SKL). Certified English teachers also have already mastered the theories and principles of effective learning that are being taught in the classroom. In a nutshell, there is a correlation between certified English teachers' welfare and the improvement of classroom learning quality.
How Online Extensive Reading and Listening Program Enhances Students’ Reading and Listening Comprehension: An Experimental Study Asrimawati, Inayati Fitriyah; Elyani, Eka Puteri; Rosalina, Elsa
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11580

Abstract

Encouraging students to repeatedly read and listen to resources can be challenging for language teachers. Although students understand that reading and listening are essential for language acquisition, few spend their free time engaging in these activitiesStudents often remain passive and hesitant to read or listen to English texts on their own due to a lack of understanding of the additional benefits, insufficient guidance on choosing appropriate texts for their proficiency level, and ingrained habits. Therefore, this study aimed to explore the impact of the Online Extensive Reading and Listening (OERL) program on students' reading and listening comprehension. Additionally, it sought to assess the variations in students' performance following exposure to the OERL intervention. This quasi-experimental research utilized a pretest-posttest design, involving sixty eleventh-grade students from a senior high school in Banjarbaru, selected through purposive sampling. Data collection involved administering reading and listening comprehension tests, and MANCOVA test was employed for data analysis. Results indicated a significant positive impact of the OERL program on enhancing students' reading and listening comprehension. Furthermore, noteworthy differences were observed in the reading and listening achievements of students exposed to the OERL program compared to those receiving intensive reading and listening with teacher-selected texts, with a significance level of 0.000. In essence, the OERL program proved valuable in improving students' reading and listening comprehension. 
Kemampuan Berpikir Kritis Siswa Melalui Analisis Sastra Ramadhana, Rizka Norsy; Elyani, Eka Puteri; Mu’in, Fatchul
Stilistika: Jurnal Pendidikan Bahasa dan Sastra Vol 15 No 2 (2022)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/st.v15i2.13379

Abstract

Student Critical Thinking Skills Through Literary Analysis ABSTRAKMelalui analisis sastra, siswa dapat memperoleh keterampilan berpikir kritis. Sastra merupakan salah satu cabang seni yang mengalami proses pertumbuhan sejalan dengan perjalanan waktu dan perkembangan pikiran masyarakat. Literatur dalam proses belajar mengajar dapat menciptakan keterampilan berpikir kritis. Siswa akan berlatih mengungkapkan pendapat, menyimpulkan, menjelaskan hubungan sebab-akibat, membandingkan fakta, dan menerapkan ide-ide yang mereka peroleh dari literatur ke situasi baru. Penelitian ini menggunakan deskriptif kuantitatif. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana proses belajar mengajar analisis sastra memicu keterampilan berpikir kritis siswa. Sampel penelitian ini adalah mahasiswa Program Studi Pendidikan Bahasa Inggris angkatan 2018 yang telah mengambil kelas literary analysis. Data penelitian diperoleh dari observasi pelaksanaan kelas literary analysis dan kuesioner berdasarkan indikator berpikir kritis. Hasil penelitian menunjukkan pelaksanaan pembelajaran literar analysis di kelas melalui lembar observasi telah berjalan dengan baik. Berdasarkan hasil analisis ditemukan bahwa siswa melakukan 80% dari indikator keterampilan berpikir kritis. Selain itu, menganalisis karya sastra dapat memicu siswa untuk berpikir kritis ke level HOTS (High Order Thinking Skills) karena siswa telah memasuki tahap keenam dalam urutan berpikir kritis yaitu “Creating” yang menghasilkan sebuah makalah terkait analisis karya sastra menggunakan berbagai pendekatan.Kata kunci: Kemampuan berfikir kritis, analisis sastra, pendekatanABSTRACTThrough literary analysis, students can obtain critical thinking skills. Literature is a branch of art that undergoes a growth process in line with the passage of time and the development of people's minds. Having literature in the teaching and learning process can create critical thinking skills. Students will practice expressing opinions, concluding, explaining cause-and-effect relationships, comparing facts, and applying the ideas they have gained from literature to new situations. This research applied descriptive quantitative. The objective of the study is to figure out whether the process of literary analysis teaching and learning triggers students’ critical thinking skills. The sample of this study is students of English Language Education Study Program batch 2018 that have taken literary analysis class. The research data was obtained from observation of implementation of literary analysis class and questioners based on critical thinking indicators. The research findings showed that the implementation of literary analysis learning in the classroom through observation sheets has been going well. Based on analysis results, it is found that students conduct 80% of the critical thinking skills indicators. In addition, analyzing literary works can trigger students to think critically to the level of HOTS (High Order Thinking Skills) because students have entered stage 6 in the critical thinking sequence, namely "Creating" which results in a paper related to the analysis of literary works using various approaches.Keyword: Critical Thinking Skills, Literary Analysis, Approach
Co-Authors Akbar, Ridhoni Annisa, Adelia Rizky Arapah, Elvina Asrimawati, Inayati Fitriyah Cayandrawati Sutiono, Cayandrawati Elsa Rosalina Emma Rosana Febriyanti Fadilla, Raisa Fatchul Mu’in Inayati Fitriyah Asrimawati Jumariati Jumariati Khairin Utomo Mardatilah Nadya Ramadanty Mariani, Nanik Mu’in, Fatchul Nasrullah Nasrullah Nasrullah Nasrullah Noor Eka Chandra Noor Eka Chandra Novita Triana Putri, Athaya Rewanda Rahmadina, Yulinda Raisa Fadilla Ramadhana, Rizka Norsy Ridhoni Akbar Rika Rianti Rina Listia Rina Listia Rina Listia Rizka Norsy Ramadhana Rizky Amelia Rizky Amelia Rosalina, Elsa Rosanja, Nanda Eka Lana Saarah Nabiilah Octaviani Tsaltsa Rafiah Purnomo Wiediantin, Leony Yamin, Moh Yusuf Al Arief