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All Journal Scripta-English Department Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature English Language and Literature International Conference (ELLiC) Proceedings Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Surya Abdimas FOSTER: Journal of English Language Teaching English Education and Literature Journal (E-jou) Journal of Education Research Psycho Idea Frasa: English Education and Literature Journal Ranah Research : Journal of Multidisciplinary Research and Development ETERNAL: English Teaching Journal
Juita Triana
Universitas Muhammadiyah Purworejo, Indonesia
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Transportation Other

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Al-Fatihah Reflection Therapy (ART) Ssebagai Upaya Peningkatan Resiliensi Penyandang Disabilitas Widodo Arif Singgih; Juita Triana
Psycho Idea Vol 18, No 1 (2020): Psycho Idea
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (854.605 KB) | DOI: 10.30595/psychoidea.v18i1.6135

Abstract

Penelitian ini diawali oleh tahap identifikasi beragam pikiran maladaptif dari penyandang disabilitas untuk yang muncul ketika dirinya menjadi difable. Asesmen kualitatif menggunakan observasi partisipan,wawancara mendalam, sedangkan asesmen kuantitatif menggunakan skala resiliensi yang diadaptasi dari Connor Davidson Resilience Scale Dari tahapan tersebut, kemudian dilakukan psikoedukasi mengenai model terapi ini. Selanjutnya, para penyandang disabilitas mempraktikkan beragam acuan yang ada dalam model ini. Pada akhir prosesnya, dilakukan posttest dan evaluasi. Hasil akhir dari penelitian ini, yakni menghasilkan satu pengembangan model Al Fatihah Reflection Therapy (ART) yang dapat meningkatkan Resiliensi Penyandang Disabilitas. Kondisi yang resilien menjadikan para penyandang disabilitas mudah memaksimalkan potensinya, mampu berkontribusi secara mandiri di lingkungan sosialnya, dan tangguh dalam menghadapi tantangan. Alfatihah Reflection Therapy (Terapi Refleksi Alfatihah) adalah psikoterapi teistik yang menekankan dimensi vertikal (teistik) berbasis ayat AlFatihah sebagai refleksi guna mengubah pikiran-perasaan-perilaku maladaptif melalui restrukturisasi kognitif, pemaknaan ayat, dan tugas perilaku.
The Analysis of Difficulties in Pronouncing English Vowels (Monophthongs) in Singing English Song Billy Fernanda Kurniawan Billy; Juita Triana; Andrian Nuriza Johan
Scripta : English Department Journal Vol. 9 No. 1 (2022)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v9i1.1455

Abstract

The aims of this study are to find out the English Vowel (Monopthongs) in Singing English Song which is difficult to pronounce, and to find out the problem that causes the difficulties faced by the students of UKM Surya Sagitta Choir Purworejo Muhammadiyah University. This research is descriptive qualitative research. Then, the researchers take 15 students as a sample of this research, they used pronunciation tests and questionnaires to collect the data. The students’ pronunciations are recorded then analyzed by transcribing the students’ pronunciation into phonetic transcription. Based on the finding and data analysis the researchers find 401 mispronounced English vowels, including 279 mispronounced of English short vowel monophthongs [ɪ], [ɛ], [æ], [ɒ], [ʌ], [ʊ], [ə], and 122 English long vowel monophthongs [i:], [ɑː], [u:], [ɔ:], [ɜ:]. The most vowels that are difficult to pronounce by students are (1) Short vowels [ɪ] which are 143 times (79,4 %) of 12 words analyzed. (2) long vowel [ɜ:] 19 times (63%) of 2 words analyzed. (3) long vowel [ɔ:] 33 times (55%) of 4 words analyzes. Therefore, students have difficulty pronouncing English vowels [ɪ], [ɜ:] and [ɔ:].The factors that cause students’ difficulties in pronouncing English vowels in singing English songs are they rarely listen to English songs, confuse about pronounces, and don’t understand the meaning and lyrics of the song.
The Analysis of Parallelism in Joe Biden’s Speech and Its Application in Teaching Speaking Sasti Febianti; Sri Widodo; Juita Triana
Scripta : English Department Journal Vol. 9 No. 1 (2022)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v9i1.1473

Abstract

This research aims to find out the type of parallelism Joe Biden speech in the national democratic convention and to describe the application in teaching speaking. The research methods are descriptive qualitative. The data source is Joe Biden’s speech transcript. The research subject is parallelism in the form of words, phrases and utterances. The research instrument is the researcher herself. The result shows that there are 10 types of parallelism; in detail, lexical parallelism: 2 data of epanalepsis (4%), 29 data of anaphora (55%), 3 data of medial (5%), 3 data of epistrophe (5%), and 1 data of anadiplosis (2%); syntactic parallelism: 5 data of sentence parallelism (9%), 1 data of phrase parallelism (2%), and 7 data of word parallelism (13%); semantic parallelism: 2 data of antithesis (4%); and phonological parallelism: 1 data of assonance (2%). The application of the parallelism found from the script in teaching speaking can be applied in grade XII of senior high school.
Students' Difficulties in Online Learning of English Subject during Covid-19 Pandemic: A Case at SMPN 3 Satu Atap Karangsambung Kisi Pangestuti; Basuki Basuki; Juita Triana
Scripta : English Department Journal Vol. 9 No. 2 (2022)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v9i2.1485

Abstract

The purpose of this study is to find out the difficulties faced by students when studying English in an online school and the solutions they use to overcome those difficulties. The objective of this descriptive qualitative research is to explain the real situation of eighth grade students' learning problems at SMPN 3 Satu Atap Karangsambung, with the researcher as the key instrument. Researchers used the WhatsApp application to disseminate a questionnaire and conduct interviews with respondents in order to collect data. In analyzing the data, the researcher detects and categorizes learning difficulties, displays and calculates the percentage of data using the original text in the form of an essay, and provides findings and recommendations after evaluating the data. The study's findings revealed five challenges that students face when studying English in an online education setting. The most common issue students have is increasing English vocabulary, which has an impact on the appearance of the other four obstacles. In addition, the majority of students utilized the same approach to overcome their learning difficulties, according to the findings. The findings of this study aid teachers in assessing the learning process in order to better meet the needs of students.
A Genre Analysis of the Texts in English Textbook “Pathway To English” Used by Tenth Grade Students Johan, Andrian Nuriza; Krismono, Gunawan Panji; Triana, Juita
English Education and Literature Journal (E-Jou) Vol 2 No 01 (2022): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.262 KB) | DOI: 10.53863/ejou.v2i01.375

Abstract

This study aims to find out the text genres, the generic structure and language features in English textbook Pathway to English used by tenth grade students. This study analyzed the genre of the text, generic structure, and language features. A descriptive qualitative method is used to analyze the genre in Pathway to English textbook. There were four genres found in collecting data, descriptive text, narrative text, recount text, and announcement text. Then the researcher analyzing the generic structure and language features used in the text. After analyzing the data, the researcher found that from 18 texts taken, 4 texts (22%) data were descriptive text, 5 texts (28%) data were narrative text, 5 texts (28%) data were recount text, and 4 texts (22%) data belonged to announcement text. Based on the theories, the generic structure and the language features of each genre found in Pathway to English textbook were correct in English. Keywords: genre, text, textbook
English Teachers’s Readiness in Implementing Deep Learning Approach at the Elementary School Level Ivan Ananta Luckita; Dewi, Puspa; Triana, Juita
Scripta : English Department Journal Vol. 12 No. 2 (2025)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v12i2.6595

Abstract

English education in elementary schools is crucial for equiping students with early communication skills in the global era. The Indonesian education curriculum continues to develop, including the implementation of a deep learning approach that is believed to improve students' critical thinking, problem-solving, and collaboration skills. This study analyzes the readiness of elementary school English teachers on the southern coast of Central Java and Yogyakarta to implement deep learning in learning activities. The instrument in this study was an interview containing eighteen questions that had to be answered by fourteen elementary school English teachers. The results show that teachers have a positive understanding of this approach and implement it through methods that are relevant to student conditions, interesting media, and the use of technology. However, increasing the English teachers’ readiness is still needed through training and workshops, especially for teachers without an English education background.
STUDENTS’ PERCEPTIONS OF WAYGROUND AI IN GAME-BASED LEARNING FOR ENHANCING ENGLISH VOCABULARY AT MAN PURWOREJO Lyra Sandra Mulia; Juita Triana; Zulia Chasanah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6060

Abstract

The game-based learning tools have been widely used in educational settings. Limited research has examined students’ perceptions of AI-powered game-based learning platforms. This study aimed to investigate students’ perceptions of the use of Wayground AI in game-based learning for enhancing English vocabulary at MAN Purworejo, an Islamic senior high school in Indonesia. A descriptive quantitative survey design was employed involving 25 students selected through purposive sampling, after which data were collected using a 20-item questionnaire based on the Technology Acceptance Model (TAM), covering perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and learning engagement. The data were analyzed using descriptive statistics, particularly mean scores. The findings revealed generally neutral-to-positive perceptions toward the use of Wayground AI. Among the five constructs, only attitude toward use showed a positive perception (M = 3.51), indicating that students generally enjoyed learning with the platform. Meanwhile, perceived ease of use (M = 3.39), perceived usefulness (M = 3.18), behavioral intention (M = 2.90), and learning engagement (M = 3.29) remained within the neutral category. Item-level analysis showed relatively higher ratings for enjoyment and interest in learning activities, whereas vocabulary retention and intentions for regular future use received lower scores. These findings suggest that Wayground AI can contribute to positive learning experiences and classroom participation. However, its perceived effectiveness for long-term vocabulary retention and sustained independent use remains limited. The study highlights the importance of integrating AI-supported game-based learning with consistent instructional support and follow-up activities to maximize its educational potential.
Enhancing the Vocabulary Mastery of Eleventh Grade Students of Senior High School Through Digital Image Media Salsabillah Putri Kinanti; Juita Triana; Zulia Chasanah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10459

Abstract

Mastering vocabulary is an important component of learning English, but many learners still face constant developmental barriers. While digital image media is widely recognized, previous research by Ra et al., (2022) and Aulia et al. (2025). It focuses heavily on static print visuals or standard global materials, leaving a critical research gap on how local digital visuals enhance vocabulary learning. As a new view of the use of vocabulary teaching media, this study attempts to apply the integration of contextual digital imagery with Indonesian folklore. To overcome these problems, this study aims to examine the impact of digital images on students' vocabulary mastery. The research approach used is quantitative with a pre-experimental design through a pretest-posttest group method. The participants of this study were 36 students from class XI of SMA Negeri 4 Purworejo. The data collection tool was in the form of vocabulary paper tests given before and after treatment, analyzed using descriptive statistics and paired sample t tests. Empirical results showed a significant improvement in average scores, jumping dramatically from 47.11 in the pre-test to 88.44 in the post-test. Analysis of the paired sample t-test confirmed a very significant statistical difference (t = -12.45, p = 0.000 < 0.05). Therefore, it can be concluded that digital imagery has a positive and significant impact on students' vocabulary mastery, and has proven to be an effective teaching tool in the context of English language education. Structurally, these findings offer important practical implications for EFL teachers, suggesting that integrating culturally familiar visual media can systematically lower language anxiety and successfully improve overall classroom vocabulary competence.  
The Effect of Gamified and Interactive Features of the British Council Learn English Website on Students’ Vocabulary Acquisition Resti Andina Putri; Zulia Chasanah; Juita Triana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11330

Abstract

The acquisition of vocabulary tends to be a difficult process in Indonesian EFL classrooms, specifically in vocational high schools where conventional instruction often fails to sustain learner engagement. The British Council LearnEnglish website was selected as the instructional medium due to its unique integration of multiple gamified and interactive features — including vocabulary games, image-based matching, and audio pronunciation exercises — within a single freely accessible platform, distinguishing it from single-feature tools. This research examined the effect of the gamified and interactive features of the British Council LearnEnglish website toward the English vocabulary acquisition among tenth-grade students at Vocational High School, Indonesia. The research employed a quasi-experimental pre-test and post-test control group design, consisting of 60 participants equally separated into a experimental group (n = 30) and a control group (n = 30). Vocabulary training was delivered to the experimental group through the British Council LearnEnglish website across four treatment sessions, while conventional training addressing the identical vocabulary topics was provided to the control group. To collect the data, the researcher employed a 40-item multiple-choice vocabulary test. The data were then analyzed using paired-samples t-test, independent-samples t-test, and N-Gain score analysis. Findings showed a statistically meaningful enhancement in the experimental group, t(29) = -12.412, p < .001, Cohen's d = 2.27, and a significant between-group difference, t(58) = -4.810, p < .001, Cohen's d = 1.24. The experimental group succeeded in a moderate N-Gain (.5958), while the control group achieved a low N-Gain (.2313). These findings confirm that the platform's gamified and interactive features substantially and meaningfully enhance students' vocabulary acquisition, contributing empirical evidence on feature-based digital vocabulary learning in the underrepresented Indonesian vocational high school context.
The Effectiveness of Roblox Gamified Learning for Junior High School EFL Students Maryuli Setyoko; Juita Triana; Abdul Ngafif
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3624

Abstract

This literature study tested the effectiveness of gamification through the Spelling Race game on Roblox in improving the motivation, engagement, and English learning outcomes of junior high school students. The study used a pre-experimental design with a single-group pretest and posttest with 23 students selected purposively. The findings showed improved learning achievement. The average score increased from 74.17 in the pretest to 79.65 in the posttest, a total score increase of 5.48 points. A paired-sample t-test confirmed a significant difference, with t = 4.78 exceeding the critical t = 2.074. Gamification features in the Roblox app, such as achievements, leaderboards, and visualized feedback, increased student motivation and participation. Students were more actively engaged during the learning process. Interactive activities in the game supported vocabulary, pronunciation, and spelling development. This implementation faced challenges. Schools faced limited technological resources. Teachers needed clear teaching strategies, and learning activities needed to be aligned with the curriculum. Gamification through Roblox showed strong potential as an effective approach to improving English learning outcomes.
Co-Authors Abdul Ngafif Amelya Baiti Nur'aini Andrian Nuriza Johan Basuki Basuki Billy Fernanda Kurniawan Billy Helisa Fadilah Ivan Ananta Luckita Junaedi Setiyono Kisi Pangestuti Krismono, Gunawan Panji Kusuma Adilla Luana Fogli Lyra Sandra Mulia Maryuli Setyoko Mufid Lahiria Permata Hati Nelu Sahidah Puspa Dewi Resti Andina Putri Safira Nur Indriyani Salsabillah Putri Kinanti Sasti Febianti Satrio Prayogo Semi Sukarni Sri Widodo Sudar Sudar Sugesti Dwi Susanti Titi Rokhayati Widodo Arif Singgih Zulia Chasanah