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Sri Wuli Fitriati

English Department Universitas Negeri Semarang Indonesia

Author-ID : 267247

Religion Arts Humanities Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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UNIVERSITY STUDENTS' PERCEPTIONS OF INSTAGRAM-BASED ENGLISH EDUCATIONAL ACCOUNTS FOR VOCABULARY LEARNING Emiliana, Veril; Fitriati, Sri Wuli; Yuliati
ENGLISH Vol 20 No 1 (2026)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v20i1.23097

This study aims to explore university students' perceptions of Instagram-based English educational accounts for vocabulary learning and their role in the depth of students’ vocabulary knowledge. The topic is crucial because vocabulary mastery is still a major problem for EFL students in Indonesia. Social media can be utilized as an innovative learning platform, especially Instagram, which offers English educational accounts. Despite its potential, studies on perceptions of educational Instagram accounts and their impact on students’ vocabulary depth require further research. This study employed a qualitative descriptive design. Data were collected from 30 English major students through closed-ended questionnaires and from five selected students through semi-structured interviews. The data was analyzed using thematic analysis to identify patterns and themes in the students’ perceptions. The findings of the study indicate that most students found the English educational Instagram accounts easy to use, engaging, accessible, and useful for vocabulary learning. It also supported learning pronunciation and spelling. However, the findings revealed varied perceptions of the role of these accounts in understanding word formation. In conclusion, English educational Instagram accounts can effectively support students’ vocabulary learning, including vocabulary depth. Content related to word formation should be provided more frequently. This study contributes to the existing literature by integrating the Technology Acceptance Model with the concept of vocabulary depth. It extends the theoretical understanding of social media use in language learning. Practically, these findings can guide educators and educational content creators in designing more effective Instagram-based materials to support students’ vocabulary development.

Multimodal Extensive Reading: Students’ Affective Attitudes towards Reading Comprehension Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti; Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.8

Knowing the importance of technology integration brings a new solution for extensive reading class. A multimodal extensive reading was implemented in order to monitor the students’ mental condition towards reading comprehension. Considering multiple analysis on multimodal approach implementations in second language classroom, this current study connects it in extensive reading in order to investigate how students’ affective attitudes towards reading comprehension are shown among students participating in a multimodal extensive reading. The study was designed as quantitative research. The participants were 15 undergraduate students who enrolled in an extensive reading in a private university in Semarang. A closed-ended questionnaire was used to collect the data. Then it was analyzed statistically through SPSS to get the result. The result of the study has revealed that the students showed their affective attitudes positively towards reading comprehension in a multimodal extensive reading. It was proved from the statistical analysis results that 2 statements received 80% strongly agree responses; 2 statements were 73.3% responded as strongly agreed; 2 statements were 66.7% responded as strongly agreed; and 4 statements were 60% responded as strongly agreed. The students show positive attitudes towards reading comprehension as the feeling on multimodal extensive reading implementation.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.8

The Perspective of Integrated Islamic Elementary School (SDIT) Students Regarding the Needs of English Language Teaching Material to Develop Islamic-Based Language Literacy Amalia, Taranindya Zulhi; Fitriati, Sri Wuli; Mujianto, Januarius; Widiati, Utami
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.32453

This research was conducted due to problems that arose in integrated Islamic elementary schools (SDIT) due to a lack of English language teaching materials aligned with the Islamic school orientation. This study innovates by developing English language teaching material models for SDITs. It examines the need for these models from the perspective of SDIT students. Qualitative methods and research and development (R&D) were employed. Data was collected through a questionnaire containing ten close-ended questions and one open-ended question. The results indicate that Integrated Islamic elementary schools (SDIT) need more English language teaching materials, even though they like the current materials. They enjoy singing in English but find reading English stories difficult. Additionally, they mentioned wanting content about Muslim children's daily lives and fun games added to their English language teaching materials. In conclusion, Integrated Islamic elementary schools (SDIT)’s perspectives indicate that the development of English language teaching material models is needed.

Exploring the Way Culture Shapes the Enactment of TPACK in Indonesian EFL Classrooms Arriyani, Nurfisi; Hartono, Rudi; Fitriati, Sri Wuli; Pratama, Hendi
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i2.2581

In the rapidly evolving landscape of digital education, understanding how cultural values influence technology integration is essential. This study investigates how Indonesian EFL lecturers make pedagogical decisions and enact the Technological Pedagogical Content Knowledge (TPACK) framework in culturally grounded ways. Drawing on both quantitative and qualitative data, the research involved a questionnaire distributed to 59 lecturers and in-depth interviews with 13 participants from various regions and institutions in Indonesia. The findings reveal that lecturers’ selection of digital tools and instructional strategies are mediated by beliefs about teacher authority, student respect, classroom order, and cultural appropriateness. While some lecturers, particularly older ones, favored structured, teacher-led digital practices, younger lecturers were more open to integrating interactive tools, though still within cultural boundaries. Rather than adopting global pedagogical models wholesale, participants actively adapted them to fit local expectations. The study concludes that TPACK is not a culturally neutral framework but is redefined by educators in context. This research contributes to the growing body of knowledge on culturally responsive digital pedagogy and highlights the importance of integrating sociocultural awareness into teacher-training and technology-adoption frameworks.

Teachers’ Challenges in Integrating 4Cs in General English Reading Instruction: Evidence from an Intensive English Program Farouk Imam Arrasyid; Sri Wuli Fitriati; Puji Astuti; Zulfa Sakhiyya
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1446

The integration of 21st-century skills (4Cs) in EFL reading instruction has become a central expectation in higher education; however, its implementation in General English contexts remains uneven, particularly in Intensive English Programs (IEPs). This study aimed to investigate the difficulties lecturers encounter in integrating critical thinking, communication, collaboration, and creativity into reading instruction at UIN Siber Syekh Nurjati Cirebon. Using a qualitative case study design, data were gathered through classroom observations, semi-structured interviews with three lecturers, and document analysis of instructional materials. The data were analyzed thematically following Braun and Clarke’s framework. The findings revealed six interconnected challenges: procedural reading tasks, low cognitive demand, limited instructional time, superficial collaboration practices, insufficient cognitively directive instructional language, and assessment practices that prioritized accuracy over reasoning. These challenges indicate that the integration of the 4Cs is constrained not only by lecturers’ pedagogical decisions but also by task design, classroom implementation, and institutional program demands. The study concludes that effective integration of 4Cs in reading instruction requires greater attention to micro-level instructional design rather than relying solely on general pedagogical awareness. It is recommended that lecturers incorporate cognitively directive tasks, structured collaborative activities, and assessment practices emphasizing reasoning and interpretation. These findings contribute to a more nuanced understanding of how 4Cs can be operationalized in intensive EFL contexts.

EFL Learners’ Perceptions of Small Group Discussion Technique for Building Speaking Confidence in Non-Formal Education Syadzilia Aluv Mawsally; Sri Wuli Fitriati; Yuliati Yuliati
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2529

Speaking in English remains challenging for many EFL learners because oral performance requires confidence. Small group discussion (SGD) is one activity used in EFL speaking instruction. Previous studies have examined SGD from various perspectives in EFL learning. However, the role of SGD in supporting students’ speaking confidence before oral performance in non-formal EFL settings remains underexplored, especially the aspects of confidence supported by SGD and the discussion features that contribute to students’ confidence. This study investigated EFL students’ perceptions of SGD in supporting speaking confidence before oral performance. Using a qualitative descriptive design, this study involved seventh-grade EFL learners at a non-formal English course institution in Central Java. Data were collected through classroom observation, a screening questionnaire, and semi-structured interviews. The data were analysed using thematic analysis. The findings showed that students perceived SGD as a structured preparatory activity that helped them understand the material, exchange ideas, rehearse speaking parts, and organize ideas before oral performance. SGD also supported students’ confidence through peer support, respectful responses, clear role distribution, equal speaking opportunities, and manageable group size. These findings suggest that SGD serves as a preparatory activity in EFL speaking instruction to encourage participation and help students approach oral performance with greater confidence.

Padlet-Based Collaborative Writing and Digital Competence in EFL Academic Writing: Evidence from Indonesian Higher Education Siti Musarokah; Issy Yuliasri; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Ngasbun Egar
Jurnal Ilmiah Peuradeun Vol. 14 No. 2 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i2.2626

This study addresses a limitation in digital collaborative writing research by positioning digital competence as a moderating mechanism shaping students’ participation in Padlet-based collaborative academic writing, rather than treating it as a background learner characteristic. Previous studies have mainly examined learning outcomes or engagement when using collaborative platforms, with limited attention to how differences in digital competence influence collaborative interaction processes in technology-mediated writing environments. Using an explanatory sequential mixed-methods design, this study involved 30 undergraduate students in an Academic Writing course at a private Indonesian university. Data were collected through a digital competence questionnaire, pre- and post-writing tests, and semi-structured interviews. The findings show that Padlet supported improvements in idea organization, peer interaction, and higher-order writing performance, while digital competence shaped students’ interaction strategies and participation patterns. This study contributes by demonstrating that digital competence is a key mechanism influencing collaborative writing participation in higher education digital learning environments.

ENHANCING LEXICAL COMPETENCE THROUGH THE ENRICHED VIRTUAL MODEL: A MULTIMODAL APPROACH TO DIVERSE LEARNING STYLES Theresia Cicik Sophia Budiman; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Januarius Mujiyanto
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.9570

Vocabulary mastery plays a crucial role in successful language acquisition, and blended learning approaches have increasingly been adopted to enhance lexical development in higher education. However, existing studies have predominantly focused on general blended learning designs without fully exploring the specific contribution of the Enriched Virtual Model (EVM) in strengthening different dimensions of lexical competence. Moreover, limited research has examined how diverse learning preferences, such as those identified through the VARK framework, influence students’ engagement and vocabulary development within EVM-based instruction. Addressing these gaps, this study investigates the effectiveness of EVM in improving students’ lexical competence and examines how different learning styles contribute to learners’ engagement and vocabulary growth. Employing a mixed-methods design, the research integrates quantitative data from pre- and post-tests with qualitative insights obtained from reflections, observations, and open-ended responses. Participants were undergraduate students enrolled in a Lexical Studies course, who engaged in a combination of multimodal online modules and targeted face-to-face sessions throughout the intervention. Quantitative findings revealed substantial gains across all dimensions of lexical competence—vocabulary breadth, depth, collocational knowledge, and contextual use—with contextual vocabulary demonstrating the highest improvement. Differences were also observed across learning-style groups, with Visual and Read/Write learners showing the greatest lexical gains, while Auditory and Kinesthetic learners benefited most from modality-congruent strategies. Qualitative findings further indicated that EVM supported learner autonomy, enhanced multimodal engagement, and strengthened vocabulary retention through structured online learning and collaborative face-to-face consolidation. Overall, the results demonstrate that EVM provides an effective, flexible, and learner-responsive framework for vocabulary instruction in blended learning environments.

INTEGRATING E-PORTFOLIOS IN FLIPPED ENGLISH CLASSES: IMPACTS ON NURSING ESP SPEAKING Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Sri Wahyuni
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10775

This study examines the effectiveness of integrating e-portfolios into a flipped English classroom to enhance English for Specific Purposes (ESP) speaking performance and speaking self-efficacy among nursing students. Grounded in ESP pedagogy, communicative language teaching, and self-efficacy theory, the study addresses the persistent gap between students’ linguistic knowledge and their ability to perform professional oral communication in healthcare contexts. A quasi-experimental one-group pre-test-post-test design was implemented with 40 second-year nursing students at a private health sciences college in Central Java. The instructional intervention combined pre-class input, in-class communicative practice, and iterative speaking development through e-portfolio-based recording, feedback, and reflection over one academic semester. Speaking performance was assessed through task-based ESP speaking tests, while self-efficacy was measured using a Likert-scale questionnaire. The findings revealed statistically significant improvements in both speaking performance and speaking self-efficacy, with large effect sizes indicating substantial educational impact. The results suggest that integrating e-portfolios within a flipped classroom expands opportunities for structured practice, fosters reflective learning, and strengthens learners’ confidence, thereby supporting both linguistic and psychological dimensions of professional communication. The study underscores the pedagogical value of technology-supported, contextually grounded speaking instruction in health sciences education and recommends the combined use of flipped learning and e-portfolio-based formative assessment to promote sustainable ESP speaking development.

Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Abdurrahman Faridi Adhe Risky Mayasari Aflahatun, Nur Agnes Erliva Agung Dwi Nurcahyo Agung Ginanjar Anjaniputra Ahmad Hilal Madjdi, Ahmad Hilal Aini, Nurma Aini, Nurma Aini, Veny Nur Aisyah Ririn Perwikasih Utari Akhmad Zamroni Ali Mufiz, Ali Alief Noor Farida Alif, Wening Nur Habibah Alim Sukrisno Amiruddin Amiruddin Amrina Rosyada Ana Theriana Andra Sukmalahi Sarasmara Andrian Nuriza Johan Anggit Budi Luhur Anggraeni , Dian Puspita Anggraeni, Dian Puspita Anindya Tasia Anisah Puspita Anisah, Nur Anisah, Nur Anjar Setiawan Aprilian Ria Adisti Aprilian Ria Adisti Aprilian Ria Adisti, Aprilian Ria Arif Suryo Priyatmojo Arriyani, Nurfisi Asriyama, Weksa Fradita Asti Veto Mortini Atik Rokhayani Atiullah, Kurnia Atiullah, Kurnia Aulia, Tazkia Aghnia Awalyah, Wa Ode Zulhidjah Ayu Jeanretno Tiara Putri Azhar Maulana Maghribi Sidiq Azwar Anas Bahri , Seful Bridgita Berlian Budiani Budi Utomo Ditthisampanno Budi Waluyo Budi Waluyo Budiyanto Chairunnisa, Nadya Zulfa Chorunissa, Nadya Colle, Andi Tenry Lawangen Aspat Colle, Andi Tenry Lawangen Aspat Damar Isti Pratiwi Devi Fatmala Dewi Sartika Dewi Sartika Djoko Sutopo Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Anggani Linggar Bharati Dwi Rukmini Dwi Setyorini Dwi Setyorini Eka Kurniawati Eko Heriyanto Emilia Ninik Aydawati Emilia Ninik Aydawati Emiliana, Veril Endah Kartika Suryani Endah Maulidiyah Endang Sulistianingsih Entika Fani Prastikawati Ervina Juli Aryani Ervina July Aryani Erydani, Vinsensia Anisa Citta Fadhila Yonata Fadhila Yonata Fahrur Rozi Falahuddin, Mochamad Adnan Falahuddin, Mochamad Adnan Faot, Yusanti Nenci Faot, Yusanti Nenci Farida, Alief Faridi, Abdurrachman Farista, Nova Rifqi Farista, Nova Rifqi Farouk Imam Arrasyid Fatwassani, Rezza Fitri Nurdianingsih Frimadhona Syafri Frimadhona Syafri Frimadhona Syafri Fujiati, Hikmah Gabby Allen Vica Isfara Ghasani, Betari Irma Glendia Fisca Gunaningtyas, Martha Tanjung Hanum Bestari Hapsari, Christianti Tri Hariyadi Hariyadi Hariyanto Subiyantoro Hartono Hartono Hartono, Rudi Haryanti, Rahayu Puji , Hendi Pratama Hendi Pratama Hendi Pratama Hendi Pratama Hermin Wijayanti Hidayati, Anik Hustarna . I Made Suwartama Ilmi, Istiqomah Khoirul Ima Isnaini Taufiqur Rohmah Imaduddin Abil Fida Inaroh, Inaroh Indah Arvianti Indah Nurhidayah Indrawati . Ira Mutiaraningrum Isfara, Gabby Allen Vica Islami, Sisilia Agustin Dini Islami, Sisilia Agustin Dini Issy Yuliasri Issy Yuliasri Jan Mujiyanto Jannah, MarÃ¢â‚¬â„¢atul Januarius Mujianto Januarius Mujianto Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius, Januarius John Edwards Joko Nurkamto Juan Carlos Rodriguez Kabri Kartika Cahyani, Fransisca Putri Katharina Rustipa Katharina Rustipa Khatarina Rustipa Kurniawati, Anita Rizky Kurniawati, Anita Rizky kusumaningtyas, yulia shinta kusumaningtyas, yulia shinta Lanlan Muhria Lanlan Muhria Lita Liviani Taopan Lorenna, May M. Ubaidillah Karomi Safari, M. Ubaidillah Maemun, Akhmad Maemun, Akhmad Maharani Robiatul Islam Mamduhan, Rifqi Hazmi Mamduhan, Rifqi Hazmi MarÃ¢Â€Â™atul Jannah, MarÃ¢Â€Â™atul Marta Rodriguez Maskanah Mohammad Lotfie Masriatus Sholikhah Maula, Inayatul Maula, Inayatul Mayangsari, Andhani Mega Mulianing Maharani Mega Mulianing Maharani Mega Mulianing Maharani Megawati, Wahyu Meylana, Ardhy Mijiyanto, Januarius Moh Shofi Zuhri Mohammad Qushoy Muhammad Fatah Attamimi Muhammad Rifqi Mujianto, Januarius Mujib Abdillah Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Ngasbun Egar Nina Sofiana Novi, Aris Novi, Aris Novia Trisanti Novia Trisanti Novita Eka Tristiana Nur Azmi Rohimajaya Nur Ifadloh Nurfisi Arriyani Nurfisi Arriyani Nurjannah Mutiara Gayatri Nurohmah, Siti Nurtilek Kadyrov Oktaviana, Tyas Oktaviana, Tyas Partono Pasca Kalisa Permana, Rangga Permana, Rangga Permatasari Gunawan, Yayang Gita Permatasari Gunawan, Yayang Gita Puji Astuti Puji Astuti Pursa Cahya Ukiarti Purwaningtyas, Atika Putra, Angga Pratama Armaddi Putri, Stephanie Priyanto Rahayu Puji Haryani Rahayu Puji Haryanti Rahayuningsih, Dian Rahmawati, Puspa Merah Rahmawati, Puspa Merah Rahmawati, Yusi Ranti Harvi Rahimi, Ranti Harvi Rini Susanti Wulandari Rochmawan, Muhammad Rizky Rochmawan, Muhammad Rizky Royhan Naufaldi Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rudi Hartono Rustipa, Khatarina Saeful Bahri Sakhiyya , Zulfa Salma Nabila Putri Sangaji, Fahmi Arif Sarip, Sri Kurnia Sayyidatul Fadlilah Sayyidatul Fadlilah Sayyidatul Fadlilah Setianingrum, Diah Ayu Setyo Jati, Kukuh Sherly Arwinda Shofyatul Fuadiyah Siti Musarokah Solihah, Yuni Awalaturrohmah Solihah, Yuni Awalaturrohmah Sri Haryati Sri Lestari Sri Lestari Sri Wahyuni Sri Wahyuni Sulistianti, Lilis Sumartono , Sumartono Susilowati, Nunung Sutarno Sutarno Sutrisno, Andy Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Suwandi Syadzilia Aluv Mawsally Syamsul Arifin Syarifah Syarifah, Syarifah Tan Agung Haryono, Tan Agung Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Theresia Cicik Sophia Budiman Theriana, Ana Tri Hapsari, Christianti Trisnanto, Dimas Adika Triyoga Dharma Utami Tusino Tusino Tusino Tusino, Tusino Tyas, Umi Aisyah Sulistyaning Utama, Afrian Restu Utami Widiati W, Widhiyanto Wachidah, Wahyu Dyah Nur Anis Wahyuni , Sri Wahyuni, Rahmi Nur Baity Wahyuni, Sri Wanda Giovani Warsono Warsono Welliam Hamer Wendi Kusriandi Wening Nur Habibah Alif Widhiyanto Widhiyanto Yayu Sri Rahayu Yuliasry, Issy Yuliasry, Issy Yuliati Yuliati Yuliati Yuliati Yuni Awalaturrohmah Solihah Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yuvita Yuvita Yuvita Yuvita zakky yavani Zhafira Dian Hapsari zulfa Sakhiyya

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