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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 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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RECONTEXTUALIZING EFL READING INSTRUCTION THROUGH LOCAL WISDOM: A MIXED-METHODS STUDY OF PROBLEM-BASED LEARNING Muhria, Lanlan; Fitriati, Sri Wuli; Suwandi, Suwandi; Wahyuni, Sri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8856

Purpose – This study investigates how recontextualizing EFL reading instruction through local-wisdom-based Problem-Based Learning (PBL) supports students’ reading comprehension and learning experiences.Methodology – The study employed an explanatory sequential mixed-methods design to integrate students’ perceptions with their classroom experiences. Quantitative data were collected through a closed-ended Likert-scale questionnaire administered to 27 third-semester English Language Teaching (ELT) students, examining perceived support for reading comprehension across text understanding, inferential reading, critical reading, cultural relevance, and engagement. Qualitative data were gathered through three classroom observations, reflective journals, and in-depth interviews with three purposively selected students.Findings – Students perceived strong support for reading comprehension, particularly in cultural relevance, understanding main ideas, and engagement. Qualitative evidence indicates that familiarity with local narratives, traditions, and places reduced cognitive distance between texts and readers, enabling more focused meaning construction in English. Problem-based tasks further positioned reading as a purposeful, collaborative activity focused on solving contextualized problems rather than answering isolated comprehension questions. However, support for inferential and critical reading was perceived more unevenly, reflecting differences in linguistic readiness and analytical confidence. Integration of quantitative and qualitative findings demonstrates that positive perceptions of reading support were grounded in culturally familiar, problem-oriented, and socially mediated reading experiences.Contribution – The study concludes that local-wisdom-based PBL fosters a coherent EFL reading environment that anchors comprehension and engagement while gradually supporting the development of higher-order reading processes.

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 analyzed 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 (In Press)
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 (In Press)
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.

IMPLEMENTING GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.266

This study qualitatively investigates the implementation of a Google Drive–based e-portfolio in a flipped English classroom, aiming to enhance nursing students’ English for Specific Purposes (ESP) speaking proficiency. The study examines the integration of flipped learning and digital portfolios into instructional practice, considering the communicative demands faced by nursing students in professional healthcare settings. It evaluates student engagement with the learning model and identifies the benefits and challenges that developed during the process. A qualitative research design was utilized, involving twenty sixth-semester nursing students participating in an English for Specific Purposes (ESP) speaking course at a private college of health sciences in Indonesia. Data were gathered from various sources, including recorded speaking samples from students, semi-structured interviews, classroom observations, and survey responses. Thematic analysis yielded four principal findings: noticeable enhancement in speaking performance, heightened engagement and participation in classroom activities, favorable perceptions of Google Drive–based e-portfolios as instruments for practice and reflection, and preliminary challenges concerning adaptation, technology, and time management. The results show that using e-portfolios in a flipped classroom is a structured and useful way to help nursing students improve their professional speaking skills. The study provides pedagogical insights into the practical application of technology-enhanced English for Specific Purposes (ESP) instruction within health sciences contexts.

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 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 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 Hermin Wijayanti Hidayati, Anik Hustarna . I Made Suwartama Ilmi, Istiqomah Khoirul Ima Isnaini Taufiqur Rohmah Imaduddin Abil Fida Inaroh, Inaroh 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 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 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 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 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 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 Prima Kismaning Diah Puji Astuti Puji Astuti 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 Rodriguez, Marta Royhan Naufaldi 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 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 Yayu Sri Rahayu Yuliasry, Issy Yuliasry, Issy Yuliati Yuliati Yuliati Yuni Awalaturrohmah Solihah Yuniarti Yuniarti Yuniarti Yuniarti Yusi Rahmawati Yuvita Yuvita Yuvita Yuvita zakky yavani, zakky Zhafira Dian Hapsari zulfa Sakhiyya

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