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All Journal International Journal of Evaluation and Research in Education (IJERE) Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Cakrawala Pendidikan Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Educafl : Journal of education of English as a foreign language EXPOSURE JOURNAL JURNAL PENGABDIAN KEPADA MASYARAKAT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan IJoLE: International Journal of Language Education Jurnal SOLMA ELS Journal On Interdisciplinary Studies in Humanities MATAPPA: Jurnal Pengabdian Kepada Masyarakat Jurnal Bahasa Lingua Scientia Martabe : Jurnal Pengabdian Kepada Masyarakat CARADDE: Jurnal Pengabdian Kepada Masyarakat VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Tarbawiyah Jurnal Ilmiah Pendidikan JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Journal of English Education DIDAKTIKA : Jurnal Kependidikan Klasikal: Journal of Education, Language Teaching and Science Budimas : Jurnal Pengabdian Masyarakat Ihsan: Jurnal Pengabdian Masyarakat Jurnal Wahana Pendidikan Journal of Research on Language Education ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Pengabdian dan Peningkatan Mutu Masyarakat (JANAYU) LOSARI: Jurnal Pengabdian Kepada Masyarakat Journal of Language, Literature, and English Teaching (JULIET) Journal Corner of Education, Linguistics, and Literature Jurnal Bina Pengabdian Kepada Masyarakat Register : Journal of English Language Teaching and Learning of FBS UNIMED International Journal of Research on English Teaching and Applied Linguistics Teaching English as a Foreign Language Overseas Journal (TEFLO) Jurnal Kajian Ilmu Pendidikan (JKIP) Journal Of Human And Education (JAHE) Bidik : Jurnal Pengabdian kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Edudeena : Journal of Islamic Religious Education TONGKONAN: Jurnal Pengabdian Masyarakat J-Shelves of Indragiri (JSI) Edumaspul: Jurnal Pendidikan
Widya Rizky Pratiwi, Widya Rizky
Universitas Terbuka
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Articulating Design and Pedagogical Needs for Technology-Integrated Folktale-Based English Materials Widya Rizky Pratiwi; Juhana Juhana; Lukytta Gusti Acfira; Nazirah Binti Md Yusof
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16180

Abstract

The rapid integration of digital technology in English Language Teaching (ELT) has created new opportunities for learner-centered and culturally responsive instruction; however, speaking skills remain underdeveloped in many English as a Foreign Language (EFL) context. This study addresses this gap by articulating teachers’ design and pedagogical needs for technology-integrated folktale-based English materials, particularly to support speaking skills, learner autonomy, and cultural awareness. Employing a qualitatively driven needs analysis within the Define stage of a Research and Development (R&D) framework, the study involved a questionnaire administered to 38 junior secondary school English teachers, complemented by semi-structured interviews with nine teachers from urban, suburban, and rural contexts. Descriptive statistics were used to identify dominant needs, while thematic analysis provided interpretive depth. The findings reveal five priority needs: technology integration as a core instructional component, reinforcement of cultural values through folktales, speaking models and structured speaking practice, preference for visual and simple design, and the need for adaptation of existing materials. The study highlights that teachers prioritize pedagogically meaningful, user-friendly, and culturally grounded materials over technologically complex systems. These findings contribute theoretical, pedagogical, and methodological insights for developing context-sensitive, speaking-oriented digital English materials grounded in local cultural narratives.
Exploring Argumentation Performance in Constructing English Academic Text of EFL University Students in Indonesia Hanna Sundari; Juhana Juhana; Widya Rizky Pratiwi
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 16, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.16.1.2026.127-152

Abstract

Research proposals (RP) require concurrence of clarity, logic, and persuasive arguments in presenting knowledge and justifying research. However, lack of comprehensive research on argumentation performance presented in RPs and the influential factors in argument development. To fill the gap, this research involved thirty-one EFL university-students in Indonesia through a questionnaire, textual analysis of the RPs, and semi-structured interview. This study reveals a diverse range of argumentation performances when constructing RPs. Most students demonstrated competent argumentation performance with clear claims and evidence, a smaller number struggled with in-depth analysis. Cognitive/metacognitive process and communicative competence with critical thinking emerged as key strengths, but areas like enculturation practicing and reasoning require further development. Interview data highlighted the interconnectedness of academic knowledge, cognitive abilities, and personal factors in shaping argumentation skills.
Multimodal learning in action: Multiple intelligences transforming inclusive English education in early childhood classrooms Pratiwi, Widya Rizky
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 2 (2026): In-Press
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i2.14256

Abstract

This study explores how multimodal learning grounded in MI theory transforms inclusive English education practices in a kindergarten setting. A qualitative case study was conducted in an inclusive kindergarten in Ende Regency, Eastern Indonesia, a geographically peripheral and culturally diverse semi-rural context with limited resources. Participants included three English teachers, a school principal, and a head supervisor involved in inclusive learning. Data were collected through semi-structured interviews, classroom observations, and document analysis, followed by thematic analysis supported by data triangulation. Findings show that MI was implemented as an integrated pedagogical orientation rather than isolated strategies, reflected in multimodal instruction, flexible classroom organization, collaborative teaching, experiential learning, and holistic assessment. These practices enhanced student engagement, social interaction, and language participation among diverse learners.
THE EXPLORING EIGHTH GRADE STUDENT’S DESCRIPTIVE WRITING PROFICIENCY AT MTS NU TRATE GRESIK Muhammad Ashfa Qolby; Lailatul Masruroh; Widya Rizky Pratiwi
J-Shelves of Indragiri (JSI) Vol 6 No 1 (2024): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v6i1.2765

Abstract

This research aims to analyze students' abilities in writing texts at MTs NU Trate Gresik. The research design is qualitative descriptive research. Data was obtained from thirty(Husna, 2018)class VIII students of MTs NU Trate Gresik randomly. This research data was collected using three types of instruments. Namely with written tests, interviews and documentation. This observation aims to determine the condition of the class during learning. The interview aims to obtain data regarding factors that influence student interest. And documentation is a supporting instrument in data collection. The research results are presented in a qualitative descriptive manner. based on the analysis, the mean score of students' descriptive writing ability was 15.3, indicating good ability. Their average scores in the content category were 3.2 (good), organization 3 (fair), vocabulary 2.8 (poor), grammar 3.2 (good), and mechanics 3.1 (fair). The test results show that students find it difficult to write descriptive texts, especially with grammar rules such as simple present tense and providing detailed descriptions. Many students struggled to form complete sentences, spell correctly, and had limited vocabulary which led to the use of repetitive words in their writing.
THE ROLE OF MALAY AS A LOCAL LANGUAGE IN DEVELOPING ENGLISH WRITING SKILLS AMONG JUNIOR HIGH SCHOOL STUDENTS IN INDONESIA: A QUALITATIVE CASE STUDY Noviyanti Noviyanti; Widya Rizky Pratiwi; Udi Samanhudi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1890

Abstract

The use of learners' first language (L1) in English as a Foreign Language (EFL) classrooms has become an important issue in multilingual education. While English-only instruction has traditionally been promoted, contemporary research suggests that strategic use of local languages can facilitate second language acquisition through cognitive and pedagogical support. This study investigated the role of Malay as a local language in the teaching of English writing at SMPN 4 Lubuklinggau, Indonesia. A qualitative case study design was employed involving one English teacher and Grade VII students. Data were collected through classroom observations, semi-structured interviews, and document analysis of students' writing. The data were analyzed using thematic analysis consisting of open coding, axial coding, and thematic categorization. The findings indicate that Malay functions as an effective pedagogical scaffold during English writing instruction. Teachers strategically used Malay to explain grammatical concepts, clarify writing tasks, facilitate brainstorming, and support vocabulary development. Students reported that Malay enabled them to generate ideas, organize paragraphs, reduce writing anxiety, and improve confidence in expressing ideas in English. However, the study also identified challenges, including grammatical interference, direct translation, and limited English vocabulary. These findings support Sociocultural Theory and Translanguaging Theory, demonstrating that learners' complete linguistic repertoire serves as a valuable cognitive resource rather than an obstacle to English learning. The study recommends strategic integration of local language during pre-writing and drafting stages while maintaining sufficient English exposure during revision and final composition
The Implementation of Project-Based Learning in Teaching Recount Writing: Students’ Perceptions and Writing Performance at a Rural State Junior High School in Banjarsari Vivi Putriyantina; Juhana Juhana; Widya Rizky Pratiwi
Wahana Pendidikan Vol 13, No 2 (2026): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i2.25804

Abstract

Writing instruction in rural English as a Foreign Language (EFL) classrooms requires approaches that connect genre knowledge, authentic communication, and instructional support. This study examined the implementation of Project-Based Learning (PjBL) in teaching recount writing, students’ perceptions of the learning process, and changes in their writing performance. An explanatory sequential mixed-methods design involved 32 Grade VIII students, one English teacher, and nine student interviewees representing high-, middle-, and low-achievement groups. Writing tests and a perception questionnaire provided quantitative evidence of changes in writing performance and students’ perceptions, while classroom observations, learning artifacts, and interviews documented the implementation process and explained the quantitative patterns. PjBL was implemented through project initiation and planning, idea development and initial drafting, revision and product completion, and presentation and reflection. Students reported very positive perceptions (M = 4.31), particularly in the cognitive and collaborative dimensions. Their mean writing score increased from 64.75 to 71.81; the difference was statistically significant, t(31) = −8.432, p < .001, with a large within-group effect (Cohen’s dz = 1.49). Qualitative evidence showed that students’ idea development and organization occurred within a structured instructional process involving explicit genre instruction, teacher scaffolding, peer collaboration, feedback, revision, and diorama-based visual support. In this context, PjBL was feasible and was associated with improved recount writing when implemented as a structured writing process rather than merely as product making.
MENDORONG ANTUSIASME PROSES BELAJAR MENGAJAR DI PAUD MUTIARA BUNDA DENGAN EDUKASI INOVATIF MELALUI PENGABDIAN MASYARAKAT Widya Rizky Pratiwi; Juhana Juhana; Lidwina Sri Ardiasih; Bachtiar Bachtiar; Maya Puspitasari; Muhamad Syamsudin
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 7, No 12 (2024): MARTABE : JURNAL PENGABDIAN MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v7i12.5469-5476

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) oleh tim Magister Pendidikan Bahasa Inggris (MPBI) Universitas Terbuka bertujuan untuk mendorong antusiasme proses belajar mengajar di PAUD dengan edukasi inovatif. Kegiatan ini dilaksanakan pada tanggal 14 Mei 2024, dengan melibatkan dosen dan mahasiswa MPBI Universitas Terbuka sebagai pelaksana, serta PAUD Mutiara Bunda sebagai mitra. Metode kegiatan terdiri dari tiga tahap: penjajakan awal, persiapan, dan implementasi. Penjajakan awal dilakukan melalui Focus Group Discussion (FGD) dan wawancara dengan guru-guru PAUD, untuk mengidentifikasi kebutuhan utama mereka, yaitu kekurangan Alat Permainan Edukatif (APE) dan motivasi siswa yang rendah. Persiapan kegiatan mencakup koordinasi dengan mitra dan penyiapan materi edukasi serta alat bantu pembelajaran. Pada hari pelaksanaan, kegiatan dimulai dengan penampilan tari oleh siswa PAUD, diikuti dengan proses belajar mengajar menggunakan APE yang telah disediakan. Anak-anak diberikan motivasi melalui kegiatan interaktif dan pemberian hadiah. Guru-guru PAUD mendapatkan edukasi mengenai pemanfaatan APE dalam pembelajaran, yang diharapkan dapat membuat proses belajar mengajar lebih menarik dan efektif. Hasil kegiatan menunjukkan peningkatan antusiasme dan motivasi anak-anak, serta peningkatan pengetahuan dan keterampilan guru dalam memanfaatkan APE. Kontribusi kegiatan ini meliputi penyediaan APE digital yang sangat dibutuhkan, serta peningkatan kualitas pembelajaran di PAUD Mutiara Bunda. Program PkM ini memberikan dorongan signifikan bagi PAUD Mutiara Bunda untuk terus maju dan berkembang, serta menunjukkan pentingnya dukungan dari perguruan tinggi dalam meningkatkan kualitas pendidikan anak usia dini. 
NAVIGATING PEDAGOGICAL COMPLEXITIES IN PROMOTING MEANINGFUL LEARNING UNDER THE MERDEKA BELAJAR CURRICULUM: EVIDENCE FROM AN UNDER-RESOURCED ELT CONTEXT Widya Rizky Pratiwi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 1 (2026): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i1.1742

Abstract

The implementation of the Merdeka Belajar Curriculum represents a significant shift in Indonesian education toward flexibility, student-centered learning, and the promotion of meaningful or deep learning. However, empirical evidence on how these principles are enacted in under-resourced English Language Teaching (ELT) contexts remains limited, particularly regarding the challenges faced by teachers and students. Addressing this gap is crucial to understanding the extent to which curriculum ideals can be realized in constrained educational settings. This study aims to explore the pedagogical complexities encountered in promoting meaningful learning under the Merdeka Belajar Curriculum in an under-resourced ELT context. A qualitative descriptive research design was employed, with data collected through classroom observations, semi-structured interviews, and document analysis involving an English teacher, school stakeholders, and students. Data were analyzed inductively using thematic analysis to identify recurring patterns of instructional challenges. The findings reveal that the implementation of meaningful learning is shaped by multiple interrelated complexities, including difficulties in applying differentiated and student-centered learning, limited technological infrastructure, students’ low linguistic competence, and insufficient motivation and engagement. These challenges highlight the gap between curriculum expectations and classroom realities, where teachers must continuously adapt their instructional practices under constrained conditions. This study contributes empirical insights into classroom-level challenges of the Merdeka Belajar Curriculum in under-resourced ELT contexts, emphasizing the critical role of teacher agency and contextual adaptation. The findings also suggest the need for more context-sensitive policies, improved infrastructure, and sustained professional support to ensure equitable and effective curriculum implementation.
Co-Authors Abin, Najmi Jailani Acfira, Lukkyta Gusti Acfira, Lukytta Gusti Acvfira, Lukytta Gusti Ahmad Bustomi Ahmad Heki Sujiatmoko Andang Saehu, Andang Andi Harmoko Arifin Andriyansah . Ardiasih, Lidwina Sri Astuti, Dwi Fachriani Bachtiar Bachtiar Bachtiar Bachtiar Bachtiar Bachtiar Bachtiar Dwi Fachriani Astuti Dwi Rezki Hardianto Putra Rustan edi edi Elok Faiqoh Erman Arif Fatia Fatimah Ferawaty Syam Gusti Acfira, Lukytta Gusti, Herdie Idriawien Hadun, Leonarda Noventalia Tude Hanna Sundari Hardianti Hardianti Hardianti, Hardianti Haryanto Atmowardoyo, Haryanto Heri Kuswoyo Herman Resyadi Juhana Juhana Juhana Juhana Juhana, Juhana Khadijah Maming Kisman Salija, Kisman Lailatul Masruroh Luhur Wicaksono Lukytta Gusti Acfira Lyza Yustika Maya Puspitasari Maya Puspitasari, Maya Muhamad Syamsudin Muhammad Ashfa Qolby Muhammad Ilyas Murtini, Anugrah Mustapa, Noviana Nazirah Binti Md Yusof Noviyanti Noviyanti Nugrah Juniar Umar Nunung Prasetyo Nur, Muhammad Agus Puspitasari, Kristanti Ambar Rafiud Ilmudinulloh Rahmani, Siti Rahmat Budiman Ruslan Ruslan Salainti, Engelina Sembiring, Gorky Setya Rochmad Catur Cahyadi Sri Ardiasih, Lidwina Sri Dewi Nirmala Sri Hartati Sri Wahyu Krida Sakti Suardi Suardi suardi suardi SULTAN, ZULKIFLI Sumbulatin, Sumbulatin Syahriani, Irma Syahrir Nawir Nur Syam, Ferawaty Syamsudin, Muhamad Sylvia Sylvia Tahmid Sabri Topuh, Jelpris Udi Samanhudi Udi Samanhudi Umar, Nugrah Juniar Vivi Putriyantina Zuhairi, Aminudin