Article Per Year (5 Year)
p-Index From 2021 - 2026
6.072
P-Index
This Author published in this journals
All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching English Language and Literature BAHASA DAN SASTRA Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Indonesian EFL Journal International Journal of Elementary Education Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Journal of Language and Literature Studies Studies in English Language and Education TELL - US JOURNAL COUNS-EDU: The International Journal of Counseling and Education
Yuli Tiarina
Universitas Negeri Padang
Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 72 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 72 Documents
Search

 4   5   6   7   8 
An Analysis of English Teachers’ Abilities and Difficulties in Designing ''Modul Ajar'' in the Merdeka Curriculum at SMAN 2 Batang Anai Winda, Srie Novita; Tiarina, Yuli
Journal of English Language Teaching Vol 13, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i2.128061

Abstract

This research was conducted to investigate the abilities and the difficulties faced by English teachers in designing Modul Ajar in the Merdeka curriculum at SMAN 2 Batang Anai. This research used qualitative research using the case study method with documentation and in-depth interview instruments employed in this study. The participants involved were two English teachers who teaching at the 10th and 11th grade. The result showed that the abilities of English teachers were in sufficient category and poor category with scores of 70 and 60 respectively. Meanwhile, the difficulties faced by English teachers include: a) difficulty in determining an effective learning approach; b) difficulty choosing the right learning method; c) difficulty in creating learning materials that are interesting for all students and appropriate to learning methods; d) difficulty in designing learning steps to fit the available time allocation; e) difficulty in choosing the right learning strategy to suit the learning steps and time allocation; f) difficulty in relating the material to everyday life or real-life contexts in trigger questions; g) difficulty adjusting learning activities to the time in class; h) difficulty in facilitating or providing material that meets all students' needs; i) difficulty in creating student worksheets and assessment instruments due to limited time. Through this research, it is hoped that the findings can help English teachers find out their abilities and difficulties they face.
UNDERSTANDING AND IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION BY ENGLISH TEACHERS AT VOCATIONAL HIGH SCHOOLS IN PARIAMAN Risnada, Risnada; Tiarina, Yuli
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10702

Abstract

Abstract: For the past four years, English teachers in Indonesia have been required to adopt Differentiated Instruction in their lessons to make their learning more adaptable for students' needs as a result of modifications to a new curriculum known as Merdeka Curriculum. However, there were limited studies conducted to investigate English teachers’ understanding and implementation of Differentiated Instruction at vocational high schools’ level. The purpose of this research is to fill this gap through qualitative research. This study is intended: (1) to investigate English teachers’ understanding of Differentiated Instruction , (2) to explore how English teachers use Differentiated Instruction as a teaching approach in the classroom. Five English teachers from SMK 1 and SMK 2 Pariaman participated in this research. The data were gathered from observation checklists and interviews. The results suggested that the teachers understood the concept of Differentiated Instruction and knew how to identify their students’ needs but they lacked knowledge of how to differentiate interests in teaching process especially regarding the content differentiation. The implementation of the approach in the classroom showed that teachers differentiated the content based on students’ ability level and learning styles, while in the process, it was differentiated according to students’ ability level and product was differentiated based on students’ learning styles and interests.Keywords: differentiated instruction ; DI understanding; DI implementation. 
Oral Peer Feedback in EFL Speaking Classrooms: Exploring Its Implementation and Perceived Influence on Students’ Speaking Confidence and Anxiety Poppy Fauziah Syafitri; Yuli Tiarina
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7513

Abstract

Speaking is widely recognized as one of the most challenging skills for English as a Foreign Language (EFL) learners due to affective factors such as speaking anxiety, fear of negative evaluation, and low self-confidence. Oral peer feedback has been proposed as a pedagogical approach to address these challenges by fostering learner interaction and reflection. This study employed a descriptive qualitative design to explore the implementation of oral peer feedback and students’ perceived influence of this practice on speaking performance, confidence, and anxiety. The study was conducted at a boarding school, Pondok Pesantren BUMI BOS, involving 38 eighth- and ninth-grade EFL students. Data were collected through classroom observations using an observation checklist and semi-structured interviews with selected students. Data analysis followed the Miles and Huberman framework, including data reduction, data display, and conclusion drawing, with triangulation applied to enhance credibility. The findings showed that oral peer feedback was implemented in a generally supportive and structured manner, characterized by recognition of strengths, balanced positive and constructive comments, and respectful communication. Students perceived oral peer feedback as helpful in increasing awareness of their speaking strengths and weaknesses, enhancing motivation, and building speaking confidence. However, students experienced difficulty providing actionable suggestions, often requiring teacher scaffolding. While many students reported reduced speaking anxiety, some continued to feel nervous when feedback was perceived as overly critical. Ninth-grade students demonstrated higher engagement and confidence than eighth-grade students. The study suggests that oral peer feedback has a positive perceived influence on students’ speaking engagement and confidence, particularly when supported by clear guidelines and teacher guidance, highlighting the importance of structured peer feedback training in EFL speaking classrooms.
THE CORRELATION BETWEEN STUDENTS’ PERSONALITY TYPES (EXTROVERT AND INTROVERT) AND READING COMPREHENSION: A STUDY IN SMPN 2 LIRIK Riza Astriani; Yuli Tiarina
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11666

Abstract

Reading is one of the important basic skills in English. Personality types also have a relationship with students' reading comprehension. There are many ways of classifying one’s personality. One of these is categorizing them into extrovert or introverted types. This research was conducted through quantitative non-experimental research. The population of this research was all IX class students at SMPN 2 Lirik. The study used Eysenck’s Personality Questionnaire to measure students’ personality types and examined their correlation with reading comprehension. While no significant overall correlation was found, extrovert and introvert characteristics influenced specific comprehension processes differently. Based on the data that has been collected, the level of students' extrovert personality, the results showed that the overall average score is 38.38. This places most students in the medium extrovert personality category. Meanwhile, regarding the level of students' introverted personality, the results showed that most students were in the medium category, with an average overall score of 42.17 from a total of 65 respondents. Both extroverts and introverts have a significant role in their reading comprehension abilities. Although overall there was no significant correlation between personality type (X) and reading comprehension based on the t-count value of 0.227 which is lower than the t-table of 1.998 and a significance value of 0.821 (greater than α = 0.05), the findings from the analysis of each indicator indicate that extrovert and introvert personality characteristics have different influences on the process of understanding texts. Keywords: Students’ personality types (extrovert and introvert), reading comprehension
An Experimental Study on the Use Of Interactive Flipbook Media to Improve Students’ Learning Motivation Andreas, Mentari; Fitrawati, Fitrawati; Tiarina, Yuli
Widyagogik Vol 13, No 4: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i4.33050

Abstract

The combination of digital learning media has become increasingly important in enhancing students’ motivation and engagement in educational settings. One digital medium that has gained considerable attention is interactive flipbook media, which combines text, images, animations, videos, and interactive features to support active learning. This study aims to systematically review empirical research examining the impact of interactive flipbook media on students’ learning motivation. Following the PRISMA 2020 guidelines, a systematic literature review was conducted using Google Scholar and ERIC databases. Studies published between 2015 and 2025 were screened based on predefined inclusion and exclusion criteria, resulting in 26 eligible empirical articles. The findings reveal five themes: The positive impact of interactive flipbook media on students’ intrinsic motivation, Its influence on extrinsic motivation, Increased student participation in classroom activities, The superiority of flipbook media compared to conventional teaching methods, and Key factors enhancing students’ learning enthusiasm, including visual appeal, interactivity, cultural relevance, and integration with active learning models. Overall, the results indicate that interactive flipbook media is an effective instructional tool for improving students’ learning motivation and engagement across various educational levels. These findings suggest that educators are encouraged to integrate interactive flipbooks into teaching practices to create more engaging and motivating learning environments
Exploring the Pedagogical Potentials and Limitations of TikTok in Language Learning Hartono, Wira Jaya; Ramadhan, Syahrul; Tiarina, Yuli; Oktadela, Resy
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4086

Abstract

TikTok has quickly become one of the most widely used short-form video platforms worldwide, and its presence in language learning continues to grow. Although many digital-native learners engage with the platform daily, there is still limited research that brings together its pedagogical strengths and structural challenges in a systematic way. This study examines how TikTok can be integrated into language-learning contexts and what factors may limit its effective use. A systematic review of twenty peer-reviewed studies published between 2022 and 2024 was conducted to capture recent developments in post-pandemic digital learning. The selected studies focused on TikTok’s use in formal or semi-formal language-learning settings and were analyzed using qualitative thematic synthesis. The findings show that TikTok’s short-form and multimodal features support vocabulary development, speaking practice, pronunciation awareness, and learner engagement. Its brief and repeatable content encourages frequent exposure to language input. However, the platform’s entertainment-driven algorithm, limited capacity for deeper explanation, unequal digital access, and varying levels of teacher readiness pose challenges for structured classroom integration. Overall, TikTok offers meaningful pedagogical value when used intentionally within clear instructional frameworks. Its effectiveness depends on thoughtful alignment with learning objectives and careful integration into broader teaching strategies.
Students’ need on basic English grammar teaching material based on interactive multimedia: an innovative design Tiarina, Yuli; Syarif, Hermawati; Jufrizal, Jufrizal; Rozimela, Yenni
COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 1 (2019)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020190419310

Abstract

This article, a part of dissertation entitled  Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students  were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.
THE IMPORTANCE OF TEACHING PEDAGOGICAL GRAMMAR: TEACHERS’ PRO AND CONTRA BELIEFS IN KURIKULUM MERDEKA Hevriani Sevrika; Syahrul R; Yuli Tiarina; Mayuasti Mayuasti; Vivi Zurniati; Kamarulmutminah Binti Yusof; Zainuddin Bin Lateh
TELL - US JOURNAL Vol 12, No 1 (2026)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2026.v12i1.10921

Abstract

AbstractGrammar plays a fundamental role in supporting learners’ accuracy, clarity, and communicative competence in English, making its instruction essential within the framework of Indonesia’s Merdeka Curriculum. Although the curriculum emphasizes contextual and communicative learning, debates remain regarding the effectiveness of explicit, implicit, or blended grammar instruction. Therefore, this study aims to investigate English teachers’ beliefs and perceptions about grammar teaching within the implementation of the Merdeka Curriculum and to identify the extent to which pedagogical grammar is applied in classrooms. This research employed a mixed-method design involving quantitative data from Likert-scale questionnaires and qualitative insights from open-ended responses. A total of nine English teachers were selected through cluster random sampling, and the data were analyzed descriptively using mean score interpretation. The findings reveal that teachers generally hold positive attitudes toward grammar instruction, with strong agreement that grammar is essential for supporting speaking, writing, reading, and listening skills. Teachers also support contextual and communicative approaches but acknowledge challenges in balancing grammar with other language skills. Moreover, teachers emphasize the need for specific training to implement grammar effectively within the Merdeka Curriculum. Overall, the results indicate that teachers value grammar as a core component of English learning and prefer a blended approach that integrates explicit and contextualized instruction to enhance students’ communicative competence.
Strengthening Youth Capacity in Nagari Situmbuk through Interactive English Teaching, Digital Marketing, and Cinematography for Creative Village Promotion Witri Oktavia; Dinovia Fannil Kher; Yuli Tiarina; Ratmanida; An Fauzia Rozani Syarif
Jurnal Dedikasia : Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Juni 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/dedikasia.v6i2.11101

Abstract

This community service program was conducted in Nagari Situmbuk, Tanah Datar Regency, an area with strong potential in community-based education, village tourism, and UMKM development. However, these potentials had not been fully realized due to limited youth capacity to conduct interactive English learning activities and the continued conventional use of digital media for tourism and UMKM promotion. This program aimed to strengthen youth capacity through integrated training in interactive English teaching, digital marketing, and basic cinematography to promote creative villages. The program employed a participatory approach involving the COIV youth community, UMKM actors, and village stakeholders. Its implementation consisted of four main stages: needs analysis, training workshops, field mentoring, and participatory evaluation. The program involved 20 participants, consisting of youths and UMKM actors. The results show that participants improved their capacity to conduct communicative and contextual English-learning activities, gained practical understanding of social-media-based promotion for local products, and produced simple promotional videos highlighting the cultural and natural potential of Nagari Situmbuk. The program also encouraged the emergence of local youth cadres capable of sustaining English-learning initiatives and supporting village promotion efforts. These findings suggest that integrating pedagogical, digital, and creative media training can serve as a practical model for strengthening youth-led village empowerment.
Unlocking Potential: How the RADEC Model and Motivation Transform Expository Narrative Essay Writing Lina Marcelina; Elfia Sukma; Fetri Yeni J; Yuli Tiarina; Dary Nasmi Fauziah
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.96677

Abstract

This study aims to analyze the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model and learning motivation on the expository narrative writing skills of fourth-grade elementary school students. This research employed an experimental method with a quasi-experimental design using a 2x2 factorial pattern. The population consisted of all fourth-grade students at elementary schools in Cluster VI, during the 2023/2024 academic year. The research instruments included a learning motivation questionnaire and a test of expository narrative writing skills. The results revealed that: (1) the RADEC learning model had a significant effect on students’ expository narrative writing skills; (2) the RADEC model positively influenced the writing skills of students with high learning motivation; (3) the RADEC model did not significantly affect the writing skills of students with low learning motivation; and (4) there was no interaction between the RADEC learning model and learning motivation in influencing expository narrative writing skills. These findings indicate that the RADEC model is effective in improving students’ writing abilities, particularly among those with high learning motivation.
Co-Authors A.A. Ketut Agung Cahyawan W Agnes Pertiwi Hertia Ahmad Fajar Afif Alfianda Putra Amri Isyam Amri Isyam An Fauzia Rozani Sy. An Fauzia Rozani Syarif Andreas, Mentari Armelia Husna Arrista Berliana J Aryuliva Adnan Asri Sekar Mira Azzuhudi, Muhammad Habib Clarisa N. R Simamora Dary Nasmi Fauziah de Naldi, Irvink Fachrul Pratama Delvia Sasmita Desima Rafain Dewi Fitri Dian Trinoviyani Dina Gusvianti Dinovia Fannil Kher Dwi Rahmatadilla Elfia Sukma Elyssa Silvia Harly Feggy Nisa Sabelina Fetri Yeni J Fiolina Elfajri Fitrawati Fitrawati Gemala Imelda Hanifa Gusnila Arianti Handayani SB Hari Julian Agung Saputra Hartono, Wira Jaya Harwati Hashim Hermawati Syarif Hevriani Sevrika Hilfi Ghassani Inayatul Fitri Iwali Kumarega Siregar Jufri Jufri Jufrizal Jufrizal Jufrizal Jufrizal Kamarulmutminah Binti Yusof Lafziatul Hilmi Lina Marcelina Mayuasti Mayuasti Melani Melani Meutia Eka Putri Nicky Hasrimarta Niken Sakinah Nisa, Tika Khairun Nuri Handayani Oktadela, Resy Oktavia, Witri Parni Rina Poppy Fauziah Syafitri Purbowati, Annisa Tri Putri Valen Anufri Putri Wahyuni Ratmanida Resti Juni Astuti Reszy Yuli Harmenita Ridha Sakinah Alkadri Rika Fidda Yuli Risnada, Risnada Rita Endriyani Riyanti Aulia Putri Riza Astriani Saunir Saun Septrida Fitra Siska Willyani Putri Siti Aisyah Sitti Fatimah Sri Ariani Sri Wahyuni Suci Junida Fitri Syahrida Awaliyah Syahrul R, Syahrul Tati Sunarti Yenni Vivi Zurniati Welmita Welmita Widi Septian Yusuf Winda, Srie Novita Yenni Rozimela Zainuddin Amir Zainuddin Bin Lateh