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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 COUNS-EDU: The International Journal of Counseling and Education Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang Journal of Language and Literature Studies Studies in English Language and Education TELL - US JOURNAL
Yuli Tiarina
Universitas Negeri Padang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Grammatical Errors in Thesis Backgrounds Written by Students at the English Language Education Program of Universitas Negeri Padang Azzuhudi, Muhammad Habib; Tiarina, Yuli
Journal of English Language Teaching Vol 13, No 1 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jelt.v13i1.127171

Abstract

Errors are common occurrence made by students when they are learning which In this case, students’ error in learning English. Error analysis is a methodology to find these errors. This study aimed to describe students’ errors in writing thesis backgrounds who took Paper Thesis Writing class in Universitas Negeri Padang. Descriptive research was implemented to this study using quantitative method. The population and sample of this research was K1-K5 2019 students. By using cluster random sampling to decide the sample, K1 was the chosen sample of this research. This study was conducted by using the 23 students’ final project in Paper Thesis Writing class which is thesis proposal backgrounds as the data. Students’ errors were classified into four types which was omission, addition, misformation and misordering. After analyzing the data, three out of four types of error were found in students’ thesis background. Among the total of 97 errors found, misformation had the highest occurrence of 62 errors, followed by addition with 18 errors, omission with 17 errors and no misordering error.
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
UNVEILING GENDER IDEOLOGY IN ENGLISH TEXTBOOKS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE Zastika, Yeli; Ramadhan, Syahrul; Tiarina, Yuli
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10661

Abstract

This study examines the construction of gender ideology in English textbooks published by the Indonesian Ministry of Education and Culture in 2022. As official pedagogical documents, the textbooks play a strategic role in shaping students' gender understanding. This study aimed to identify and analyze gender representations in text and images to uncover the gender ideologies underlying the materials' construction. To answer the research questions, high school textbooks for grades X, XI, and XII served as data sources. Using a qualitative design with documentation and discourse analysis techniques, this study classified verbal and visual excerpts into ideological frameworks through a multimodal discourse analysis approach. The findings revealed three main ideologies: egalitarian, intensive parenting, and moderate traditional. Egalitarian ideology is reflected in the representation of women and men as professional, high-achieving, resilient, and creative subjects; intensive parenting is evident through the collaborative division of caregiving roles, while moderate traditional ideology is evident in the continued dominance of women in certain domestic tasks. These three ideologies indicate a hybrid gender discourse that reflects the negotiation between progressive and traditional values in government-published textbooks. Practically, these findings encourage the need for gender sensitivity audits in textbook development and critical pedagogy in the classroom. Theoretically, this research contributes to strengthening the understanding that gender representation in educational media is dynamic, layered, and reflects broader social changes in the context of national education.
IMPROVING ENGLISH FOR NURSING COMMUNICATION SKILLS THROUGH SCENARIO-BASED LEARNING (SBL) IN EMERGENCY CARE SB, Handayani; Ramadhan, Syahrul; Tiarina, Yuli
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10785

Abstract

Scenario-based learning (SBL) is a teaching method that uses real-life simulations to help students develop practical skills and apply their knowledge in relevant and realistic contexts. This study aims to explore the impact of implementing scenario-based learning in English for Nursing, with a focus on improving students’ communication skills. The research used a qualitative approach, conducting in-depth interviews with 41 students from Akper Kesdam I/Bukit Barisan Padang who had participated in scenario-based learning. Data were collected to identify changes in students’ confidence, language anxiety, and their ability to apply medical communication in real-world situations. The findings indicate that scenario-based learning significantly improved students’ confidence in using English for communication, reduced language anxiety, and deepened their understanding of the importance of clear communication in emergencies. The scenarios provided practical experience that helped students bridge theory with real-life applications, better preparing them for urgent medical situations. Based on these findings, it can be concluded that integrating scenario-based learning into English for Nursing is effective in preparing nursing students to address communication challenges in medical settings and in improving patient care quality.
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.
Co-Authors A.A. Ketut Agung Cahyawan W Agnes Pertiwi Hertia Ahmad Fajar Afif Alfianda Putra Amri Isyam Amri Isyam An Fauzia Rozani Sy. Andreas, Mentari Armelia Husna Arrista Berliana J Aryuliva Adnan Asri Sekar Mira Azzuhudi, Muhammad Habib Clarisa N. R Simamora de Naldi, Irvink Fachrul Pratama Delvia Sasmita Desima Rafain Dewi Fitri Dian Trinoviyani Dina Gusvianti Dwi Rahmatadilla Elyssa Silvia Harly Feggy Nisa Sabelina Fiolina Elfajri Fitrawati Fitrawati Gemala Imelda Hanifa Gusnila Arianti Handayani SB Hari Julian Agung Saputra Hartono, Wira Jaya Harwati Hashim Hermawati Syarif Hilfi Ghassani Inayatul Fitri Iwali Kumarega Siregar Jufri Jufri Jufrizal Jufrizal Lafziatul Hilmi Melani Melani Meutia Eka Putri Nicky Hasrimarta Niken Sakinah Nisa, Tika Khairun Nuri Handayani Oktadela, Resy Parni Rina Poppy Fauziah Syafitri Purbowati, Annisa Tri Putri Valen Anufri Putri Wahyuni 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 Welmita Welmita Widi Septian Yusuf Winda, Srie Novita Yenni Rozimela Zainuddin Amir Zastika, Yeli