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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Journal on English as a Foreign Language (JEFL) Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman ELT-Lectura JUDIKA (JURNAL PENDIDIKAN UNSIKA) British: Jurnal Bahasa dan Sastra Inggris Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) Jurnal Ilmiah Profesi Pendidikan Journal of English Language and Education INTERACTION: Jurnal Pendidikan Bahasa
Maya Rahmawati
Universitas Singaperbangsa Karawang
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Other

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EFL TEACHERS’ INSTRUCTIONAL DESIGN IN TEACHING DESCRIPTIVE WRITING THROUGH ASYNCHRONOUS LEARNING AT JUNIOR HIGH SCHOOL Putri Fatimatus Zahro; Dadang Danugiri; Maya Rahmawati
Jurnal Al-Ulum : Jurnal Pemikiran dan Penelitian Ke-Islaman Vol 10 No 4 (2023): al-Ulum: Jurnal Pendidikan, Penelitian dan Pemikiran Keislaman
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/alulum.10.4.2023.352-358

Abstract

Teknologi merupakan alat yang dapat meningkatkan banyak aspek kehidupan lainnya seperti bisnis, ekonomi, pendidikan, kesehatan, dan lain sebagainya. Manfaat penggunaan teknologi dibidang pendidikan adalah guru dan peserta didik dapat menggunakan internet untuk berbagi pengetahuan baru, berkomunikasi, dan mempraktikkan studi mereka. Mengajar menulis secara online adalah tugas yang menantang bagi para guru. Desain pembelajaran yang akurat harus didasarkan pada pendekatan teoritis yang sesuai. Desain pembelajaran seharusnya menjadi teknik interaktif untuk perencanaan, memilih strategi yang efektif untuk mengajar dan belajar, memilih teknologi yang relevan, mengidentifikasi media pendidikan dan mengukur kinerja. Karena situasi tersebut, tujuan penelitian ini adalah untuk mengetahui bagaimana guru EFL merancang pengajaran asinkron dalam pengajaran menulis deskriptif di sekolah menengah pertama. Penelitian ini menggunakan desain inkuiri naratif, wawancara semi terstruktur digunakan untuk mengumpulkan data. Temuan menunjukkan bahwa melakukan desain pembelajaran asinkron dalam menulis deskriptif tidaklah sesederhana yang dibayangkan. Guru melakukan berbagai langkah dalam mempersiapkan dan menerapkan instruksi desain dalam proses pembelajaran seperti analisis kebutuhan karakteristik siswa, analisis materi dan media, dan analisis tujuan pembelajaran.
Implementation of Project Based Learning ‎in Teaching Speaking for 7th Grade Students Josephine Marcela Setiawan; Sidik Indra Nugraha; Maya Rahmawati
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.4181

Abstract

This study aims to explore the implementation of Project-Based Learning (PBL) in teaching English speaking skills to seventh-grade students. A qualitative descriptive approach was employed, with data collected through classroom observations, teacher interviews, and documentation. The participants consisted of a class of seventh-grade students in an EFL context. The findings indicate that PBL was implemented through several stages, including preparation, planning, execution, monitoring, presentation, and reflection. The teacher played a significant role as a facilitator by providing scaffolding, guidance, and constructive feedback throughout the learning process. The use of technology, particularly video-based projects, helped reduce students’ speaking anxiety and encouraged active participation. However, several challenges were identified, such as time constraints, varying student abilities, and limited technological resources. Overall, the findings suggest that PBL can support student motivation, engagement, and speaking development when implemented with appropriate guidance and classroom management. This study offers practical insights for teachers and educators in applying PBL to enhance speaking instruction in EFL classrooms.
The influence of e-portfolio toward the process and the quality of students' translation Maya Rahmawati; Putri Kamalia Hakim
Journal on English as a Foreign Language Vol 8 No 2 (2018): Issued in September 2018
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i2.751

Abstract

This study is aimed at gaining an understanding of the influence of e-portfolio on the process and quality of translation (acceptability, accuracy, and readability) of students and how e-portfolio affects the process and quality of student translations. The method used in this research is sequential explanatory design. The subjects of this study are the third-year students of English Education Department at Universitas Singaperbangsa Karawang (UNSIKA) Indonesia who took translation practice course. The quantitative data are taken from the pre-test and post-test results. The qualitative data are gained from questionnaire and interview. After analysis, it is found that e-portfolio influenced the students
Mapping 21st-Century 4C Skills to the Pancasila Student Profile: A Content Analysis of the English for Nusantara Grade 8 Textbook Adeliya Putri; Nina Puspitaloka; Maya Rahmawati
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/70mqgp63

Abstract

In the era of Society 5.0, the Indonesian educational landscape has shifted toward integrating global competencies and national values through the Merdeka Curriculum. This study examines the representation of 21st-century skills (4Cs) in the English for Nusantara Grade 8 textbook and their alignment with the Profil Pelajar Pancasila. Using a qualitative content analysis design, the study systematically examined 246 instructional tasks and activities across all chapters. The instructional task served as the unit of analysis, and each task was deductively coded using predefined indicators of Critical Thinking, Creativity, Communication, and Collaboration. A task could receive more than one 4C code when multiple skills were represented within the same task. The findings identified Critical Thinking as the most frequently represented component (64.23%), followed by Collaboration (19.11%), Communication (9.76%), and Creativity (6.91%). The prevalence of Critical Thinking suggests a strong representation of higher-order thinking demands in the textbook and can be analytically mapped onto the Bernalar Kritis dimension of the Profil Pelajar Pancasila. However, the limited representation of Creativity indicates a potential gap in the representation of the Kreatif dimension, as most tasks are structured rather than open-ended. Similarly, the presence of Collaboration and Communication can be interpreted as reflecting elements associated with Gotong Royong and communicative competence, respectively, although these findings describe the content of the textbook rather than its effects on students’ learning or character development. This study concludes that the textbook provides substantial representation of analytical skills while offering comparatively fewer opportunities for creative expression. As a pedagogical implication, educators and material developers may consider supplementing textbook activities with more open-ended and divergent-thinking tasks to provide broader opportunities for developing 21st-century skills.  
A Grammarly-Mediated Process-Based Writing Approach in Teaching Descriptive Texts Yulia Agnesia; Mobit Mobit; Maya Rahmawati
Journal of English Language and Education Vol 11, No 5 (2026): ON PROGRESS
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.2795

Abstract

The integration of artificial intelligence (AI)-assisted writing tools in English language teaching has gained increasing attention due to the potential to support students’ writing development. Grammarly, as an AI-powered writing assistant, provides feedback on grammar, spelling, punctuation, and writing accuracy, making it relevant to writing instruction. However, studies examining the integration of Grammarly within a Process-Based Writing Approach (PBWA), particularly in junior high school contexts, remain limited. This study aimed to investigate the implementation of a Grammarly-mediated PBWA in teaching descriptive writing and to explore the challenges experienced by students during its implementation. Employing a qualitative case study design, the study was conducted at a junior high school in Karawang. The participants consisted of one English teacher and ten seventh-grade students. All ten students participated in the classroom observations and document analysis of their writing drafts, while five students were purposively selected for semi-structured interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings revealed that the implementation involved four stages: planning, drafting, revising, and editing, with Grammarly mainly supporting the revising and editing stages. Several challenges were identified, including technological limitations, affective challenges, linguistic difficulties, and over-reliance on Grammarly suggestions. The study concludes that Grammarly can effectively support PBWA when accompanied by appropriate teacher guidance.
Co-Authors Adeliya Putri Aisyah Azahra Annisa Fitri Amalia Cakranegara, Pandu Adi Dadang Danugiri Dhenda Rizki Gunawan Eti Dwi Andriani Fauzi Miftakh Iwan Ridwan Josephine Marcela Setiawan Mardhiyatu Zakiyah Mobit Mobit Nina Puspitaloka Putri Fatimatus Zahro Putri Kamalia Hakim Salzu Clarisa Sidik Indra Nugraha Tika Santika Yulia Agnesia