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All Journal Jurnal Pendidikan Bahasa Inggris Jurnal English Education: Jurnal Tadris Bahasa Inggris English and Literature Journal Lexeme : Journal of Linguistics and Applied Linguistics STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran IJLHE: International Journal of Language, Humanities, and Education LinguaEducare: Journal of English and Linguistic Studies INTERACTION: Jurnal Pendidikan Bahasa Journal of Linguistics and Social Sciences
Sri Suci Suryawati
UIN Raden Intan Lampung
Arts Humanities Education Energy Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Engaging Tenth Grade Students: Enhancing Speaking Skills through Role Play Icebreakers Riyadi, Sugeng; Suryawati, Sri Suci; Seroja, Dienni Ratna
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 6 No. 1 (2024): JANUARY 2024
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v6i1.41405

Abstract

Engaging students in learning speaking skills is crucial for vocational school graduates, particularly in pharmacy classes at SMKS Al-Huda. This study aims to investigate the effectiveness of using role play icebreakers to enhance student interest and participation in speaking activities. Employing a qualitative descriptive approach, the research involved 23 tenth-grade pharmacy students at SMKS Al-Huda. Data were collected through interviews, observations, and documentation, and analyzed using Miles and Huberman's method, which includes data reduction, data presentation, and conclusion drawing. Findings indicate that role play cards significantly increase students' interest and confidence in speaking, as evidenced by their enthusiastic participation and improved speaking abilities. This research highlights the potential of innovative teaching methods like role play icebreakers to make language learning more engaging and effective for students.
Investigating the Effect of E-Book Utilization on Students’ Comprehension and Reading Interest at SMAN 01 Sukau Apiana, Pia; Syamsiah, Nur; Suryawati, Sri Suci
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56146

Abstract

This research investigates the influence of e-book utilization on students’ reading comprehension and reading interest at SMAN 01 Sukau, motivated by the growing shift toward digital learning and the persistent low reading interest in Indonesia. Employing a quantitative design, the study involved 24 students who completed questionnaires supported by observation and document analysis. The results show that e-books have become a regular part of students’ reading routines, with most respondents reading e-books once a week. Although printed books remain the preferred format for 41.7% of students, the majority acknowledged the convenience, accessibility, and customizable features of e-books. Over half of the students reported that their comprehension and retention when using e-books were comparable to printed books, while 41.7% experienced improved understanding with digital formats. E-books also positively affected students’ reading motivation, with 75% stating that they spent the same or more time reading digitally and over half reporting increased interest due to features such as instant access to materials and environmentally friendly benefits. Nonetheless, several challenges were identified, including limited annotation tools, difficulty concentrating on screens, navigation issues, and occasional technical constraints. Overall, the findings indicate that e-books offer practical learning advantages and can enhance reading engagement, though improvements in digital literacy and e-book usability are necessary to optimize their effectiveness. This study contributes to understanding how digital reading tools support learning in Indonesian high schools and highlights the need for strategies that address both motivational and technological barriers in digital reading environments.
Educational Themes and Teacher Roles in How Teachers Can Help Kids Find Their Political Voices by Sydney Chaffee Nawawi, Muhammad; Suryawati, Sri Suci
Journal of Linguistics and Social Sciences Vol. 3 No. 2 (2025): Vol 3, No 2 (2025): Journal of Linguistics and Social Sciences
Publisher : Raden Intan State Islamic University of Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/a6recn94

Abstract

This study examines the educational themes and teacher roles presented in Sydney Chaffee’s speech, How Teachers Can Help Kids Find Their Political Voices. The research identifies two major categories—educational themes and teacher roles—each encompassing several sub-themes that reflect Chaffee’s philosophy of civic education. Key educational themes include education as a tool for social justice, relevance to real-world issues, development of civic engagement skills, critical historical awareness, and promotion of student voice and activism. Teacher roles highlighted in the speech include facilitating difficult conversations, supporting student activism, acting as risk-takers and change agents, encouraging critical thinking, and building trust-based learning environments. Findings suggest that Chaffee views teaching as inherently political and transformative, positioning the classroom as a space for fostering democratic values, critical awareness, and active citizenship. This perspective challenges traditional content-focused instruction by integrating social justice and civic empowerment into daily teaching practice. The study concludes that such an approach can strengthen students’ political agency, provided teachers receive adequate support, training, and autonomy to address sensitive civic topics.
Distribution of Cognitive Levels Analysis in Reading Exercises of English for Nusantara Textbook Ervinda Agesti; M. Ridho Kholid; Sri Suci Suryawati
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/5n7hkz16

Abstract

Reading exercises in textbooks play an important role in shaping students’ cognitive experiences, particularly in English language learning. However, the levels of cognitive processes required by textbook reading exercises need to be systematically analyzed to identify the cognitive orientation being developed. This study aims to analyze the distribution of cognitive process levels in reading exercises in the English for Nusantara Grade VIII textbook based on the Revised Bloom’s Taxonomy framework. This study employed a qualitative descriptive approach using content analysis techniques. The data consisted of reading tasks found in the textbook, with a total of 140 tasks identified. Seventeen tasks were excluded because they did not meet the criteria of the Cognitive Process Dimension (CPD), resulting in 123 specific reading tasks being analyzed. Each task was classified into the six levels of cognitive processes in the Revised Bloom’s Taxonomy through verbatim tabulation and theory-based judgment, which were verified through expert judgment by English teachers. The results indicate that the distribution of cognitive process levels is dominated by Remembering (43.09%) and Understanding (36.59%). Applying (2.44%), Analyzing (10.57%), and Evaluating (7.32%) appear in smaller proportions, while no reading tasks were found at the Creating level (0.00%). In conclusion, the reading exercises in the English for Nusantara Grade VIII textbook are oriented toward low- to mid-level cognitive processes, with limited opportunities for the development of higher-order thinking skills. Therefore, more cognitively balanced reading exercises are needed to optimize the role of reading activities in learning.
Co-Authors Ade Nurul Fadillah Adillia, Anisa Adinda Salsabilla Putri Sukoco Apiana, Pia Aulia Nabila Ayu Tipani Cucu Sutarsyah Dina Aulia Ervinda Agesti Fefiyana, Fefiyana Iwan Kurniawan Kholid, M Ridho Kholid, M. Fikri Nugraha M Ridho Kholid M. Ridho Kholid Mohamad Muhassin Muhammad Nawawi Muhammad Sukirlan Mulyadi, Rizqi Fitria Nunun Indrasari Nur Syamsiah, Nur Pradana, Satria Adi Prastiti, Khoirunnisa Candra Rizal Aziz, Rizal Seroja, Dienni Ratna Silfani, Ani Nuraeni Stefani, Inggrit Sugeng Riyadi Tipani, Ayu Yana, Riska Sofi Zakiyah Zakiyah