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All Journal Cakrawala Pendidikan BAHASA DAN SASTRA QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Pekemas IPI Garut Jurnal Abdimas Prakasa Dakara JEPAL (Journal of English Pedagogy and Applied Linguistics) Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Yustika Nur Fajriah
Institut Pendidikan Indonesia Garut
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEACHER’S SCAFFOLDING IN ACADEMIC READING AND WRITING BY USING SMALL GROUP DISCUSSION IN UNIVERSITY LEVEL Asti Rahmiadji; Henda Hendardi; Zihan Fauziah Meilani; Yustika Nur Fajriah
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.48

Abstract

The using of scaffolding in many teaching subjects has been used by teachers. Many lectures use scaffolding to embrace the students and make easier the learning. Lectures also use micro-scaffolding and macro- scaffolding for teaching. Previous study said that using scaffolding has advantages and disadvantages. However, this article attempts to find out the result of using scaffolding in Academic Reading and Writing in classroom. This study using qualitative with case study as a path to gain the information, with an English lecturer in one of university in Garut. This study also used non-participant observation as instrument and gathering the information using inductive analysis. The finding indicate that scaffolding make the classroom interact each other
Transforming Narrative Text Instruction in Senior High School: Integrating Digital Storytelling and the SFL-GBA Approach Yustika Nur Fajriah; Sinta Dewi; Lucky Rahayu Nurjamin; Asep Nurjamin; Anggia Nastya
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.8251

Abstract

In the digital era, learning increasingly involves multimodal resources, yet explicit teaching of how images and texts contribute to meaning-making through digital storytelling remains underexplored. This study examines the integration of Systemic Functional Linguistics Genre-Based Pedagogy (SFL-GBA) into the teaching of multimodal narrative texts at a private senior high school. A case study was conducted with 28 tenth graders through a team-teaching approach involving an English teacher and a lecturer, with data collected from eight classroom observations. Findings reveal that SFL-GBA effectively supported multimodal learning: during the Building Knowledge of the Field (BKoF) and Modeling of the Text (MoT) stages, students analyzed Field, Tenor, and Mode across texts and images, while in the Joint and Independent Construction stages, they composed narrative texts and transformed them into digital storytelling projects. The study concludes that explicit scaffolding and culturally responsive teaching within SFL-GBA enhance students’ multimodal literacy and narrative competence through digital storytelling. These findings also have important pedagogical implications, indicating that SFL-GBA can guide teachers in designing multimodal instruction and inform future curriculum development for integrating digital storytelling.
Strengthening Visual Literacy of Language Teachers in Deep Learning Based on Genre-Based Approaches Yustika Nur Fajriah; Lucky Rahayu Nurjamin; Sinta Dewi; Anggia Nastya
Indonesian Journal of Community Empowerment (IJCE) Vol 7 No 2 (2026): Indonesian Journal of Community Empowerment (May)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v7i2.1215

Abstract

This community service program aims to strengthen language teachers’ visual literacy through the implementation of Deep Learning and the Genre-Based Approach (GBA) in teaching narrative texts. Visual literacy is an essential 21st-century skill that enables teachers to critically interpret and integrate visual meanings in multimodal learning. The program involved 20 language teachers—of Sundanese, Indonesian, English, and Arabic—from an Islamic senior high school in Garut. The training was designed through a Digital Storytelling-based simulation emphasizing the four stages of GBA: Building Knowledge of the Field, Modelling of the Text, Joint Construction of the Text, and Independent Construction of the Text. Through a Deep Learning approach, participants developed a deeper understanding of the interconnection between visual and linguistic elements within narrative texts. The results indicate an improvement in teachers’ ability to design multimodal text instruction that is both reflective and contextually meaningful.
THE IMPACT OF IMPLEMENTING INQUIRY-BASED LEARNING ON EFL STUDENTS’ WRITTING DEVELOPMENT: A LITERATURE REVIEW Ismiati Annur Husnaeni AR; Yustika Nur Fajriah; Pipih Setiawati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10068

Abstract

Writing is considered one of the most complex skills in English as a Foreign Language (EFL) contexts as it requires both linguistic competence and higher-order thinking skills; however, many students still face difficulties due to limited vocabulary, lack of ideas, and teacher-centered instructional approaches. To address these challenges, Inquiry-Based Learning (IBL) has been proposed as an alternative approach that promotes active learning through questioning, investigation, and reflection. This study aims to synthesize previous research on the implementation of IBL in EFL writing instruction and its impact on students’ writing development. This study employed a structured narrative literature review by analyzing 29 selected articles published between 2019 and 2025 from various academic databases, including Google Scholar, ERIC, DOAJ, and SINTA-indexed journals. The findings indicate that IBL has a positive impact on students’ writing development, particularly in terms of idea generation, text organization, coherence, language accuracy, and overall writing quality. In addition, IBL enhances student engagement in the learning process and fosters critical thinking skills that support argument construction in writing. Despite these benefits, variations in research contexts and the predominance of short-term studies limit the generalizability of the findings. Therefore, Inquiry-Based Learning demonstrates strong potential as an effective instructional approach for improving writing skills in EFL contexts and is recommended for further investigation in broader contexts and over longer periods of time.
Co-Authors Adisti Rahayu Amir Hamzah Anggia Nastya Anggia Nastya Anisa Siti Cahyani Anne Ratna Suminar Ardy Herdiansyah Asep Nurjamin Asep Nurjamin Asti Rahmiadji Asti Rahmiadji Dede Mizar Eka Wahyuni Ervan Fauzan Eva Devi Sofyawati Eva Meidi Kulsum Farhan Fauzia Farhan Fauzia Fitri Permata Rahim Fuad Abdul Hamied Gunawan, Wawan Henda Hendardi Henda Hendardi Irsyad Nugraha Ismiati Annur Husnaeni AR Lucky Rahayu Nurjamin Lucky Rahayu Nurjamin Nurjamin, Lucky Rahayu Pipih Setiawati Rajji K. Adireja Rajji Koswara Adiredja Sakina, Rahma Sinta Dewi Sinta Dewi Siti Nur Azizah Septiyanti Sri Yunita Susilawati Susilawati Susilawati Susilawati Vikri Februansyah Zihan Fauziah Meilani