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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 Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Pekemas IPI Garut TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan 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 WIDYANTARA ASEAN Journal of Educational Research and Technology Journal of Advances in Linguistics and English Teaching (JALET)
Yustika Nur Fajriah
Institut Pendidikan Indonesia Garut
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing 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): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
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.
STUDENTS’ EXPERIENCES IN USING PODCASTS TO ENHANCE ENGLISH LISTENING COMPREHENSION Elita Febrianti; Yustika Nur Fajriah; Wahid Hasim
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.13050

Abstract

In order to comprehend spoken language and effectively engage in communication, listening is a crucial English language acquisition ability. However, a lack of exposure to real listening materials, new terminology, and pronunciation variations make it challenging for many English as a Foreign Language (EFL) learners to comprehend spoken English. Podcasts have become a popular educational tool that offers meaningful listening experiences and real listening input. The purpose of this study is to investigate how students use podcasts to improve their listening comprehension of English. This study used a qualitative descriptive design. Five pupils from a secondary school in Garut, West Java, Indonesia, took part. Semi-structured interviews and classroom observations were used to gather data. The interactive model put forth by Miles and Huberman, which includes data reduction, data display, and conclusion drawing, was used to examine the data. The findings revealed four major themes: podcasts enhanced students’ listening comprehension, podcasts created enjoyable learning experiences, students encountered challenges during podcast listening activities, and podcasts increased students’ confidence in learning English. The findings indicate that podcasts provide meaningful listening exposure that supports listening development while creating a more engaging learning environment. Although students experienced difficulties related to unfamiliar vocabulary and pronunciation, they generally perceived podcasts as beneficial for improving listening comprehension. Therefore, podcasts can be considered an effective learning medium for supporting English listening instruction in EFL classrooms. ABSTRAK Untuk memahami bahasa lisan dan terlibat secara efektif dalam komunikasi, mendengarkan merupakan kemampuan penting dalam pemerolehan bahasa Inggris. Namun, kurangnya paparan terhadap materi mendengarkan yang sebenarnya, terminologi baru, dan variasi pengucapan membuat banyak pembelajar Bahasa Inggris sebagai Bahasa Asing (EFL) kesulitan memahami bahasa Inggris lisan. Podcast telah menjadi alat pendidikan populer yang menawarkan pengalaman mendengarkan yang bermakna dan masukan mendengarkan yang nyata. Tujuan penelitian ini adalah untuk menyelidiki bagaimana siswa menggunakan podcast untuk meningkatkan pemahaman mendengarkan bahasa Inggris mereka. Penelitian ini menggunakan desain deskriptif kualitatif. Lima siswa dari sebuah sekolah menengah di Garut, Jawa Barat, Indonesia, berpartisipasi. Wawancara semi-terstruktur dan observasi kelas digunakan untuk mengumpulkan data. Model interaktif yang dikemukakan oleh Miles dan Huberman, yang mencakup reduksi data, tampilan data, dan penarikan kesimpulan, digunakan untuk memeriksa data. Temuan mengungkapkan empat tema utama: podcast meningkatkan pemahaman mendengarkan siswa, podcast menciptakan pengalaman belajar yang menyenangkan, siswa menghadapi tantangan selama kegiatan mendengarkan podcast, dan podcast meningkatkan kepercayaan diri siswa dalam belajar bahasa Inggris. Temuan menunjukkan bahwa podcast memberikan paparan mendengarkan yang bermakna yang mendukung pengembangan kemampuan mendengarkan sekaligus menciptakan lingkungan belajar yang lebih menarik. Meskipun siswa mengalami kesulitan terkait kosakata dan pengucapan yang tidak familiar, mereka umumnya menganggap podcast bermanfaat untuk meningkatkan pemahaman mendengarkan. Oleh karena itu, podcast dapat dianggap sebagai media pembelajaran yang efektif untuk mendukung pengajaran mendengarkan bahasa Inggris di kelas EFL.
Pengembangan Program Pengasuhan Berbasis Linguistik Sistemik Fungsional dan Appraisal Psikologis bagi Orang Tua di Garut Lucky Rahayu Nurjamin; Asep Nurjamin; Mohamad Soni; Yustika Nur Fajriah; Rafli Muhamad Ridhwan; Ridwan Maulana; Cahyani Dwiputri
Abdimas Galuh Vol 8, No 1 (2026): Maret 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i1.22260

Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk memperkuat kompetensi pengasuhan positif pada orang tua anak usia dini di Desa Sukaratu, Kabupaten Garut, melalui pendekatan terpadu berbasis analisis appraisal linguistik dan psikologi. Intervensi mengombinasikan analisis appraisal dalam kerangka Linguistik Sistemik Fungsional (LSF) dengan strategi edukasi psikologis seperti manajemen stres, emotion labeling, serta praktik komunikasi konstruktif. Data dikumpulkan melalui asesmen pra–pasca, jurnal bahasa, observasi, dan diskusi kelompok dalam Kelompok Dukungan Sebaya (KKSB). Hasil menunjukkan penurunan signifikan pada skor stres subjektif orang tua (23%) dan peningkatan kemampuan dalam mengelola tekanan emosional melalui teknik breathing exercise, mindfulness grounding, dan model positive reappraisalLazarus–Folkman. Perubahan linguistik juga tampak nyata: afek negatif menurun 34%, penilaian konstruktif meningkat 41%, dan penggunaan graduasi ekstrem bernada negatif berkurang 29%. Orang tua menjadi lebih percaya diri dalam mengelola dinamika rumah tangga dan menunjukkan penurunan frekuensi ledakan emosi, didukung oleh meningkatnya praktik refleksi diri melalui jurnal harian. Meskipun anak tidak terlibat langsung, orang tua melaporkan peningkatan responsivitas anak terhadap arahan, berkurangnya konflik harian, dan meningkatnya kenyamanan komunikasi. Pada tingkat komunitas, KKSB berhasil menyusun “Modul Bahasa Pengasuhan Positif” serta melahirkan sejumlah ibu sebagai role model, sehingga mendorong rencana replikasi program ke dusun lainnya di Sukaratu. Secara keseluruhan, program ini menunjukkan efektivitas integrasi teori appraisal dan keterampilan psikologis dalam membangun ketahanan keluarga di komunitas pedesaan.
Enhancing Students’ Procedure Text Writing Through Differentiated Learning and the Genre-Based Approach: A Classroom Action Research Rafsya Rachmani; Yustika Nur Fajriah; Ahmad Farhi Munawir; Hilda Sry Kartika; Muhammad Zanuar Irsyad; Rijal Hengki Adil Al-Awwal
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2282

Abstract

This study examines the impact of differentiated learning through varied instructional delivery methods on students’ ability to write Procedure Texts. The research was prompted by the need to address students’ diverse learning preferences and interests in the teaching and learning process. While differentiated instruction has been widely recognized as an effective pedagogical approach, limited research has explored its specific influence on students' development in writing skills, particularly in the context of Procedure Texts. To bridge this gap, the study was conducted using a two-cycle Classroom Action Research (CAR) design, incorporating three primary instruments: tests, observations, and interviews. The research participants consisted of thirty twelfth-grade students with four focused participants from a senior high school in Garut. The findings indicate that differentiated learning, which involves tailored instructional strategies for visual learners, read/write learners, auditory learners, and kinesthetics learners, significantly enhances students’ capacity to produce well-structured Procedure Texts. The study specifically highlights improvements in students’ understanding and application of genre moves and language features, demonstrating that customized learning approaches effectively support their writing development. Peculiarly, students could show their improvements in putting the complete generic structure and linguistic features, covering goals, materials/tools, stages, present tense, connectors, adverbials, and imperative sentences. Notably, the achievement rate increased significantly from 56% to 100%, indicating that all students were able to fully apply these elements in their procedural texts. The results underscore the importance of implementing differentiated instruction to cater to students’ individual learning styles, ultimately fostering their academic growth and writing proficiency. This study contributes to the existing body of knowledge on differentiated instruction and offers valuable insights for educators seeking to optimize writing instruction through adaptive teaching strategies.
Integrating Generative Artificial Intelligence (AI)-Based Multimodal Learning in Education to Enhance Literacy Aligned with Sustainable Development Goals (SDGs) Asep Nurjamin; Lucky Rahayu Nurjamin; Yustika Nur Fajriah; Aisyah Khoerunnisa Nurjamin; Hijrin Ahmad Firdaus
ASEAN Journal of Educational Research and Technology Vol 5, No 1 (2026): AJERT: VOLUME 5, ISSUE 1, March 2026
Publisher : Bumi Publikasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate the integration of artificial intelligence (AI)-based multimodal learning in education to enhance students’ literacy in alignment with Sustainable Development Goals. A quasi-experimental design was employed with elementary students who participated in lessons supported by teacher modelling and AI scaffolding. The intervention was implemented through literacy tasks focusing on descriptive writing and multimodal expression. The results indicated that students improved in their ability to construct coherent descriptive texts enriched with visual elements, demonstrating progress in vocabulary use and multimodal literacy. These findings are significant because the combination of teacher guidance and AI feedback strengthened the learning process by connecting linguistic concepts with meaningful tasks. The study highlights the impact of aligning educational innovations with Sustainable Development Goals (SDGs), showing that AI-assisted multimodal learning can foster student-centered pedagogy, improve literacy development, and provide sustainable pathways for integrating digital technologies into education.
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
VIOLATION OF GRICE’S MAXIMS IN ONLINE CLASSROOM DISCUSSION: IMPLICATIONS FOR STUDENT-LECTURER INTERACTION DYNAMICS Sinta Dewi; Xena Dwi Aurora; Citra Yuliani; Yustika Nur Fajriah
Journal of Advances in Linguistics and English Teaching (JALET) Vol. 1 No. 2 (2025): July-December 2025
Publisher : Perkumpulan Madani Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the violation of Grice’s Maxims in a sophomore online academic writing class and examines their implications for student–lecturer interaction dynamics. In the context of online learning, miscommunication is more likely due to the absence of physical cues and asynchronous communication patterns. Using a qualitative descriptive approach, data were collected through classroom observation and semi-structured interviews with one lecturer and three students selected via purposive sampling. Instances of maxim violations were identified and analyzed using thematic analysis based on Grice’s theoretical framework. The findings revealed that the most frequently violated maxims were Quantity and Manner, often due to vague, minimal, or hesitant student responses. Violations of Relevance and Quality also occurred, especially when responses were off-topic or lacked evidential support. Factors contributing to these violations included linguistic insecurity, abstract question formulation, technical disruptions, and limited non-verbal interaction. Interestingly, the lecturer sometimes intentionally flouted maxims to reduce student anxiety and facilitate participation. These findings highlight the complexity of digital communication and the importance of pragmatic awareness in virtual classrooms. The study underscores the need for adaptive pedagogical strategies that foster clarity, engagement, and mutual understanding. It also contributes to the broader discourse on online pragmatics by illustrating how maxim violations, while seemingly disruptive, can serve functional and pedagogical roles in shaping effective communication within digital academic environments.
Co-Authors Adisti Rahayu Ahmad Farhi Munawir Aisyah Khoerunnisa Aisyah Khoerunnisa Nurjamin Amir Hamzah Anggia Nastya Anggia Nastya Anisa Siti Cahyani Anne Ratna Suminar Ardy Herdiansyah Asep Nurjamin Asep Nurjamin Asep Nurjamin Asti Rahmiadji Asti Rahmiadji Cahyani Dwiputri Citra Yuliani Dede Mizar Eka Wahyuni Elita Febrianti Ervan Fauzan Eva Devi Sofyawati Eva Meidi Kulsum Farhan Fauzia Farhan Fauzia Fitri Permata Rahim Fuad Abdul Hamied Gunawan, Wawan Henda Hendardi Henda Hendardi Hijrin Ahmad Firdaus Hilda Sry Kartika Irsyad Nugraha Ismiati Annur Husnaeni AR Lucky Rahayu Nurjamin Lucky Rahayu Nurjamin Mohammad Soni Muhammad Zanuar Irsyad Nurjamin, Lucky Rahayu Pipih Setiawati Rafli Muhamad Ridhwan Rafsya Rachmani Rajji K. Adireja Rajji Koswara Adiredja Ridwan Maulana Rijal Hengki Adil Al-Awwal Sakina, Rahma Sinta Dewi Sinta Dewi Siti Nur Azizah Septiyanti Sri Yunita Susilawati Susilawati Susilawati Susilawati Syakila Amelia Octora Vikri Februansyah Wahid Hasim Xena Dwi Aurora Zihan Fauziah Meilani