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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah LINGUISTIKA PREMISE: Journal of English Education and Applied Linguistics Acuity : Journal of English Language Pedagogy, Literature and Culture English Language Teaching Educational Journal Jurnal Penelitian Kebijakan Pendidikan English Language Education Reviews Jurnal Penelitian Kebijakan Pendidikan International Journal of Educational Studies in Social Sciences TELL - US JOURNAL Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Jurnal Lentera Pengabdian Journal of Educational Technology and Learning Creativity Dedikasi : Jurnal Pengabdian Lentera Indonesian Science Education Journal (ISEJ) Language, Technology, and Social Media Jurnal Pendidikan Progresif Jurnal Penelitian Kebijakan Pendidikan UJET: Unila Journal of English Teaching
Budi Kadaryanto
Lampung University
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
Online Collaborative Learning With Deep Learning In Fostering Critical Thinking And Motivation: Meta Synthetic Analysis Novarita Novarita; Abdurrahman Abdurrahman; Cucu Sutarsyah; Budi Kadaryanto; Bambang Setiyadi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2052

Abstract

Online learning has expanded rapidly, yet many digital courses still struggle to cultivate sustained motivation and higher-order thinking because interaction is often limited to content delivery, fragmented discussion, or individual task completion. This article develops an integrative meta-synthesis on how Online Collaborative Learning (OCL), when supported by deep-learning-enabled artificial intelligence (AI), can strengthen critical thinking and learner motivation in higher education. The review synthesizes theoretical and empirical literature on OCL, computer-supported collaborative learning, learning analytics, adaptive feedback, and self-determination theory. Rather than treating AI as a replacement for pedagogy, this article conceptualizes deep learning as an adaptive scaffolding layer that can support peer dialogue, feedback, grouping, early-warning signals, and personalized learning paths. The synthesis identifies four mechanisms through which OCL-AI integration may enhance learning: argumentative knowledge construction, socially shared regulation, adaptive formative feedback, and motivational need support. The article also argues that these benefits are conditional on ethical data governance, transparent algorithms, teacher facilitation, and equitable access to digital infrastructure. The proposed framework contributes to online pedagogy by clarifying the relationship between social collaboration and machine-supported personalization. It offers practical design principles for lecturers, instructional designers, and higher education institutions seeking to develop online learning environments that are cognitively challenging, motivationally supportive, and ethically responsible.
Metacognitive Awareness in English Language Learning: A Systematic Review Across Listening, Speaking, Reading, and Writing Skills Evi Fitri Aglina; Patuan Raja; Muhammad Fuad; Budi Kadaryanto
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.447

Abstract

Metacognitive awareness is widely associated with successful English language learning, yet empirical findings across listening, speaking, reading, and writing remain dispersed across different contexts, instruments, and instructional designs. This review synthesizes evidence on how metacognitive awareness contributes to four English language skills and how classroom and technology-mediated environments can support strategy instruction. A systematic literature review design was employed by searching Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar for studies on metacognition, metacognitive strategy instruction, self-regulated learning, and English skill development. Ninety-eight records were identified; 61 focused on language learning, and 38 empirical studies were retained for skill-level synthesis after screening, eligibility checking, and quality appraisal. The evidence indicates that metacognitive awareness positively supports all four skills, but the strongest and most consistent support appears in reading and listening, where planning, monitoring, directed attention, problem solving, and evaluation directly regulate comprehension. Evidence for speaking and writing is also positive but more context-dependent because productive skills require learners to coordinate linguistic knowledge, task demands, anxiety, fluency, genre awareness, feedback, and revision. The review concludes that metacognitive awareness should be taught as an integrated, cross-skill competence rather than as isolated strategy training.
Understanding Students' Perception Of Using Social Media To Improve Their Vocabulary Mastery Wisnu Wardana; Muhammad Sukirlan; Budi Kadaryanto
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.299

Abstract

This study aimed to investigate students’ perceptions of using social media to improve vocabulary mastery and to identify the vocabulary aspects that students perceived as most enhanced through social media use. The research employed a descriptive quantitative design involving 36 students of the English Education Study Program at Lampung University. Data were collected through a questionnaire consisting of 51 closed-ended items using a five-point Likert scale and were analyzed descriptively. The findings revealed that students generally held positive perceptions toward the use of social media for vocabulary learning, as indicated by an overall mean score of 4.07. Among the four dimensions examined, Usefulness obtained the highest mean score (4.18), followed by Engagement (4.10), Ease of Use (4.05), and Vocabulary Aspects (3.97). Students reported that platforms such as YouTube, Instagram, Facebook, and Spotify provided authentic language exposure, increased motivation, and created enjoyable learning experiences through multimedia content. They also perceived improvements in various vocabulary categories, particularly nouns and verbs, while acknowledging challenges related to the prevalence of informal language, slang, and abbreviations on social media. These findings suggest that social media serves as an accessible, flexible, and engaging supplementary tool for vocabulary development. In conclusion, students perceive social media as an effective medium for enhancing vocabulary mastery, supporting both independent learning and authentic language exposure. Therefore, educators are encouraged to integrate social media into vocabulary learning activities while providing appropriate guidance to ensure a balance between informal and formal language use.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Aji Budi Rinekso; Rianawati Rianawati; Gin Gin Gustine; Bachrudin Musthafa; Budi Kadaryanto
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
The Effectiveness of the Modified Think Pair Share Technique with Mind Mapping on EFL Students' Descriptive Writing Ability Mia Chairunnisa; Cucu Sutarsyah; Budi Kadaryanto
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/v096db45

Abstract

This study investigated whether there was a significant difference in descriptive writing ability between seventh-grade EFL students taught using the Modified Think-Pair-Share (TPS) Technique and those taught using the Original TPS Technique. The modification integrated Mind Mapping into the 'Think' phase of TPS, providing students with a structured visual pre-writing scaffold before collaborative discussion and writing. An experimental design was employed involving 61 seventh-grade students at SMPN 22 Bandar Lampung during the 2025–2026 academic year: 31 students in the experimental group (Modified TPS) and 30 students in the control group (Original TPS). Writing ability was measured through pre-test and post-test tasks requiring descriptive texts about animals, scored using Jacobs' (1981) five-aspect analytic rubric—content, organization, vocabulary, language use, and mechanics. The instruments were validated through expert judgment (Aiken's V = 0.9166) and inter-rater reliability was confirmed (pre-test r = .937; post-test r = .925). An Independent Samples t-test on post-test scores yielded t(51.8) = 4.739, p < .001, with the experimental group achieving a significantly higher post-test mean (M = 82.26) than the control group (M = 76.78), and a large effect size (Cohen's d = 1.607). These findings confirm that the Modified TPS Technique is significantly more effective than the Original TPS Technique in improving seventh-grade EFL students' descriptive writing ability.
Technology-Enhanced Joyful Learning in English as a Foreign Language Reading Comprehension: A Rasch Model Survey Lusi Elisa; Ag. Bambang Setiyadi; Sumarti Sumarti; Budi Kadaryanto; Flora Flora
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.3114

Abstract

Purpose of the study: This study aims to examine english as a foreign language learners’ perceptions of technology-enhanced joyful learning in reading comprehension, focusing on how digital tools support comprehension, enjoyment, engagement, and learner autonomy in technology-mediated english reading activities. Methodology: This study used a quantitative cross-sectional survey involving 1,510 english as a foreign language learners. Data were collected through the technology-enhanced joyful learning in english as a foreign language reading comprehension: a rasch model survey questionnaire. the instrument contained 15 likert-scale items covering technology-supported english as a foreign language reading comprehension, Joyful Learning through Technology, and learner engagement and autonomy in technology-enhanced reading constructs. data were analyzed using descriptive statistics and rasch model analysis. Main Findings: The results showed that learners generally perceived technology-enhanced joyful learning positively. Edmodo was the most preferred platform, followed by Kahoot, Google Classroom, Quizlet, Duolingo, and Read&Write. Rasch analysis indicated acceptable item fit and item reliability. Technology was most strongly endorsed for supporting learner autonomy, self-paced reading, and main-idea identification, while comprehension accuracy and reading interest were relatively harder to endorse. Novelty/Originality of this study: This study contributes a rasch-validated measurement framework that integrates technology-supported english as a foreign language reading comprehension, joyful learning through technology, and learner engagement/autonomy. It advances existing english as a foreign language reading research by showing that different technologies provide different affordances for comprehension support, joyful engagement, task motivation, and autonomous learning.
Additive, not conditional: Text difficulty, self-efficacy, and classroom climate as predictors of reading anxiety in Indonesian EFL higher education Eva Faliyanti; Risma Margaretha Sinaga; Rabiyatul Adawiyah Siregar; Budi Kadaryanto; Irma Lusi Nugraheni
English Language Teaching Educational Journal Vol. 9 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16363

Abstract

Foreign language reading anxiety (FLRA) is a persistent affective barrier in EFL contexts, yet research in Indonesia has remained largely descriptive, ranking the sources of anxiety without testing whether they predict FLRA inferentially or whether learner and classroom resources alter their impact. This study addressed both questions through moderated multiple regression with 178 EFL undergraduates (semesters 3–6) at a university in Lampung, Indonesia, using six adapted instruments. The central finding was not the one anticipated. Neither reading self-efficacy nor classroom supportive climate moderated any relationship between text difficulty and FLRA (all p ≥ .53; ΔR² = .002), and a sensitivity analysis confirmed that the design could detect interactions of f² ≥ .045, so conditional effects of practical magnitude can be excluded although smaller ones cannot. Instead, both resources operated additively rather than conditionally, reducing FLRA directly and uniformly (self-efficacy b = −0.221; classroom climate b = −0.188) and adding 10.4% of explained variance. Among the predictors, performance worry dominated (b = 0.389, f² = .350), outweighing vocabulary difficulty and topic familiarity; together the three explained 46.4% of FLRA variance. Confidence and a supportive climate therefore appear to lower the anxiety baseline without blunting specific text-difficulty triggers. Indonesian EFL instruction should reduce the evaluative stakes of reading tasks directly rather than relying on affective resources to buffer them.
Co-Authors Abdurahman Abdurrahman Ag. Bambang Setiyadi Ag. Bambang Setiyadi Agus Amin Sulistiono Agus Amin Sulistiono, Agus Amin Agustinus Bambang Setiyadi Aji Budi Rinekso Aliyah, Hikmatul Andrian Saputra Annisa Kencana Wulan Anwar Fadila Ari Nurweni Ari Nurweni Ari Nurweni Ari Nurweni Arthadina Julianda Aulia, Nia Ayu Pratami Putri Bachrudin Musthafa Bachrudin Musthafa Bambang Setiyadi Bambang Setiyadi Bambang Setiyadi Buchori Buchori Bulqis Jolay Waway C. J. Aryanti Cori Chairunnisa Bahrunsyah Cintia Laras Ati Citrawati Jatiningrum Cucu Sutarsyah Cucu Sutarsyah Cucu Sutarsyah Deddy Supriyadi Desi Pertiwi Dewi Lestari Diah Ayu Prasetyorini Diah Utaminingsih Dian Pratiwi Dian Setya Rini Didi Susianto Dini Yuniarti Dwi Martini, Ika Asri Editha Gloria Simanjuntak Emi Handayani Endah Savitri Kusuma Endang Komariah Esti Hayuningtyas Eva Faliyanti Evi Fitri Aglina Fadhil Arief Primadi Fajar Riyantika Fauzi Fauzi Fenny Thresia Ferdi Widiputera Fidelia Tria Marista Fitri Chitra Amelia Flora Flora Flora Flora Gin Gin Gustine Gustine, Gin Gin Hartati Hasan Hartati Hasan Hartati Hasan Heri Yufrizal Hervin Maulina Hervin Maulina, Hervin Hery Yufrizal Hery Yufrizal Hesti Setya Wati Huzairin Huzairin Huzairin Huzairin Ika Asri Dwi Martini Indriyani, Mey Irma Lusi Nugraheni Jannatun Siti Ayisah Juwita Sari, Putu Kartika Wulandari Khairun Nisa Kiki Astuti Komang Mega Susanti Lusi Elisa Manasikana, Arina Manik, Tiur Paulina Marshela Risdanti Maydiantoro, Albert Meilia Rachmawati Mesi Astriani Meylinda Susanti Mia Chairunnisa Miswan Gumanti Mitha Septiyanti Muhammad Almynadi Lihawa Muhammad Bima Surya Kesuma Muhammad Fuad Muhammad Sukirlan Muhammad Sukirlan Mujiono Mujiono Munifatullah, Feni Nabila, Nada Novarita Novarita Nur Berlian Venus Ali Nurul Aulia Pangestika, Diva Aprisa Patuan Raja Patuan Raja Patuan Raja Purwoko, Agus Putri, Bela Adillah Rabiyatul Adawiyah Siregar Ramlan Ginting Suka Ratna Juwitasari Realita Siwi Juwita N. Rejeki, Marsudi Endang Sri Reni Mariana Resta Putri Yan Asmoro Rianawati Rianawati Rianawati Rianawati Rinekso, Aji Budi Rinnanik Risma Margaretha Sinaga Rizky Ayuningtyas Rizky Bunga Listari Rizky Kurnia Wijaya Safera Virana Shafwati, Dian Silka Samarindo Siti Istiqomah Slamet Riyanto SRI RAHAYU Subijanto Subijanto Sugiono Sugiono Sumarti Sumarti Supriyadi Supriyadi Supriyadi Supriyadi Syaiful Bakhri Tika Yekti Tuntun Sinaga Ujang Suparman Vedy, Nabila Kharimah Venus Ali, Nur Berlian Widiputera, Ferdi Wisnu Wardana Yuria Viani Yusmansyah Yusmansyah Yusmansyah Yusmansyah