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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture EDUCATIO : Journal of Education Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Voices of English Language Education Society Faktor Jurnal Ilmiah Kependidikan Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Jurnal Wahana Pendidikan Journal of Empowerment Community Akrab Juara : Jurnal Ilmu-ilmu Sosial Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Ilmu Sosial dan Humaniora Journal of English Education Program (JEEP) Tamansiswa International Journal in Education and Science (TIJES) Journal of Education, Language Innovation, and Applied Linguistics International Journal of Innovation and Education Research
Lilies Youlia Friatin
Universitas Galuh
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Neuroscience Social Sciences Other

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Comparative Study of Intercultural Awareness Between Indonesia and Ghana in ELT Arifin, Nurul; Friatin, Lilies Youlia; Sugiarto, Bambang Ruby
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i2.15969

Abstract

The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.
Male-female young learners' perspective on the use of crossword puzzle aids to enrich their vocabulary Berliana, Nina; Friatin, Lilies Youlia; Said, Iskhak
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17392

Abstract

Vocabulary is very essential in communication, but the fact indicates that lack of vocabulary still hampers the effective communication. This paper investigates the perspective of young female and male learners on the application of Crossword puzzle aids to enrich their vocabulary. The goal of this study is to find out male and female young learners’ perspectives on the use of crossword puzzle aids to enrich their vocabulary. The research design of this current study uses the type of case study so that twenty-one students from grade seven in a Junior High School in Ciamis were involved. The data come from a questionnaire which deals with the perspective of young female and male learners on the application of Crossword puzzle aids to increase their vocabulary. The close-ended questionnaire data are then analyzed and proceeded. The result shows that the young female and male learners perceive the application of Crossword puzzle as the aids to enrich their vocabulary. In learning, vocabulary can enrich their vocabulary with different skills based on gender because gender differences can influence young and female learners to increase their vocabulary skills. Besides that, Crossword puzzle aids are interesting, gives many opportunities, and helps male and female learners to receive and understand the vocabulary more easily. Further, using crossword puzzles aids learning vocabulary and can increase the achievement of male and female young learners. Also, it makes change towards the situations such as playing games when learning vocabulary process.
Enhancing Students’ Pronunciation Mastery Through Drama Technique in EFL Classroom at Islamic High School in Tasikmalaya Suhada, Karina; Friatin, Lilies Youlia; Herlina, Rina
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17610

Abstract

The fluency of pronunciation is influenced by how often the students say the words, so the more they speak, the better the pronunciation will be. To improve students' pronunciation abilities in learning English, appropriate techniques are needed. This research was conducted to find out drama techniques implemented to enhance students' pronunciation mastery of the EFL class in one Islamic Senior High School Tasikmalaya, and to learn about the challenges and opportunities during drama techniques implemented to improve their pronunciation mastery. This research used qualitative paradigm with the type of descriptive approach. The research subjects were typically students of 10th-grade in EFL classes who implemented drama techniques. There are five students and two teachers who were interviewed. The implementation of drama techniques in learning English in EFl classes to improve students' pronunciation is played in the classroom during learning hours and also outside of learning. In applying this drama technique, there are several steps taken by students and teachers in learning, namely determining the topic of the drama, compiling a drama script, dividing roles, practicing dialogue and performing the drama. There are five supporting factors in applying drama techniques to improve students' pronunciation, namely cooperation, environment, special schedule, and having competent supervisors and complete and adequate facilities provided. Meanwhile, the factors that hinder the implementation of drama techniques to improvestudents’ pronunciation in EFL classes are unequal understanding, lack of students’ interest and students’ participation in the program. Sometimes, students show the feeling of enthusiastic about learning and even feeling bored with these activities.
Revolutionizing Writing: The Impact of Technology on Enhancing Students' Writing Skills Friatin, Lilies Youlia
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 1 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i1.17963

Abstract

The use of artificial intelligence (AI) in writing instruction has introduced new opportunities for enhancing students’ creativity and engagement. This study explores students’ perceptions of Canva AI Magic Writer in developing descriptive writing skills. Using a qualitative case study approach, data were collected from 30 university students through a questionnaire. The findings reveal that most students found AI helpful in overcoming writer’s block and improving descriptive details. However, some expressed concerns about originality and the potential loss of personal voice. While AI tools enhance creativity and motivation, their use should be balanced with strategies that promote independent writing skills. This study recommends integrating AI with structured guidance to maximize its benefits while fostering originality and critical thinking.
Using Canva AI Magic Writer to Assist Students Writing Descriptive Text Putri, Hilmaliana S; Friatin, Lilies Youlia; Tarawana, Wawan
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19344

Abstract

This study aims to explore the utilization of Canva AI Magic Writer as a tool to help teachers improve students‘ proficiency and find out students’ responses to its use in writing descriptive texts. This study utilized a qualitative research design, and data were obtained through three instruments, namely observation, interviews, and questionnaires. The findings from this study have the potential to make theoretical contributions to existing research regarding the utilization and use of Canva AI Magic Writer as an alternative tool in writing learning, especially for descriptive text materials. The study also examined how teachers incorporate Canva AI Magic Writer into their writing instruction and how students perceive its use. The study revealed that Canva AI Magic Writer is an engaging and influential tool for students, allowing them to express themselves, improve language skills, and discover new talents. The study concludes with recommendations for teachers and students in the education system in Indonesia to maximize the benefits of Canva AI Magic Writer - based e-portfolios and improve the effectiveness of writing instruction. The study emphasizes the importance of incorporating Canva AI Magic Writer into English language education, particularly in the context of writing, and proposes specific solutions to support writers.
Efl Teacher Trainees’ Engagement and Prespectives in Reading Activities Through Literature Circle: A Narrative Study Mulyana, Restu Putra; Iskhak, Iskhak; Friatin, Lilies Youlia
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19342

Abstract

In the realm of English as a Foreign Language (EFL) education, developing effective reading skills among trainee teachers is a critical challenge. This research aims to explore the views and efficacy of the Literature Circle method as a pedagogical tool to increase engagement and proficiency levels among EFL teachers during their reading activities. The researcher took two participants as samples for interviews. Qualitative research methodology, specifically a narrative study design, was used to explore participants' perspectives and involvement in reading activities through literature circles in the context of EFL teaching. Data were collected primarily through semi-structured interviews, using content analysis. Research findings show that literature circles have a significant positive influence on engagement, comprehension of texts, and development of social and critical thinking skills of prospective English teachers. Thus, it can be implied that literature circles are a transformative educational tool for trainee teachers, cultivating critical skills, empathy, and collaborative learning. This research has implications for teaching institutions in Indonesia and it is believed that its implementation will further encourage students' interest in reading.
CROSS-LANGUAGE PRACTICES AND SPEAKING TECHNOLOGY IN HIGHER EDUCATION FOR STRENGTHENING ENGLISH COMMUNICATION COMPETENCE CM Simatupang, Ervina; Heryono, Heri; Friatin, Lilies Youlia; Sugiarto , Bambang Ruby
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11877

Abstract

Accomplishment in higher education recently depends on the ability to communicate effectively in English; due to increasingly globalized academic setting. This essay investigates the creative ways that speaking technology and cross-language exercises might be combined to improve students' proficiency in English communication. By utilizing students' current linguistic resources, cross-language practices, which entail the purposeful use of different languages, can promote deeper comprehension and retention of English language abilities. When combined with cutting-edge speaking technology, such AI-driven language learning tools and speech recognition software, these approaches provide a dynamic and engaging means of honing English communication skills. With a focus on practical application in academic and professional contexts, the study investigates the effects of these combined techniques on students' language proficiency. This research is a comparable passage that has been adjusted for the study's setting. The study involved 45 students from different academic disciplines, 60% of whom were female and 40% of whom were male, and used a sequential explanatory mixed-method approach to investigate their views and experiences about cross-language practices in combination with speaking technology. Surveys, pre- and post-speaking evaluations for descriptive analysis, and reflective notebooks for qualitative insights were all used in the data collection process. The study of descriptive data was done using theme analysis. As evidenced by the overwhelmingly favorable response from participants, the data showed that integrating student languages alongside English, backed by speaking technology, dramatically increased their English communication skills.
Boosting EFL Speaking Skills through Role Play: Evidence from Seventh Grade Students Sukmara, Edi; Friatin, Lilies Youlia; Tarwana, Wawan
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i2.21510

Abstract

This study investigates the effectiveness of role play in enhancing English as a Foreign Language (EFL) speaking skills among seventh-grade students at SMPN 1 Panawangan, Ciamis. Recognizing speaking as a central yet challenging skill for EFL learners, particularly in Indonesian classrooms where conventional teacher-centered methods prevail, the study sought to determine whether role play could provide more meaningful and engaging communicative opportunities. Employing a true experimental design with a pre-test–post-test control group, 64 students were randomly assigned into experimental and control groups. The experimental group received six sessions of role play–based instruction, while the control group was taught through traditional drills and guided dialogues. Students’ speaking performance was assessed in terms of fluency, vocabulary, pronunciation, and grammar, with inter-rater scoring ensuring reliability. Findings revealed that while both groups showed improvement, the experimental group demonstrated significantly higher gains in overall speaking performance, as confirmed by independent samples t-test results (t-observed = 3.456 > t-table = 2.000, p < 0.05). Role play not only enhanced linguistic competence but also boosted learners’ confidence and reduced speaking anxiety by creating a supportive, interactive environment. These results align with the principles of Communicative Language Teaching (CLT) and socio-constructivist theory, highlighting role play as a learner-centered strategy that fosters authentic communication and equal participation. The study concludes that role play is an effective pedagogical tool for improving junior high school students’ speaking abilities and recommends its integration into EFL curricula to promote fluency, confidence, and communicative competence in real-life contexts.
Exploring Cultural Identity of Senior High School Students through Digital Storytelling “Lutung Kasarung “as Sundanese Folklore Friatin, Lilies Youlia
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 2 No. 4 (2023): Desember 2023
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v2i4.2864

Abstract

This qualitative research explores the impact of digital storytelling on the cultural identity exploration of Senior High School students using the Sundanese folklore "Lutung Kasarung." The purpose of data collection is to get insight into students' perceptions, experiences, and engagement with their cultural identity through individual interviews and systematic observations. Recurring themes and patterns are revealed through thematic analysis. The study highlights how important it is to create inclusive learning settings and incorporate culturally relevant content. The inclusion of "Lutung Kasarung" successfully piques students curiosity and fortifies their connection to their cultural background. The appreciation of varied viewpoints and cross-cultural understanding are facilitated by collaborative learning. The interviews shed light on the difficulties students have navigating their ethnic identities and participating in festivities of their cultures. By emphasising the benefits of digital storytelling and culturally responsive teaching in assisting students' discovery of their cultural identities, this research advances the field of English education.
Voicing the Students' Need of English Vocabulary English for Specific Purposes in Vocational High School Maulani, Dwi Siska; Friatin, Lilies Youlia; Rachmawati, Etika
Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 1 (2022): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.016 KB) | DOI: 10.37058/jelita.v1i1.4440

Abstract

The goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students. Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.
Co-Authors A.M. Surachmat Aa Surahmat Ai Siti Nur Fauziah Andi Rustandi Angelo Osunero Anugrah, Yuda Avita Tri Rahayu Bambang Ruby Sugiarto Berliana, Nina CM Simatupang, Ervina Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati, Dedeh Dewisejati, Lovian Puspita Diana Lestari Didih Faridah Etika Rachmawati Etika Rachmawati Etika Rachmawati Etika Rachmawati, Etika Hega Nurazizah Herlina, Rina Heryono, Heri Imannisa Nabilah Irianti, Leni Iskhak, Iskhak Jamilah Jamilah Leni Irianti Leni Irianti Luthfiyatun Thoyyibah Lystiana Nurhayat Hakim Maulani, Dwi Siska Mulyana, Restu Putra Nurul Arifin Pebby Pixtilany Nur Saputri Pitriani, Pitriani Putri, Hilmaliana S R. Bunga Febriani R. Bunga Febriani Ratnawati Ratnawati Rizal Fahmi Said, Iskhak Suhada, Karina Sukmara, Edi Sumi Handayani Syafryadin Syafryadin Tarawana, Wawan Tarwana, Wawan Umi Jauharoh Widiyaningsih Widiyaningsih Widya Agustina Zia Nurfauziah