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All Journal Humaniora Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian Humaniora DIKSI Litera Nusa: Jurnal Ilmu Bahasa dan Sastra Sosiohumaniora Indonesian Journal of Applied Linguistics (IJAL) LITE: Jurnal Bahasa, Sastra, dan Budaya Journal of Education and Learning (EduLearn) LingTera Englisia Journal Kajian Linguistik dan Sastra ANDHARUPA Journal of English and Education JEES (Journal of English Educators Society) Jurnal Rekayasa Mesin The Journal of Educational Development Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Script Journal: Journal of Linguistic and English Teaching Jurnal Penelitian Pendidikan IPA (JPPIPA) LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Adi Widya : Jurnal Pengabdian Masyarakat Edulitics (Education, Literature, and Linguistics) Journal Lire journal (journal of linguistics and literature Aulad : Journal on Early Childhood JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics ELITE Journal: Journal of English Linguistics, Literature, and Education TLEMC (Teaching and Learning English in Multicultural Contexts) To Maega: Jurnal Pengabdian Masyarakat Jurnal Komunikasi Pendidikan Jurnal Suluh Pendidikan Intensive Journal Inspiring: English Education Journal Jurnal Wahana Pendidikan Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Mosharafa: Jurnal Pendidikan Matematika Journal of English Language and Education Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Eksergi: Jurnal Teknik Energi Al-Khidmah Jurnal Pengabdian Masyarakat Jurnal Hilirisasi Technology kepada Masyarakat (SITECHMAS) Formosa Journal of Sustainable Research (FJSR) International Journal of Contemporary Studies in Education Nusantara Journal of Multidisciplinary Science Journal of Society Innovation and Development (JSID) Journal of Mechanical Engineering and Applied Technology Jurnal Literasi Digital International Journal of Educational Development Jurnal Polimesin Lire Journal (Journal of Linguistics and Literature) REGISTER JOURNAL Journal of Linguistica ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Margana Margana
(Scopus ID: 57204001752) Department Of English Language Education, Universitas Negeri Yogyakarta
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Using Infographics to Help Students Understand Descriptive Texts Better Hermawan, David; Margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22146

Abstract

This study aims to (1) examine how the use of infographic media improves the reading comprehension of eighth-grade students in descriptive texts at SMPN 1 Dusun Selatan, and (2) explore the process and behavioral changes that accompany the improvement in students’ reading comprehension after the implementation of infographic media. The study utilized the Classroom Action Research (CAR) method, following the model proposed by Mills (2018), with two observation cycles consisting of planning, implementation, observation, and reflection. Data were collected through pre-test and post-test reading comprehension assessments, interviews, questionnaires, and photographs. The reading comprehension ability was evaluated based on the Kriteria Ketuntasan Minimal (KKM), with the goal of achieving scores above the minimum mastery threshold. Quantitative data were analyzed using statistical methods, while qualitative data were analyzed descriptively and triangulated to ensure validity and reliability. The findings show significant improvements in students' reading comprehension after the use of infographic media. The average post-test score increased by 35%, and the percentage of students meeting the KKM rose from 48% in the pre-test to 84% in the post-test. Additionally, students exhibited positive changes in their behavior, becoming more engaged, active, and confident in their learning. They showed a greater ability to focus on interpreting texts and expressed less anxiety when faced with descriptive texts. This study concludes that infographic media effectively enhances reading comprehension and fosters behavioral changes, such as increased student engagement and confidence, which ultimately improves learning outcomes.
Teacher’s and Student’s Vocabulary Strategies in A Remote EFL Classroom: Story from Central Borneo Indonesia Dara, Sari Wulan; margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22343

Abstract

The purpose of this study is to explore the strategies used by both teacher and students for enhancing vocabulary in junior high school, especially in a remote area with limited resources. The research focus on the strategies used by teachers and students in vocabulary retention and provide insights into the effectiveness of various teaching and learning strategies in remote area. A qualitative descriptive approach was employed, with data collected through interviews, classroom observation and document analysis. The findings suggested that both teachers and students devised innovative strategy to overcome challenges of teaching vocabulary with limited resources environment, such as using visual aids, gestures, and contextual guessing. The study also emphasized the importance of creative strategies, given the scarcity of digital resources and exposure to English outside classroom.
LANGUAGE LEARNING STRATEGY USED BY JUNIOR HIGH SCHOOL STUDENTS Lelono, Sabar; Margana, Margana
Intensive Journal Vol 8, No 2 (2025): Intensive Journal October
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v8i2.22141

Abstract

This study aims to identify the language learning strategies used by junior high school students in the 2025/2026 academic year. The background of this study is the importance of understanding and identifying students' language-learning strategies, as this can help teachers design more effective teaching methods tailored to their students' characteristics. This study uses a descriptive, quantitative method with the SILL version 7.0 questionnaire, translated into Indonesian. The research participants were 22 students, comprising 11 males and 11 females. The results showed that overall, the use of language learning strategies was at a medium level with an average score of 2.76. Metacognitive strategies (M = 2.99) were the most frequently used, followed by memory strategies (M = 2.98), cognitive strategies (M = 2.75), compensation strategies (M = 2.75), affective strategies (M = 2.66), and finally social strategies (M = 2.40). This study also revealed no significant differences in the use of language-learning strategies by age or gender. In conclusion, although students demonstrated a good level of awareness in their learning process, there is a need to increase the use of social and affective strategies to support more effective learning. The implication of this study is the importance of teachers gaining a deeper understanding of the learning strategies students use so that the teaching and learning process is better suited to their needs.
Investigating Transitivity and Text Types in EFL Textbook "English for Nusantara" Annisa Jihan Salsabil; Agus Widyantoro; Margana Margana; Ashadi Ashadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1849

Abstract

The several kinds of operations about the concepts or content supplied in the phrase are addressed by the grammatical system known as transitivity. The generation of the situation's field might explained by looking at the texts' transitivity structure. This study aims to analyze a transitivity pattern and its suitability with the communicative goals of various types of texts in the EFL English for Nusantara textbook. The focus of this research is on examining the type of process, the role of the participants, and the elements of information to understand how these linguistic features able to contribute to achieving the goal of communicative effectiveness in a narrative, descriptive, recount, procedural, and expository text. This research uses a qualitative descriptive approach, with content analysis as the primary method. Data might be collected by systematically identifying linguistic characteristics in texts that have been selected, followed by categorization and interpretation. This methodology provides the possibility of an in-depth understanding of how linguistic characteristics have an appropriate role in accordance with their communicative purposes. The results of the study provide clues that each type of text has different transitivity patterns according to its function. Narrative texts are dominated by material processes, emphasizing actions and events, while relational and mental processes may add context and depth. Descriptive text provides insight into the balance of relational processes with material. Recount texts emphasize material processes to tell past events dynamically. Procedural texts focus on material processes to provide instructions and achieve real results, while expository texts might provide a balance between material and relational processes to present and explain information.
Code-Switching and Mixed Morphology in Multilingual Social Media a Thematic NVivo Analysis Masniati, Andi; Alwiyah, Tuti; Margana; M, Muhammad; Rumbia, Aidin; Henaulu, Alfan; Rusdi Badri, Amal
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16500

Abstract

This study aims to analyze code-switching practices and mixed morphology in social media communication and to reveal users’ social motives and linguistic awareness toward this phenomenon. The study employs a descriptive qualitative approach, with data collected through documentation of social media posts, observation, and semi-structured interviews with purposively selected informants. The data were analyzed using NVivo 12+ software through the stages of open coding, axial coding, and selective coding to map linguistic patterns and social themes. The results indicate that intra-sentential code-switching is the most dominant form, accompanied by a high productivity of mixed morphology in the form of Indonesian affixation attached to English base words, such as in the forms di-upload, nge-like, and ke-cancelan. The findings also reveal that the use of mixed language is influenced by stylistic factors, digital identity, communication efficiency, and audience adaptation strategies, while awareness of the impact of language use on the sustainability of local languages remains relatively low.
High School English Teachers’ Perception of Critical Thinking Concepts in Writing Class Diyah Herawati; Margana Margana; Anita Triastuti
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i1.8325

Abstract

This study explores high school English teachers' perceptions of critical thinking and their integration into English writing instruction, focusing on the Indonesian context. Critical thinking is a cornerstone of education, yet its implementation in writing classes remains underexplored, especially in secondary education. This qualitative study employs a case study design involving five high school teachers. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings reveal that teachers conceptualize critical thinking as a combination of analytical skills, logical reasoning, and creative problem-solving. Strategies such as argumentative writing tasks, peer reviews, and open-ended questioning were employed to develop students' critical thinking in writing. However, challenges such as limited student readiness, time constraints, and insufficient resources impede effective implementation. The study further identifies contextual factors unique to the Indonesian educational setting, contributing to the broader understanding of critical thinking pedagogy in diverse environments. Implications suggest the need for professional development programs, curriculum reforms, and enhanced resource allocation to support critical thinking instruction. This research underscores the importance of integrating critical thinking into English writing curricula to equip students with essential skills for academic and real-world success. Future research should explore the longitudinal impacts of these strategies and their adaptability across different educational contexts.
Lexical Adaptation during Formative Assessment under the Merdeka Curriculum Framework in Non-Formal EFL Classrooms Videlindah Ani Sophiandry Haan; Margana Margana; Maria Kanisia Apriliani
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 7 No 2 (2026): JSID: May 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v7i2.239

Abstract

The implementation of decentralized, student-centered curricula frequently demands that educators dynamically modify their instructional input during real time formative evaluation sequences. However, how these pedagogical demands alter the micro linguistic parameters of teacher talk remains under-researched, particularly within non-formal educational settings characterized by mixed ability learner groups. This study investigated the real time lexical adaptation of English as a Foreign Language (EFL) teachers during embedded formative assessments within a non-formal framework in Indonesia. Utilizing a quantitative corpus linguistic design, a specialized spoken micro corpus of 14,250 running tokens was compiled from authentic classroom interactions and segmented into general instruction and formative assessment sub-corpora. The text files were computationally processed to calculate variations in the Moving-Average Type-Token Ratio (“MATTR”) and lexical density percentages. The empirical findings revealed a systematic, statistically significant reduction in both linguistic metrics when instructors transitioned into active evaluation phases. The group mean for “MATTR” dropped from 0.63 to 0.52, while the mean lexical density declined from 46.1 percent to 37.5 percent during active testing loops. This structural contraction was driven by a massive increase in formulaic question prompts and the purposeful repetition of target lexical items to prevent comprehension breakdowns. These results imply that interactive pedagogical tasks automatically trigger structural language simplification, meaning that teachers require explicit training in micro linguistic management to ensure that temporary input simplification is balanced by deliberate phases of lexical enrichment.
THE RELATIONSHIP BETWEEN SELF-EFFICACY AND MOTIVATION IN EFL WRITING: EVIDENCE FROM AN INDONESIAN ISLAMIC UNIVERSITY Galang Tirta Yudha; Margana Margana; Satria Adi Pradana
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19988

Abstract

English language proficiency, particularly writing skills, is increasingly crucial for academic and professional success. However, EFL (English as a Foreign Language) learners, especially in non-English speaking countries like Indonesia, face significant challenges. This study investigated the relationship between writing self-efficacy and writing motivation among EFL learners within the unique context of an Indonesian Islamic university, a setting where the influence of Islamic values and local culture on these constructs remains under-explored. The aim was to determine the strength and direction of the relationship between self-efficacy and motivation in EFL writing among this specific population. A quantitative, correlational design was employed, using questionnaires based on Bandura’s (1997) social cognitive theory and Ryan and Deci’s (2000) self-determination theory. Participants were 48 fourth-semester English Education students at UIN Raden Intan Lampung, selected through simple random sampling. Data were collected via Google Forms and analyzed using R Studio, including descriptive statistics, reliability analysis (Cronbach’s alpha), and Pearson’s correlation. The results revealed moderately high levels of both writing self-efficacy (M = 2.90, SD = 0.25) and writing motivation (M = 2.90, SD = 0.22). A statistically significant positive correlation was found between writing self-efficacy and writing motivation, r(46) = 0.49, p < .001, indicating a medium effect size. This finding suggests that students with higher confidence in their writing abilities also tended to be more motivated to engage in English writing tasks. The study contributes to understanding the dynamics of EFL writing in a specific cultural and religious context, highlighting the importance of fostering both self-efficacy and motivation in EFL instruction within Indonesian Islamic higher education, and has implications for curriculum developers.
Utilizing Semantic Mapping Strategy to Improve the Reading Comprehension of the Eleventh-Grade Students of SMA Negeri 1 Malinau Linda Parabak Mangori; Margana Margana
International Journal of Educational Development Vol. 3 No. 3 (2026): July : International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i3.488

Abstract

The objectives of this study were: (1) to describe how the implementation of Semantic Mapping Strategy improves the reading comprehension of eleventh graders at SMA Negeri 1 Malinau, and (2) to determine the extent to which the implementation of Semantic Mapping Strategy improves students’ reading comprehension. This study employed Classroom Action Research (CAR) by adapting the procedures proposed by Kemmis and McTaggart, which include planning, action, observation, and reflection. The participants of this research were eleventh-grade students, with a total of 20 students selected purposively based on preliminary observation indicating that they experienced difficulties in comprehending narrative texts. The research was conducted in two cycles, and the data were collected through reading comprehension tests, observation sheets and interview. The data were analyzed using descriptive quantitative. The findings revealed that the implementation of the Semantic Mapping Strategy was effective in improving students’ reading comprehension of narrative texts. Based on the qualitative data, the strategy created a more interactive, student-centered, and meaningful learning environment, which increased students’ participation, motivation, and confidence during the learning process. Meanwhile, the quantitative data showed a significant improvement in students’ reading comprehension scores, as evidenced by the increase from the pre-test score of 56.75 to the post-test score of 91.5, with all students achieving the minimum mastery criterion (KKTP) in the post-test. In conclusion, the results of this study indicate that the implementation of the Semantic Mapping Strategy is effective in improving students’ reading comprehension of narrative texts at the eleventh grade of the senior high school.
Classroom Evaluation of Deep Learning: Effects on Reading Comprehension among Seventh Graders in Indonesia Rozanah Katrina Herda; Margana Margana; Binar Winantaka; Jeffri Dian Andika; Syafruddin Syafruddin; Fauziyyah Mufida Suni; Mutiara Angelina Octavia Subekti; Bazilah Raihan Mat Shawal
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22149

Abstract

In Indonesian instructional design, the principles of mindful, meaningful, and joyful learning have guided efforts to create engaging learning experiences in a deep learning nuance. Building on this foundation, deep learning has been increasingly recognized for its potential to strengthen students’ comprehension skills. This study assesses the effectiveness of a deep learning approach in enhancing reading comprehension among seventh-grade students in Indonesia and examines students’ perspectives on learning. Employing a quasi-experimental one-group pretest–posttest design, the study was conducted at a state junior high school with 32 students and included quantitative data from pretests and posttests, followed by qualitative data from semi-structured interviews with students and teachers. The quantitative results showed a significant improvement in reading comprehension, indicating that the deep learning approach effectively enhanced students’ reading performance. Qualitative findings supported this outcome, revealing increased student confidence and participation. These findings suggest that structured deep learning activities, combined with a supportive environment, foster greater student engagement and reading comprehension.
Co-Authors 'Ain, Qurrata - Mulyono, - Abd. Syakur Abda Abda Adriani Yulia Purwaningrum Afrezah, Novela Nur Aguilar Principe, Regine Agus Widyantoro Ahmad Hamim Su’udy ali fauzi Alwiyah, Tuti Ammar, Faris Faishal Amrih Bekti Utami, Amrih Bekti Anang Tri Wahyudi Andi Masniati Andika, Jeffri Dian Anis Roihatin Anita Triastuti Anita Wijayanti Annisa Jihan Salsabil Anwar Effendi Apriliani, Maria Kanisia Ari Nurhayati Ari Purnawan Arifiyanti, Nurul Aristarchus Pranayama Ashadi Ashadi, Ashadi Asrimawati, Inayati Fitriyah Atakuziev, Murodjon Atmojo, Slamet Priyo Aulia, Nur Fatowil Ayudya Whardani Azalia, Syafina Bazilah Raihan Mat Shawal Berutu, Nursah Nola Binar Winantaka Bono Bono Brilliyan, Yoga Rizky Budhi Prasetiyo Budhi Prasetyo Bunga Putri Maulia Canape, Lorralie F. Dara, Sari Wulan David Hermawan Dewayanti, Desakh Putu Setyalika Putri DH, Yusuf Diyah Herawati Dyah Setyowati Ciptaningrum Eisenring, Moh. Abraham Akbar Elis Susanti Endang Nurhayati Endang Widiyastuti Esterica Yunianti, Esterica Esti Junining F Gatot Sumarno, F Gatot F. Gatot Sumarno, F. Gatot Fakhri Dzulfikar, Hafidh Fani Nabila Titania Fanny Nathalia Budiyanto Fauziyyah Mufida Suni febriyanti febriyanti Fitriani, Lina Ulfa Frindy Aprilianto, Frindy Fuad Ardiansyah Gabrielle Jesslyn Tjahjono Galang Tirta Yudha Gatot Suwoto Gita Atibrata, Tyas Gregorius Jhonathan Gultom, Aryadi Manuel H, Yusuf Dewantoro Haan, Videlindah Ani Sophiandry Hafid Hafid Hamim Su'udy, Ahmad Hapni Nurliana H.D Hasibuan Hasti Robiasih, Hasti Henaulu, Alfan Henisah, Ratih Hermawan, Baktiyar Mei Hermawan, David Hillario Satria Humaera Silvia Maristy Huseinjon Salimov Ibrahim, Nandhi Lathief Ihtiara Fitrianingsih Iswidayati, Iswidayati Jeffri Dian Andika Jinabe, Megan Kadavi, Fadhil Muhammad Katrina Herda, Rozanah Khan , Humaira Sharmin Khoiroh, Ikhwatinah Khusnul Laely Kozuka, Yoshitaka Kurnia Lestari Kusuma, Vinsensius Galuh Kusumayanthi, Susie Lelono, Sabar Lestari, Muji Budi Lilis Madyawati Linda Parabak Mangori Luthfiana, Nadia Tasya Ayu Lystiana Nurhayat Hakim M. Sukarno M. Zaenal Abidin Malisa, Malisa Maman Suryaman Maria Kanisia Apriliani Marliyati Marliyati, Marliyati Mikhael Parlindungan Hutasoit Mochammad Denny Surindra Mufliha, Wilda Nur Muhammad Danial Muhammad M Mujahidin muliyah, pipit Mulyono Mulyono Mungad Mungad Murni Sekar Pinilih Muryanto Musa Hefer Smas Mutalibovich, Sharipov Zabehullo Mutiara Angelina Octavia Subekti N., Ajie Pribadi Nanang Apriandi Nanang Yulianto Naufal Hanif, Daffa”™ Nita Maghfiratul Jannah Nita, Lutfia Rizka Noman Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nursah Nola Berutu Pasmanasari, Elta Diah Pradana, Satria Adi Pratomo Widodo Prawibowo, Hartanto Principe, Regine Aguilar Purwati W, Wiwik Purwati, Wiwik Putri, Farika Tono Putri, Reliska Yulita Qurrata 'Ain Rasman Rasman Ravi Zamzam Listiyapinto Rendi Dwi Putra Ria Cahyanti Ridho, M. Zainul Rifky Ismail Rihatmi Rihatmi Riris Handayani Robbaniyah, Inayatur Rohendi Rohidi, Tjetjep Rozanah Katrina Herda Rozanah Katrina Herda, Rozanah Katrina Rumbia, Aidin Rusdi Badri, Amal Sabar Lelono Sabat, Yulianto Sain, Zohaib Hassan Santhy Hawanti Santiana Santiana Saputra, Wiwin Saputro, Eko Prasetyo Nugroho Sari Wulan Dara Satria Adi Pradana Savitskaya, Elina S. Sesa, Haris Sharizan Sharizan Sibakhul Milad Malik Hidayatulloh Siti Mukminatun, Siti Slamet Priyoatmojo, Slamet Slamet Supriyadi Solikhin, Akhmad Riadzus Sony Kartika, Dharsono Soviyah, Soviyah Sugirin Sugirin Sukarno Sukarno Sulis Triyono Sulistyowati, Nina Suminto A. Sayuti Supriyo Supriyo Supriyo Surianti, Andi Suwarti Suwarti Syafruddin Syafruddin Tyas Gita Atibrata Videlindah Ani Sophiandry Haan W, wiwik Purwati Wahyono Wahyono Wahyuningtyas, Saskia Wening Sahayu Widya Larassanti, Sri Wiwik Purwati Widyaningsih Wiwin Saputra Yayan Putra Jatmika Yingfan, Miao Yudha, Galang Tirta Yuli Nurmala Sari Yuli Nurmala Sari Yulia Agustina Yulia Indah Sari Nasution Yulianto, Nanang Yusuf Dewantoro Herlambang Yuyun Yulia