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All Journal Humaniora Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian Humaniora DIKSI Litera Nusa: Jurnal Ilmu Bahasa dan Sastra Jurnal Penelitian dan Pengembangan Pendidikan Sosiohumaniora Jurnal Pendidikan Humaniora 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 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 Journal of Society Innovation and Development (JSID) Journal of Mechanical Engineering and Applied Technology Jurnal Literasi Digital 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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Analyzing the Role of Rainbow Card in Improving EFL Students’ Reading Comprehension through Descriptive Text Mufliha, Wilda Nur; Margana, Margana; Abidin, M. Zaenal; Robbaniyah, Inayatur; Ridho, M. Zainul; Malisa, Malisa; Fitriani, Lina Ulfa; Andika, Jeffri Dian
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11514

Abstract

The development of reading comprehension is an important skill that helps students with a variety of academic assignments. It facilitates their ability to comprehend textual information and to analyze, clarify, and articulate their own opinions about them. Consequently, students are required to strengthen their comprehension of textual content through the academic assignments that their teachers provide. One of reading comprehension's main goals is to help students become better readers by helping them understand texts properly. This research aim was to analyze the role of rainbow card strategy in efl learning context by emphasizing reading ability. The method of this study was mixed method with a classroom action research design adopted from Kemmis & M. Taggard. The participant of this research was student’s eighth grade students consist of 30 students. The data collection was in form of observation, written test, and interview for both students and a teacher. The findings of this study indicated that appropriate reading strategies such as rainbow card technique play an important role in enhancing the reading comprehension abilities of EFL students.. A further result was also described in cycle two and three in which significantly improved students’ comprehension. Nonetheless, in the first of cycle, the statistical data indicated low improvement due to the limited time and new approach. At the same time, a new innovation and approach in pedagogy was needed in order to improve the learning and teaching outcomes. Finally, the research emphasized the significance of adopting innovative pedagogical practices to cultivate a more engaging and impactful learning due to the limitation of the students’ interest and comprehension in reading.
Implementing the Merdeka Curriculum in English Language Teaching at Rumah Belajar Aksi-Inspirasi: A Case Study of Strategies and Challenges Haan, Videlindah Ani Sophiandry; Margana, Margana; Apriliani, Maria Kanisia
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12867

Abstract

The primary aim of this study was to explore the implementation of the Merdeka Curriculum in English language teaching at Rumah Belajar-Aksi Inspirasi, focusing specifically on the development of lesson plans, the instructional process, and the assessment strategies employed by three English teachers in Sleman, Yogyakarta, Indonesia. This qualitative case study utilized descriptive analysis, employing structured interviews, classroom observations, and an analysis of instructional documents for data collection. The findings reveal that teachers implement the Merdeka Curriculum through three primary strategies: CERIA, Game-Based Learning (GBL), and Jigsaw. They adapt textbooks provided by the Indonesian Ministry of Education and Culture to fit their classroom context and incorporate a range of educational tools, including laptops, cell phones, and interactive websites such as Wordwall, Gemary, and Quiz. Both formative and summative assessments are conducted at the end of each session, resulting in 85% of students demonstrating increased engagement and comprehension. The study highlights the significance of these strategies in enhancing the teaching and learning process and offers insights into the effective implementation of the Merdeka Curriculum in English language education. 
Optimizing Whatsapp Features in Improving English Speaking Proficiency: A Classroom Action Research Sesa, Haris; Margana, Margana
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13347

Abstract

The problem underlying this study is the low level of English proficiency among students, while the importance of technology in education is increasingly recognized. To overcome this, the study implements a Classroom Action Research (CAR) approach by using WhatsApp features such as voice messages and video calls as media to encourage students to practice speaking. The purpose of this action is to provide opportunities for students to develop their speaking proficiency. This research was conducted through three cycles of action involving the planning, implementation, observation, and reflection stages. Data were collected through pre-tests, observations during cycles one, two, and three, and interviews with students. Data analysis focused on measuring the increase in speaking fluency, reduction in pronunciation errors, decrease in the frequency of pauses, and increase in students' confidence levels, as part of the reflection process in each cycle. The results of the action cycles showed a significant increase in students' speaking fluency. In the first cycle, many students reached 81-90 words per minute, while in the second cycle, the speaking rate increased to 91-100 words per minute. Some students even reached 100-110 words per minute in the third cycle. The frequency of pronunciation errors decreased consistently, and no students showed an increase in the number of errors after the actions in each cycle. The decrease in the frequency of pauses during speaking also indicated an increase in students' fluency and confidence. Overall, the reflections from these CAR cycles indicate that the use of the WhatsApp features is contributes in increasing speaking fluency, reducing pronunciation errors, decreasing the frequency of pauses, and increasing students' confidence in speaking English. However, further action cycles are needed to continue to support students who are still at a low level of fluency and help more students achieve the expected standard.
Pre-service English Teachers’ Perceptions of Artificial Intelligence (AI) in Project Based Learning in Teaching English for Young Learners Soviyah, Soviyah; Margana, Margana; Canape, Lorralie F.; Febriyanti, Febriyanti
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16688

Abstract

This study investigates how pre-service teachers specializing in Teaching English to Young Learners (TEYL) perceive and utilize Artificial Intelligence (AI) tools within Project-Based Learning (PBL), a context that remains underexplored in teacher education research. While AI adoption in education is growing, little is known about its role in supporting pre-service teachers’ creativity, pedagogical decision-making, and reflective practice in TEYL settings. To address this gap, a sequential explanatory mixed-methods design was employed, combining a survey of 50 Indonesian pre-service TEYL teachers with follow-up interviews with six purposively selected participants. This design was chosen to capture broad patterns of perception and then enrich them with contextualized insights. Data were collected using a questionnaire grounded in the Technology Acceptance Model (TAM) and semi-structured interviews, with quantitative analysis conducted through descriptive statistics and qualitative data analyzed thematically. Findings indicate high acceptance of AI, with participants valuing its ease of use and positive contribution to project work, particularly in brainstorming ideas and supporting design. At the same time, concerns emerged regarding overreliance, reduced critical thinking, and occasional unreliability of AI-generated content. These results highlight both the opportunities and risks of AI integration in TEYL teacher education. The study concludes that teacher education programs should embed AI literacy, promote reflective pedagogy, and design scaffolded PBL activities that balance technological support with the development of creativity, ethical awareness, and learner autonomy.
A LOOK AT ELIZABETH GILBERT’S REPERTOIRE IN EAT, PRAY, LOVE: AN ANALYSIS OF WOLFGANG ISER’S AESTHETIC RESPONSE Kusumayanthi, Susie; Sayuti, Suminto A; Suryaman, Maman; Margana; Widyantoro, Agus
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.116

Abstract

This study aims to explore Elizabeth Gilbert's repertoire on the island of Bali in the novel Eat, Pray, Love and to reveal what Elizabeth Gilbert wants to convey through the novel. Eat, Pray, Love tells the story of Gilbert's journey in seeking inner peace in three countries, namely Italy, India, and Indonesia where each country gives her a different aspect of life. This research focuses on Elizabeth Gilbert's repertoire on her trip to the island of Bali in terms of Wolfgang Iser's Aesthetic Response theory. The data source of this research is a novel by Elizabeth Gilbert which was published in 2006 by Viking Penguin, USA. This research was conducted by tracing the reality of terrorism that had occurred in America in 2001 and in Bali in 2002 as the background. The data collection technique was carried out by reading notes accompanied by a careful and thorough recording of the entire novel related to Elizabeth Gilbert's repertoire. This research technique is carried out through the following steps: reading, identification, classification, interpretation, and inference. The results of this study are not directed at static and absolute meanings, but meanings that continue to move according to the expectations of each reader. Thus, science will continue to roll as the process of reading each at different times and socio-cultural realities.
English Materials Development Oriented to Left and Right Brains Accommodation for Senior High School Maulia, Bunga Putri; Margana, Margana
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 2 (2024): 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.v16i2.5061

Abstract

This research aims to analyze the development of left and right brain accommodation-oriented English language material for high school. This study applied Research and Development research design to general the English material whole accommodated the right brain and left brain. This study voluntarily involved the tent grade students at SMA Negeri 7 Yogyakarta who consisted of 89 students to fill in the questionnaire which dealt with target needs and learning needs. The materials development approach used in this research was based on The Dick and Carey model which included conducting a needs analysis, designing syllabus, developing the draft of the materials, validating the English materials from experts, and doing try-out. The result of the study shows that the developed English materials are appropriate for the students referring to the experts’ responses to the questionnaire with the average score from expert judgement 1 is 3.68, and from expert judgement 2 is 3.67. This is supported by students’ responses to the questionnaire with average score 3.05. This suggests that the English materials facilitate students to accommodate both sides of their brain.
The Needs of Teaching English Using Brain-Based Learning in 21st Century Era Winantaka, Binar; Katrina Herda, Rozanah; Sulistyowati, Nina; Margana, Margana; Mukminatun, Siti; Aguilar Principe, Regine; Yingfan, Miao
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i2.1845

Abstract

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.
THE FEELING UNDERSTANDING AND VALUES OF THE DEAF CHILDREN 'Ain, Qurrata; Margana, Margana
Lire Journal (Journal of Linguistics and Literature) Vol. 3 No. 1 (2019): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v3i1.40

Abstract

Deaf children have a language to communicate with each other. It is known as sign language. The sign language has grammatical, morpheme, syntactical and semantically rules. It can be helped the deaf children to understand the signs. The disability people or gift children have an equal with normal people. So, they deserve to get what they want and communicate with each other. Generally, the grammar of sign language for deaf people has used hand shape or movement even facial expression or body movement. This article has aimed to expose the ability of deaf children to understand the feelings and values of others. It refers to social and cognitive development. Deaf children have access to communicate how peoples’ interaction and explanation for behaviors to get better social dynamics as an advantage in cognitive development. The deaf children often show the behavior problem and inconsistent social and sometimes they could not understand social rules.
TEACHER BELIEFS OF ENGLISH GRAMMAR INSTRUCTION IN MERDEKA CURRICULUM Azalia, Syafina; Triastuti, Anita; Margana, Margana
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4194

Abstract

As one of the essential elements in mastering the English language, grammar teaching remains a subject of debate. While the Merdeka curriculum encourages students to be more active in class and become independent learners, some teachers prefer to teach grammar in an isolated and explicit manner, while others believe in teaching grammar implicitly and within context. Given this issue, understanding teachers' beliefs about grammar is crucial to uncovering how they teach it in the classroom. This study aims to explore the teaching practices of two teachers at a reputable high school in Yogyakarta. Employing a descriptive qualitative method, the study used observation and open-ended interviews to gather data. In analyzing the data, the study applied the framework of Graus & Coppen (2016) to specify the grammar instruction strategies used by the teachers. The findings revealed that both teachers align with the goals of the Merdeka curriculum, which aims to foster independent learning by implementing various grammar instruction methods, such as Meaning-Focused Instruction that emphasizes linguistic function rather than form, Focus on Form (FonF) technique that concentrate on correcting grammar errors through student reflection rather than direct error correction, Implicit instruction which integrates grammar learning in real-life contexts, and Inductive Teaching Strategies that encourage critical thinking by having students deduce grammar rules from examples in the text rather than being explicitly taught the rules. Therefore, this study demonstrates that both teachers' methods align with the goals of the Merdeka curriculum.
Mapping cohesive device usage to analyse non-native writers' needs in academic English Ashadi, Ashadi; Margana, Margana; Mukminatun, Siti
LingTera Vol. 7 No. 2 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i2.30187

Abstract

Native or non-native English-speaking academics are compelled to write scientific articles in internationally reputable indexed journals today. With high demand of academic English, more and more articles are rejected by the editorial board for various reasons, mainly in the cohesion and coherence of their writing. This research seeks to map the types and patterns of cohesive device used to support the coherence of scientific articles. Employing a descriptive qualitative approach, this study compared the use of cohesion devices (CD) by both groups' writing (native & non-native) to further bridge the difficulties faced by non-native writers in shaping their academic writing cohesively and coherently. This study may also serve as a needs analysis that allows for the creation of models, materials, and teaching approaches to scientific article writing for learners of English as a foreign language. 
Co-Authors 'Ain, Qurrata - Mulyono, - Abd. Syakur Abda Abda Adriani Yulia Purwaningrum Afrezah, Novela Nur Aguilar Principe, Regine Agus Widyantoro Ahmad Hamim Su’udy Al Rasyid, Zya Jamaluddin 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 Berutu, Nursah Nola Binar Winantaka Binar Winantaka, Binar Bono Bono Brilliyan, Yoga Rizky Budhi Prasetiyo Budhi Prasetyo Bunga Putri Maulia Canape, Lorralie F. Dara, Sari Wulan Dewayanti, Desakh Putu Setyalika Putri DH, Yusuf Diyah Herawati Dyah Setyowati Ciptaningrum Eisenring, Moh. Abraham Akbar Endang Nurhayati 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 febriyanti febriyanti Fitriani, Lina Ulfa Frindy Aprilianto, Frindy Fuad Ardiansyah G.A.P. Suprianti 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 Indrawati, Ragil Tri Iswidayati, Iswidayati Jinabe, Megan Kadavi, Fadhil Muhammad Katrina Herda, Rozanah Khan , Humaira Sharmin Khoiroh, Ikhwatinah Khusnul Laely Konradus Silvester Jenahut Kozuka, Yoshitaka Kurnia Lestari Kusuma, Vinsensius Galuh Kusumayanthi, Susie Lamri Lelono, Sabar Lestari, Muji Budi Lilis Madyawati Luthfiana, Nadia Tasya Ayu Lystiana Nurhayat Hakim M. Sukarno M. Zaenal Abidin Malisa, Malisa Maman Suryaman Maria Kanisia Apriliani Marliyati Marliyati, Marliyati Mat Shawal, Bazilah Raihan 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 Muztaba, Robiatul N., Ajie Pribadi Nanang Apriandi 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 Pradana, Wisnu Dyka 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 Ria Cahyanti Ridho, M. Zainul Rifky Ismail Rihatmi Rihatmi Riris Handayani Robbaniyah, Inayatur Rohendi Rohidi, Tjetjep Rozanah Katrina Herda, Rozanah Katrina Rumbia, Aidin Rusdi Badri, Amal Sabat, Yulianto Safa, Bilqis Salsabila S. Safriana, Eni Sain, Zohaib Hassan Sandi, Dianisa Khoirum Santhy Hawanti Santiana Santiana Saputra, Wiwin Saputro, Eko Prasetyo Nugroho 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 Solly Aryza Sony Kartika, Dharsono Soviyah, Soviyah Subekti, Mutiara Angelina Octavia Sugirin Sugirin Sukarno Sukarno Sulis Triyono Sulistyowati, Nina Suminto A. Sayuti Suni, Fauziyyah Mufida 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 Yingfan, Miao Yudha, Galang Tirta Yudha, Venditas Yuli Nurmala Sari Yuli Nurmala Sari Yulia Agustina Yulia Indah Sari Nasution Yulianto, Nanang Yusuf Dewantoro Herlambang Yuyun Yulia