Article Per Year (5 Year)
p-Index From 2021 - 2026
3.624
P-Index
This Author published in this journals
All Journal English Teaching Journal : A Journal of English Literature, Language, and Education ELS Journal on Interdisciplinary Studies in Humanities Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Journal of Innovation in Educational and Cultural Research Edukasi: Journal of Educational Research Journal Corner of Education, Linguistics, and Literature JELL (Journal of English Language Learning Jurnal Pemberdayaan Masyarakat Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Mestaka: Jurnal Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Pascasarjana Jurnal Cendekia Mengabdi Berinovasi dan Berkarya Journal of Education Sciences (Edusci) TarbiyahMU Journal of Society and Development International Journal of Educational Qualitative Quantitative Research Immortalis Journal of Interdisciplinary Studies
Lanlan Muhria
Universitas Sindang Kasih Majalengka, West Java, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
PENGGUNAAN METODE FONIK BERBANTUAN FUZZLE DALAM MENINGKATKAN KETERAMPILAN MEMBACA PERMULAAN SISWA Sari, Endah Meilani; Yudin, Jaki; Muhria, Lanlan
Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Vol 7 No 2 (2024): Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah dan Asing
Publisher : LPPM Universitas PGRI Silampari Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/silamparibisa.v7i2.3266

Abstract

Penelitian ini bertujuan untuk memberikan alternatif solusi terhadap rendahnya keterampilan membaca permulaan pada anak usia Sekolah Dasar. Salah satu solusi yang ditawarkan adalah menggunakan metode fonik berbantuan fuzzle. Melalui penggunaan metode ini, diharapkan terjadi peningkatan keterampilan membaca permulaan pada siswa. Jenis penelitian Tindakan Kelas (PTK) ini dilakukan dengan model Kurt Lewin. Terdiri dari dua siklus, tindakan dilakukan dalam empat tahap: perencanaan, pelaksanaan, pengamatan, dan refleksi. Data penelitian diperoleh melalui observasi, wawancara, penilaian, dan dokumentasi. Hasil penelitian menunjukkan bahwa hasil belajar pada keterampilan membaca permulaan peserta didik dengan metode fonik berbantuan fuzzle menunjukkan peningkatan pada aspek ketuntasan belajar peserta didik di setiap siklus. Misalnya, pada siklus I, 21 peserta didik mencapai KKM dengan prosentase 75%, nilai rata-rata 71,25, dan pada siklus II, 24 peserta didik mencapai KKM dengan prosentase 86%, nilai rata-rata 73,04%. Hal ini menunjukkan bahwa terdapat peningkatan pada aspek ketuntasan belajar peserta didik di setiap siklus. Dengan demikian, maka penggunaan metode fonik berbantuan fuzzle mampu menuntaskan dan meningkatkan keterampilan membaca permulaan peserta didik
Fostering Cross-cultural Competence and Reading Comprehension through Digital Shared Reading in an Indonesian EFL Classroom Lanlan Muhria; Tabrani ZA; Vinsensia Anisa Citta Erydani; Desi Surlitasari Dewi; Mohammed Abbas Mahdi
Journal of Innovation in Educational and Cultural Research Vol 6, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i3.2433

Abstract

Reading comprehension requires linguistic proficiency and the capacity to understand and interpret cultural elements embedded in the texts. However, many EFL students struggle with cross-cultural competence, affecting their comprehension of diverse reading materials. This study investigates the effectiveness of digital shared reading in enhancing both reading comprehension and cross-cultural competence among junior high school students in Indonesia. Employing a pre-experimental pre-test post-test design, the study involved 34 students in a structured digital shared reading intervention. Data were collected through reading comprehension tests and the Cultural Intelligence Scale (CQ) by Ang and Dyne. The results, analyzed using paired sample t-tests, indicated a statistically significant improvement in reading comprehension (t = -10.539, p = .000) and cross-cultural competence (t = -14.457, p = .000) after the intervention. These findings demonstrate the potential of digital shared reading as an effective pedagogical tool to foster cross-cultural awareness and enhance reading comprehension in EFL settings. This study contributes to educational research by showcasing how digital literacy and cultural exposure can be integrated into language learning.
The Use of Xmind Assisted Mind Mapping Technique In Improving Students' Review Writing Skills Wiarsih, Asih; Muhria, Lanlan
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 4 (2025): May
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i4.474

Abstract

This research is motivated by the lack of students' writing skills in review texts, which is caused by the limited learning strategies that can facilitate critical and systematic thinking processes. The objective of this study  is to determine the improvement of students' review writing skills through mind-mapping techniques assisted by Xmind. This study uses the type of Classroom Action Research, which is carried out through actions consisting of 2 cycles, where each cycle has four stages: planning, implementation, observation, and reflection. Research data were obtained using data collection techniques in the form of observation, interviews, assessments, and documentation. The study showed that students' review writing skills with mind-mapping techniques assisted by Xmind had increased significantly. The average score of students' review writing skills increased in each cycle, with an average score of 70.45 for cycle I and 86.81 for cycle II. The cycle I review writing test results showed that 29 students (76.32%) achieved completeness and increased. Thus, the mind mapping technique assisted by Xmind is effectively used as a learning strategy to improve students' review writing skills. Integration of this technique into the writing learning curriculum in higher education is recommended, especially to solve the classic challenges in teaching writing.
Analyzing Lexico-Grammar in EFL Learners’ Argumentative Essays Using the Transitivity System: Analisis Leksiko-Gramatika dalam Esai Argumentatif Pembelajar EFL dengan Menggunakan Sistem Transitivitas Nurkholidah, Endang Siti; Muhria, Lanlan
Edukasi: Journal of Educational Research Vol. 5 No. 1 (2025)
Publisher : CV. Media Publikasi Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/edukasi.v5i1.283

Abstract

This study aims to examine the lexico-grammatical choices in an EFL learner’s argumentative essay using the transitivity system. It seeks to assess the quality of the learner’s writing to help improve their writing ability. The study also explores the experiential meaning constructed by the learner to persuade the reader through her argumentative text. In terms of methodology, this research employs document analysis to investigate the transitivity system. The data is from an argumentative essay written by an EFL learner at a state university in Cirebon. A qualitative approach is used, specifically textual analysis, a data analysis method that closely examines texts' content, meaning, structure, and discourse. The result shows that the material process takes over half of the portions of all process types. It indicates that the EFL Learner only serves a few arguments in the text. Thus, the argumentative essay text written by EFL learners has not fulfilled the standard quality of writing an argumentative essay. It is clearly shown from the result of finding process types, which should be mental and verbal processes as the highest portions in the text. This study contributes to the understanding of how transitivity analysis can reveal the strengths and weaknesses in EFL learners' argumentative writing, with implications for developing more targeted pedagogical strategies to enhance students' ability to construct effective arguments.
Nursing Students’ Perceptions of Project-Based Learning to Enhance English Proficiency: A Descriptive Quantitative Study: Persepsi Mahasiswa Keperawatan tentang Pembelajaran Berbasis Proyek untuk Meningkatkan Kemampuan Bahasa Inggris: Studi Kuantitatif Deskriptif Kurnihayati, Kurnihayati; Solihin, Rully Khoeru; Muhria, Lanlan
Journal of Society and Development Vol. 5 No. 1 (2025)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v5i1.299

Abstract

In today’s globalized healthcare environment, English proficiency is essential for nursing professionals to access international resources, communicate across cultures, and deliver high-quality care. This study investigates nursing students’ perceptions of Project-Based Learning (PjBL) as a strategy to enhance English language skills within clinical and academic contexts. A descriptive quantitative study was conducted at the Nursing Department of Universitas Muhammadiyah Ahmad Dahlan Cirebon, involving 56 students enrolled in an English for Specific Purposes (ESP) course. Data were gathered through a Likert-scale questionnaire focusing on aspects such as motivation, inquiry, planning, and relevance to clinical practice. The findings indicate that students perceive PjBL as highly effective in connecting classroom English learning to real-world nursing tasks. Reported benefits include increased motivation, improved critical thinking, enhanced self-directed learning, and stronger professional communication. Students also expressed high engagement and satisfaction due to the authenticity and relevance of the tasks. The study concludes that integrating PjBL into ESP instruction for nursing students can significantly improve both language proficiency and clinical readiness. These results highlight the pedagogical value of PjBL in nursing education and suggest further research to examine its long-term effects on language retention and professional performance.
Digital-Assisted Direct Reading Approach: Strengthening Student Engagement and Motivation in English Learning: Pendekatan Membaca Langsung Berbantuan Digital: Memperkuat Keterlibatan dan Motivasi Siswa Dalam Pembelajaran Bahasa Inggris Muhria, Lanlan; Kurnihayati, Kurnihayati; Solihin, Rully Khoeru; Sundari, Fina Dewi
Journal of Society and Development Vol. 5 No. 1 (2025)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v5i1.305

Abstract

Digital technology has significantly transformed the world of education. This includes English language learning, which still faces challenges due to student unmotivation and disengagement. The direct reading method has been proven effective in improving intensive and extensive reading skills, but if not combined with creative strategies, this method is often perceived as monotonous. Therefore, digital technology helps increase student motivation and engagement in reading and learning. This study employed a quasi-experimental method and a pretest-posttest control group design. Students selected through purposive sampling were 11th-grade students from a high school in Majalengka. Two classes served as samples. The experimental class, consisting of more than 35 students, used the digitally assisted direct reading method, while the control class used conventional methods. Research tools included reading comprehension tests, motivation questionnaires, observations, and semi-structured interviews. T-tests and effect sizes were used to analyze qualitative data; source triangulation was used for quantitative data. The results showed that the experimental group had significantly improved compared to the control group. The average reading comprehension score in the experimental group increased from 65.2 to 81.7, while in the control group, it increased from 64.8 to 72.4 (p = 0.001; d = 0.85). Student motivation in the experimental group increased from 3.21 to 4.12, while in the control group it only increased from 3.18 to 3.54. In the experimental group, student engagement in behavioral, emotional, and cognitive aspects increased significantly. Therefore, this study concludes that incorporating digital technology into the direct reading method is proven effective in improving student comprehension, increasing motivation, and engagement. Moreover, this is an appropriate approach to meet the learning needs of the modern generation.
Implementation of the Direct Reading Method Assisted by Digital Media to Improve English Vocabulary Mastery: Penerapan Metode Membaca Langsung Berbantuan Media Digital dalam Meningkatkan Penguasaan Kosakata Bahasa Inggris Muhria, Lanlan; Kholidah, Endang Siti Nur; Solihin, Rully Khoeru
Journal of Society and Development Vol. 4 No. 2 (2024)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v4i2.306

Abstract

Vocabulary mastery is a fundamental component of English learning that underpins students’ ability to read, write, speak, and listen effectively. However, many Indonesian learners still rely on passive memorization and translation strategies, which are less effective for long-term vocabulary retention and communicative competence. This study investigates the application of the Direct Reading Method assisted by digital media as an innovative strategy to improve students’ English vocabulary mastery. The integration of digital resources, such as interactive e-books, vocabulary applications, and multimodal content, aims to create a more contextual, engaging, and effective learning environment that meets the needs of the digital generation. This research employed a quasi-experimental design with a pretest-posttest control group. Participants were high school students selected purposively based on low initial vocabulary scores and access to digital devices. Data were collected using vocabulary tests, observation sheets, and motivation questionnaires. Quantitative data were analyzed through t-tests, while qualitative findings were drawn from observations and student responses. The findings demonstrate that the experimental group, taught using the Direct Reading Method with digital media, showed significantly greater improvement in vocabulary mastery than the control group taught with conventional methods. The experimental group’s average score increased by +23.4 compared to +11.3 in the control group, with statistical tests confirming significant differences (p < 0.01). Furthermore, students in the experimental group exhibited higher engagement (82%), stronger motivation, and a greater desire to continue using the method. In conclusion, combining Direct Reading with digital media not only enhances vocabulary mastery but also fosters active participation and learning motivation. This approach offers an effective, interactive, and technology-integrated model of vocabulary learning suitable for 21st-century education.
Students’ Perception on Using Google Classroom to Improve English Writing Skills Solihin, Rully Khoeru; Muhria, Lanlan; Wiarsih, Asih; Supriatna, Nana
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 1 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i1.96

Abstract

Google Classroom is a widely used feature by educators to help them submit and organize student assignments. The objective of this study is to ascertain students' perspectives on the utilisation of Google Classroom in English classes. The method used a qualitative research design involving STKIP Yasika Majalengka students who had used Google Classroom in English courses in the first semester with a sample of 120 students. Data was collected via surveys and interviews The acquired data was examined through the process of theme analysis. The findings revealed that college students consider Google Classroom a helpful tool that helps them turn in assignments easily and manage tasks better. Therefore, it can be concluded that Google Classroom is helpful for lecturers and students in improving their writing skills in English courses. The incorporation of technology into education is anticipated to foster the development of a dynamic learning environment. Technology has the potential to enhance the educational process by offering a wide range of tools and resources that assist students and instructors in achieving their learning objectives with greater efficiency. This study contributes valuable insights into students' perspectives regarding using Google Classroom facilities to enhance learning without disrupting the learning process.
Revolutionizing Children's English Vocabulary Acquisition: The Power of Games “My Talking Tom” Supriatna, Nana; Muhria, Lanlan; Rofi’i , Agus
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 1 (2024): August
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i1.306

Abstract

This study examines how interactive digital games, particularly "My Talking Tom," can transform how children acquire English vocabulary. By focusing on this popular virtual pet game, the research assesses its effectiveness in combining entertainment with educational benefits. Using a descriptive qualitative case study approach grounded in Skinner's theory, data were collected through direct observation. , the study investigates how the game's features—such as its dialogue, character interactions, and context-based language—aid in vocabulary learning. The results indicate that "My Talking Tom" captivates children and enhances their vocabulary skills through engaging and practical language exposure. The study highlights the potential for digital games as innovative educational tools, suggesting a shift in traditional language learning methods through technology.
The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students Manuhutu, Natalia; Fachrul Islam, Ruckmana; Winarsih, Sri; Sartika, Dewi; Muhria, Lanlan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47918

Abstract

This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p < .001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p < .001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p = .002) and feedback mode (F = 5.921, p = .027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p = .002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.
Co-Authors Aar Suhendi Ade Aspandi Adi Irfan Marjuqi Ahmad Lani Jaenudin Aip Syarifudin Alfin Arizki Aneu Sri Gusmayanti Annisa Marinovte Rahmatillah Arip Amin Asih Wiarsih Benny Anggara Dede Puadah Dedeh Nurrohmah Defit Mila Uswatun Nisa Desi Surlitasari Dewi DEWI SARTIKA Dhea Herdianti Dinda Maulida Elis Siti Solihah Fachrul Islam, Ruckmana Gilang Ramadhan Hagi Al Imam Hamdani, Haris Hanurajasa, Dhike Noordestiasari Hasanudin Ika Rostika Indri Zakiah Awaliyah Jaki Yudin Kholidah, Endang Siti Nur Kurnihayati, Kurnihayati Kusniah Kusniah Manuhutu, Natalia Mohammed Abbas Mahdi Nana Supriatna Nana Supriatna Nana Supriatna nurfirdaus, nunu Nurkholidah, Endang Siti Nurul Chamidah Rizqi Alviandi Rofi’i , Agus Sari, Endah Meilani Solihin, Rully Khoeru Sri Wahyuni Sri Winarsih Sri Wuli Fitriati Sundari, Fina Dewi Suwandi Suwandi Suwandi Suwandi Syarifudin, Aip Tabrani ZA Vinsensia Anisa Citta Erydani Wahyuni, Sri Wily Wandari Wulan Cahya Rengganis Yosi Rosilawati