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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education EXPOSURE JOURNAL AWLADY Jurnal Pendidikan Anak IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching PAEDAGOGIA Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Voices of English Language Education Society Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of Research on English and Language Learning (J-REaLL) Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) International Journal of Ethno-Sciences and Education Research Journal of Educational Sciences JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Tatar Pasundan: Jurnal Diklat Keagamaan JOTTER
Ruswandi, Riki
Univeristas Islam Nusantara
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Students’ Perceptions of Utilizing PBL (Project-Based Learning) Method and Using Video in Writing Narrative Texts Fauzia utamie , Mega Dinie; Ruswandi, Riki; Saili Rahmah , Leni
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6332

Abstract

The application of a Project-Based Learning (PBL) strategy and the use of video as a teaching medium for narrative writing are the main objectives of this project. The objective is to gauge the method's efficacy by looking at how grade XI students at SMA Negeri 21 Bandung perceive it. The study employs a survey design and a quantitative methodology. Descriptive statistical analysis and a questionnaire with a 5-level Likert scale were used to gather data. The validity and reliability of the research tool have been examined (Cronbach's Alpha = 0.906). The results showed that most students positively perceived PBL and video media, with an average score above 3.47 ("High" category). Students stated that PBL helps them understand the material, increase motivation, and study activeness. The implication is that video media effectively facilitates understanding concepts and increases writing confidence. This study implies that PBL and video media can be applied effectively in English language learning, significantly improving students' narrative text-writing skills. These two approaches may offer educators a workable way to raise the standard of writing instruction, particularly when it comes to teaching English.
THE EFFECTIVENESS OF USING PBL METHODS ON STUDENTS WRITING ABILITY IN SENIOR HIGH SCHOOL Auliya, Silma Nur Rifa; Ruswandi, Riki; Gaffar, Muhammad Andriana
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12260

Abstract

The Project-Based Learning (PBL) model is still rarely used in learning to write recount texts, even though it has significant potential to improve students' writing skills. Therefore, this research focuses on improving students' recount text writing skills using Project-Based Learning (PBL) models. It aims to see how effectively the PBL models can improve students' ability to write Recount Text for SMA Negeri 21 Bandung tenth-grade students. This research uses a quantitative approach with a survey design. The data collection technique for this research uses a questionnaire with the application of a five-point Likert scale with descriptive statistics analysis. Based on the survey, the findings of this research show that using the PBL models can effectively improve students' ability to write recount text. The survey results showed an average score of 3.74, with 7.4% of respondents strongly agreeing, 61.1% agreeing, 29.6% neutral, and 1.9% disagreeing. In addition, student perceptions state that this model helps learning and increases Motivation and engagement. The survey revealed that students felt more motivated to write Recount Text after participating in PBL. The data showed that 5.6% of respondents strongly agreed, 55.6% agreed, and 37.0%  respondents were neutral. The study also found that PBL models involved students more in learning activities than other models, with an average score of 3.65. The implications of this research show that PBL improves students' ability to write recount texts by involving them in projects, providing constructive feedback, and increasing activity, Motivation, and creativity.
ENHANCING STUDENTS’ READING COMPREHENSION OF HORTATORY EXPOSITION TEXTS THROUGH THE THINK-PAIR-SHARE METHOD: A CLASSROOM RESEARCH STUDY Humaera, Sepya; Ruswandi, Riki; Hidayat, Hamdan
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10988

Abstract

This study explores the effectiveness of the Think-Pair-Share (TPS) method in improving students' reading comprehension of hortatory exposition texts. Conducted with 32 grade XI social studies students at SMA PGRI 2 Bandung, the research employed a quantitative approach using a survey design and purposive sampling. Data were collected through a validated questionnaire with 16 items rated on a five-point Likert scale. The TPS method was implemented over two cycles, and results showed significant improvements in students' reading comprehension and motivation. The average perception score was 3.78, with 65.6% of students agreeing or strongly agreeing that TPS facilitated their understanding of the text. Additionally, student motivation increased, with an average score of 3.81, reflecting enhanced engagement and active participation in learning activities. Reliability testing of the instrument yielded a Cronbach's Alpha value of 0.914, indicating high internal consistency. The study also highlighted the TPS method's ability to foster collaboration and critical thinking, as paired discussions enabled students to analyze arguments effectively and connect ideas within the text. These findings suggest that TPS is an effective strategy for improving comprehension and engagement in reading hortatory exposition texts, offering valuable insights for educators in creating interactive and collaborative learning environments.
THE INFLUENCE OF PRAGMATICS FAILURE IN CROSS-CULTURAL COMMUNICATION ON UNDERGRADUATE EFL STUDENTS Ruswandi, Riki; Zahra, Anastacia Fauzia Fazriatu; Wafiroh, Giska Hibbatin
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.10440

Abstract

This study aims to analyze pragmatic failures in cross-cultural communication. In communication, language is used, language is the most effective instrument that humans have to convey thoughts, ideas, and emotions, or even develop language or cultural differences during conversations. Students majoring in English need to improve their pragmatic competence to communicate effectively with foreign speakers. However, in contrast to pragmatic competence, there is a possibility of misunderstandings involving the target language and the native language, the most common of which is the failure of pragmatics in cross-cultural communication. In this study, the method used is quantitative, using a survey design with descriptive analysis and distributing questionnaires to students at UIN Sunan Gunung Djati. The results found from this study are pragmatic failures in terms of cultural differences, negative language transfer, and also pragmatic competence. In addition, pragmatic failure has a significant impact on the effectiveness of intercultural communication in undergraduate EFL students.
Pendampingan Kuliah Kerja Nyata (KKN) dengan Metode Penyuluhan untuk Pengembangan Potensi Desa Pasirbiru, Kecamatan Rancakalong Riki Ruswandi; Aghitsna Fadhilah; Ahmad Maulana Andrian; Alfiani Octafiani; Andini Yuliani; Dika Arman Nuralamsyah; Fadhil Alwan Abdul Zalil; Iwan Satriyo Nugroho
JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Vol. 6 No. 3 (2025)
Publisher : Politeknik Piksi Ganesha Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37339/jurpikat.v6i3.2639

Abstract

Waste, freshwater fisheries, Liquid Organic Fertilizer, this program aims to support the development of local potential, such as agriculture, Micro Small Medium Enterprises (MSMEs), and village culture, by actively involving the community at every stage. Thru socialization, training, and mentoring, students provide practical education related to organic farming, digital marketing, and business management. The results show an increase in community capacity, the formation of local extension agent cadres, and a growing interest among MSME actors in utilizing social media for promotion. The extension method has proven effective in building awareness, skills, and community ownership of development programs. This activity not only has a direct impact on improving welfare but also strengthens the partnership between universities and villages. Community Service Program based on counselling in Pasirbiru Village has become a strategic model in strengthening the village's potential sustainably.
Burned Out but Not Broken: Teaching Performance Amid Burnout in EFL Practicum Settings Vanesya Eltriyana Asyifa Rinjani; Majmu'atil Husni; Muhammad Andriana Gaffar; Riki Ruswandi
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.29878

Abstract

Burnout among pre-service teachers has become an increasing concern in teacher education, especially during teaching practicum, which requires high levels of cognitive, emotional, and instructional involvement. Although there is extensive literature on burnout in in-service teachers, little research has examined its relationship with teaching performance among pre-service English as a Foreign Language (EFL) teachers in Indonesia. This study explores the link between burnout and teaching performance among 45 pre-service EFL teachers at Universitas Islam Nusantara who completed the PLP 2 (Teaching Practicum) programme. Burnout levels were assessed using the Oldenburg Burnout Inventory (OLBI), while teaching performance was measured with a researcher-developed Pre-service Teacher Performance Assessment Questionnaire (PTPAQ). Both tools were validated and found reliable, with Cronbach's alpha coefficients of 0.721 and 0.779, respectively. Because the data were not normally distributed, Spearman’s rho correlation analysis was performed. Results showed a weak and non-significant negative correlation (r = -0.219, p > 0.05) between burnout and teaching performance. These findings indicate that only. Pedagogical competence and support systems influence pre-service teaching performance more than burnout. The study emphasises the importance of teacher education programmes implementing structured mentorship and resilience-building initiatives to improve teaching quality during practicum.
THE ROLE OF EMOTIONAL INTELLIGENCE ON ENGLISH SPEAKING SKILLS IN UNDERGRADUATE ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS Ghiffari, Nadira; Ruswandi, Riki; Novarita, Paulina
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i3.12265

Abstract

Emotional intelligence (EI) is still rarely studied in the context of English-speaking skills, particularly in terms of its specific impact on speaking skills among undergraduate students. Therefore, this study aims to investigate the relationship between emotional intelligence (EI) and English-speaking skills among EFL students at Islamic Nusantara University in Bandung. A survey design involving 93 English Language Education students was employed, utilizing a quantitative approach selected through purposive sampling. This study employs a quantitative approach using a survey design. The data collection technique employed a questionnaire with a 5-point Likert scale, which was analyzed using descriptive statistics. The study results indicate that emotional intelligence (EI) has a significant impact on the English-speaking abilities of EFL students, playing a crucial role in enhancing confidence, managing anxiety, and improving speaking skills. An average score of 3.99 reflects students’ perception that EI plays a significant role in the success of speaking English. This study’s implications highlight the integration of EI lessons into the English learning curriculum to enhance students’ confidence and speaking skills, thereby creating a more satisfying learning experience. This research offers valuable insights for educators and curriculum developers to design programs that promote the development of emotional intelligence (EI) in the context of language learning, thereby enhancing students’ English-speaking skills.
The University EFL Students’ Perceptions of QuillBot as an AI-Based Tool for Enhancing Paraphrasing Skills and Academic Writing in English Amara, Rafika; Rahmah, Leny Saili; Ruswandi , Riki
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4298-4307

Abstract

This study investigates English as a Foreign Language (EFL) learners' perceptions of QuillBot, an artificial intelligence (AI) tool supporting academic writing and paraphrasing. The study was carried out at Universitas Islam Nusantara, with active students from the English Education Department in the sixth and eighth semesters. The data was collected using a validated questionnaire with 11 items and a Cronbach's alpha reliability coefficient of 0.792. The data indicate that QuillBot is well liked for its time- saving features, accessibility, and psychological benefits such as increased self-confidence and reduced paraphrase anxiety. Over 80% of respondents reported increased comfort in using the tool, nearly 89% acknowledged time efficiency, and more than 88% agreed on its ease of use. Furthermore, QuillBot helped to increase vocabulary, sentence organization, and writing coherence. More than half of the participants plan to continue using QuillBot for their academic writing tasks.These findings emphasize the importance of integrating AI technology into English language instruction to effectively improve students' writing skills.
Inspiring Through Interaction: The Impact of Teachers' Verbal and Non-Verbal Communication in EFL Classes Ruswandi, Riki; Arief, Muhamad; Novitasari
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26821

Abstract

Effective verbal communication, including clear explanations and constructive feedback, ensures that students comprehend the material and feel supported. Nonverbal communication, such as gestures, facial expressions, and eye contact, significantly contributes to sustaining student engagement and motivation. This research examines teachers' various verbal and nonverbal communication techniques in English as a Foreign Language (EFL) classes and explores their impact on student motivation. The study involved two teachers and 57 students from senior high schools in Indonesia, employing a phenomenological qualitative approach. Data collection methods included observation checklists, interviews, and questionnaires. The analysis revealed that teachers utilized seven distinct verbal communication methods—lecturing, questioning, giving directions, providing praise and encouragement, and offering feedback—and seven nonverbal methods, including eye contact, hand movements, physical proximity, facial expressions, physical appearance, and chronemics (the strategic use of time). Among these, students rated suggestions, praise, and encouragement as the most motivating verbal interactions, while eye contact emerged as the most influential nonverbal factor. These findings underscore the need for targeted teacher training in these communication strategies to foster a more engaging and motivating learning environment, thereby enhancing student learning outcomes in Indonesian EFL contexts.
Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School: English Ruswandi, Riki; Vini Tenisa Aprilianti, Zalsa; Fitri Utami, Ulfah
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26832

Abstract

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.
Co-Authors Aghitsna Fadhilah Agim Mauludin Agus Mulyanto Agus Ruswandi Ahmad Maulana Andrian Alfiani Octafiani Amara, Rafika Amir Supriatna Andini Yuliani Arief, Muhamad Auliya, Silma Nur Rifa Ayundhari, Vidia Lantari Dea Alawiah Amini Deri Supriatna Dika Arman Nuralamsyah Dilla Hilda Rahayu Dini Anggraeni Dinny Claudia Dwyka Lucky Pradana Putra Dzakir, Muhamad Muflih Ermaya, Annisa Salsabila Fadhil Alwan Abdul Zalil Fauzia utamie , Mega Dinie Firdaus, M Aditya Fitri Utami, Ulfah Fitri Wulandari, Sri Gaffar, Muhammad Andriana Genta Albani Mukti Ghiffari, Nadira Gigin Ginanjar Hamdan Hidayat Hendi S Muchtar Hendi Suhendraya Muchtar Humaera, Sepya Ismail, Mohammad Rizky Fauzan Iwan Satriyo Nugroho Khansa Huzafa Kikit Elisa Yuniarti M Aditya Firdaus M Aditya Firdaus Majmu'atil Husni Mudrikah, Raifkah Ramilah Muhamad Arief Muhammad Aditya Firdaus Muhammad Andriana Gaffar Nadira Ghiffari Nafisa Fadhilah Rahim Naila Eldisya Zainnasywa Neng Sri Siti Rahma Novitasari NOVITASARI Paulina Novarita Paulina Novarita Paulina Novarita Rahmah, leny Saili Reni Nurapriani Revita Fitrianti Sukma Revita Yanuarsari Rifqi Rayhani Saili Rahmah , Leni Sri Fitri Wulandari Sucia Lestari, Tyara Tyara Sucia Lestari Vanesya Eltriyana Asyifa Rinjani Venny Tawaffani Muslimah Vini Tenisa Aprilianti, Zalsa Wafiroh, Giska Hibbatin Wahyu Satya Gumelar Wahyu Satya Gumelar Wahyu Satya Gumelar Wahyu Satya Gumelar Wulandari Sri Wahyuni Zahra, Anastacia Fauzia Fazriatu Zanati Tahta Umahati Zubaedah Wiji Lestari