Articles
<![CDATA[Need Analysis of CTL-Based English-Speaking Material for the Chemistry Industry Students ]]>
<![CDATA[Nila Swandari]]>;
<![CDATA[Nur Mukminatien]]>;
<![CDATA[Ekaning Dewanti Laksmi]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 13 No. 3 Agustus (2024): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
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DOI: 10.58230/27454312.822
<![CDATA[Proficiency in English is a requirement in today's industry. Adequate preparation of students for future workplace communication necessitates accurate planning and development of English-speaking materials. The process of conducting a need assessment is crucial in developing educational materials. This study aims to identify the requirements of students in the chemistry industry department at a vocational high school in Malang, Indonesia. This research serves as a foundation for creating speaking materials tailored to meet the industry's specific requirements. This study employs a qualitative methodology intending to acquire thorough data. Using questionnaires and interviews, data was gathered from a sample of 125 students, one English teacher, one chemistry industry teacher, and one professional chemistry industry worker. The results indicate that most students possess sufficient English proficiency, while only 12.50% achieved an outstanding level of proficiency. The teaching method employed is Contextual Teaching and Learning (CTL), while the assessment method is performance-based. The suggested materials for the chemistry industry topic are also provided, along with an evaluation of the current class.]]>
<![CDATA[Investigating Opportunities and Challenges of Self-Directed Learning Through TikTok: EFL Students' Perception ]]>
<![CDATA[Rowiyah , Siti]]>;
<![CDATA[Cahyono , Bambang Yudi]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>
<![CDATA[ Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.9.2.259-280
<![CDATA[TikTok has become a prominent social media platform, which is notable for its engaging features that display short and fascinating videos. This study aims to investigate the opportunities and challenges confronted by students using TikTok for self-directed language learning. This research employed an interpretative phenomenological analysis design to systematically explain and directly answer the research questions through in-depth group interviews with eight participants who were EFL students with experiences in self-directed language learning using TikTok. The findings of this study revealed that there are many opportunities presented by TikTok for self-directed language learning, including time efficiency, practical and creative application, and its capability to improve students’ English skills through authentic, credible, and memorable lessons. Despite these opportunities, students face several main challenges when using TikTok for language learning, including difficulty in controlling discipline, distraction from irrelevant content, confusion of English accents across videos, and device constraints. This research has significant implications for educators in using TikTok for students’ self-directed language learning. By understanding the opportunities and challenges associated with using TikTok, educators can provide effective guidance and support to their learners. Further research should explore strategies to maximize the opportunities in the students’ use of TikTok for self-directed English learning and in their selection of language learning content on TikTok.]]>
<![CDATA[INTERPERSONAL MEANING OF MODALITY IN UNDERGRADUATE THESES OF ENGLISH DEPARTMENT: A SYSTEMIC FUNCTIONAL GRAMMAR APPROACH ]]>
<![CDATA[Kamaliah, Adistia Mursyidatul]]>;
<![CDATA[Amri, M. Misbahul]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v13i2.14911
<![CDATA[Modality is a key in articulating the authors' viewpoints in their arguments. To address the gap, this recent study aims to thoroughly describe the interpersonal meaning in terms of modality within English Literature’s undergraduate theses. Textual analysis using a corpus-based approach was rigorously applied. This research utilized AntConc 4.2.0 version as instrument. The researcher meticulously selected 40 undergraduate theses between March and August 2023. The SFL concept proposed by Halliday and Matthiessen (2004) was implemented to analyze the data. The findings demonstrated that undergraduate students largely used modalization in the context of probability across the undergraduate theses. It indicates that they utilize the modality to persuade readers by describing upcoming developments and exchanging information with them. Undergraduate students additionally employed medium modality with greater frequency than low modality. It indicates that they perceive the readers as having the same status as others, which promotes a peaceful relationship between them. It suggests that undergraduate students intentionally become involved with the readers through the ideas presented in the undergraduate theses, harmonizing their positions of authority with the readers, leading to a warm connection between them. Thus, it reflects the close distance between conversational participants.]]>
<![CDATA[QUILLBOT-ASSISTED COLLABORATIVE WRITING: IMPACT ON EFL STUDENTS’ DESCRIPTIVE WRITING AND SELF-EFFICACY ]]>
<![CDATA[Pramudiharjo, Fendi Sebastian]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>;
<![CDATA[Khoiri, Niamika El]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i3.12447
<![CDATA[This study investigates how QuillBot-assisted Collaborative Writing affects EFL students' descriptive writing performance and self-efficacy. Employing a quasi-experimental design, 45 Indonesian senior high school students were divided into control (21 students) and experimental groups (24 students). The experimental group engaged in collaborative writing with QuillBot, while the control group followed a conventional teacher-centered approach. Data collection included pre-test and post-test writing assessments and a self-efficacy questionnaire. Mann-Whitney U test was applied to analyze the data due to violations of normality and homogeneity assumptions. The result revealed a significant difference in post-test scores between the groups. Meanwhile, self-efficacy showed no statistically significant influence on writing performance. These findings suggest that QuillBot-assisted Collaborative Writing enhances students’ interaction and writing proficiency. The use of QuillBot provides timely feedback and reduces the teachers’ load. Future research should explore long-term effects, student engagement levels in the areas of cognitive, behavior, social, and affective engagement, and qualitative perspectives on AI-assisted writing in K-12 setting. This research contributes to the growing discussion related to QuillBot’s roles in language learning, emphasizing its abilities as a complementary rather than autonomous instructional tool.]]>
<![CDATA[A Systematic Literature Review on The Use of MALL (Mobile-Assisted Language Learning) in English Learning and Teaching Process Across Educational Levels in Indonesia ]]>
<![CDATA[Niya Erawati]]>;
<![CDATA[Nunung Suryati]]>;
<![CDATA[Ekaning Dewanti Laksmi]]>;
<![CDATA[Suhono, Suhono]]>;
<![CDATA[Risky Ba’da Mauludiyah]]>
<![CDATA[ International Journal of Community Engagement Payungi Vol. 5 No. 3 (2025): International Journal of Community Engagement Payungi ]]>
Publisher : <![CDATA[Yayasan Payungi Smart Madani ]]>
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DOI: 10.58879/ijcep.v5i3.56
<![CDATA[MALL (Mobile-Assisted Language Learning) in educational settings has become increasingly widespread. Particularly in the English learning and teaching process. There are various studies investigating MALL which is believed to help improve language learning and teaching process. This paper systematically explored the use of MALL in English learning and teaching processes across educational levels in Indonesia based on empirical studies. Forty-five articles were selected from reputable journals, reviewed to identify the pedagogical approaches offered by MALL to know the potential mobile device tools that could be used in the English learning and teaching process. The findings have shown a steady increase in research on the use of MALL across educational levels in Indonesia. However, the need for improvement studies employs the mixed-method approach, qualitative and quantitative for future studies. In addition, further investigation is also required to assess the efficiency of MALL in enhancing English skills. In order to understand how MALL promotes multimodal material, learners’ autonomy, incorporates real, and increases students’ engagement through gamification, this study synthesizes current empirical data with an emphasis on the Indonesian context. This study offers a contextualized understanding of pedagogical techniques pertinent and mobile learning tools to Indonesian Education levels. In contrast to other reviews that concentrated on specialize ability or more general global viewpoints. To sum up, future research should focus on the thoughtful integration of MALL, pedagogical approach, and the potential mobile device tools that can be used to yield more meaningful outcomes]]>
<![CDATA[Need Analysis of Flipped Learning English-Based Speaking Materials for Faculty Economics and Business Students ]]>
<![CDATA[Chusna, Sumti]]>;
<![CDATA[Mukminatien, Nur]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v6i2.23532
<![CDATA[Today's workplace requires workers to master English speaking skills. Preparing the students to communicate in the future workplace; English speaking materials must be well designed and developed. Need Assessment is the vital step to develop a learning material. This research focuses on mapping out the student's needs in the Foreign Language for Specific Course (FLSP) speaking class at the Faculty of Economic and Business, in one of a private university in Malang, Indonesia. This research contributes as a basis to develop speaking materials which aims at providing adequate materials fit to the industrial need. This study uses a qualitative research method which aims at obtaining complete and comprehensive data. Questionnaires and interview were employed to collect the data from 131 students, 2 lectures, and 3 professional business workers. The finding shows the student's English proficiency level ranging from A1 to BI CEFR level, case study as the teaching method, performance-based assessment as the assessment method, the suggested business topic materials, and the evaluation of the existing class.]]>
<![CDATA[The preferences of MOOD realized in Folklore album by Taylor Swift ]]>
<![CDATA[Kamaliah, Adistia Mursyidatul]]>;
<![CDATA[Masrokhin, Masrokhin]]>;
<![CDATA[Amri, M. Misbahul]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>
<![CDATA[ Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 52, No. 2 ]]>
Publisher : <![CDATA[citeus ]]>
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<![CDATA[Interpersonal meaning expresses the social role connections that exist between both parties in communication. The current study aimed at discovering interpersonal mean-ing in related to MOOD preferences from inside of Folklore album arranged by Taylor Swift. MOOD refers to the grammatical structure that indicates the function of a sen-tence in expressing the songwriter’s attitude. Using a qualitative research method, this paper reports on MOOD choices as well as speech functions from inside of the chosen tunes of Folklore album. This research revealed that MOOD type of declarative clause and speech function of statement dominate the lyrics of the chosen tunes, while speech function of offer does not appear. Thus, the songwriter transmits the thoughts on the lyrics to the audience by providing the information. Considering the supplied criteria, the use of the singular pronoun “I” as the primary subject effectively fosters a sense of interpersonal connections. However, a deeper investigation of interpersonal meaning is required in order to enhance students’ English skills, particularly in the expression of attitudes in various language capabilities in related to reading, listening, as well as speaking.]]>
<![CDATA[Incorporating critical thinking and English as a medium of instruction for elementary school students ]]>
<![CDATA[Muniroh, Siti]]>;
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Laksmi, Ekaning Dewanti]]>;
<![CDATA[Fadhillah, Jasmine Nur]]>;
<![CDATA[Saputri, Nur Nilam Ayu]]>
<![CDATA[ Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 1 ]]>
Publisher : <![CDATA[citeus ]]>
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<![CDATA[This case study aims to find out how teachers of the International Class Program at an elementary school in Malang incorporated critical thinking (CT) pedagogy in teaching subjects with English as a Medium of Instruction. Eighteen teachers filled in an online questionnaire, and two of them were interviewed. Analysis of one pre-recorded video for English class (lasted for 13 minutes) and one video of Math class delivered through Zoom meeting (lasted for 29 minutes) was done to investigate how teachers triggered students’ thinking in the classroom practice. Also, an analysis of three lesson plans was done to dig further information about teachers’ teaching practices. The findings indicated that the teachers have practical knowledge of CT pedagogy from reading and workshops that were not necessarily focused on CT. Textbooks were mainly used to guide the teachers’ teaching, supported by audio-visual media. Questions primarily were used to trigger students’ higher-order thinking by connecting the texts with the students’ experiences in real life. Despite the implicit policy of CT, the teachers have implemented CT strategies in the International Class Program. Overall, the teachers have played as more knowledgeable others that facilitated the students’ learning to think critically. However, they were not confident whether the teaching material they were developed supported CT pedagogy implementation. Thus, the study findings revealed their need for supervisors to evaluate the content of teaching material and practical guidance to conduct thinking routines for the young learners in the subjects with English as a medium of instruction.]]>
<![CDATA[Designing Instructional Material to Promote Intercultural Competence: A Preliminary Study ]]>
<![CDATA[Dian Indah Silfia]]>;
<![CDATA[Ekaning Dewanti Laksmi]]>;
<![CDATA[Niamika El Khoiri]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 10 No. 2 (2023): The Journal of English Literacy Education: The Teaching and Learning of Englis ]]>
Publisher : <![CDATA[ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA ]]>
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DOI: 10.36706/jele.v10i2.19
<![CDATA[One of Sekolah Penggerak’s pilot schools proposed an English Extracurricular program to develop students' intercultural competence as specified in the Pancasila Student Profile (PSP). Scholars believe that instructional material is among the most significant sources for teaching cultural, social, and moral values to students and for providing language input. Nevertheless, the demands of students have not been fully addressed to develop instructional material. This study examined the program’s potential to help students develop their intercultural competence, the challenges encountered by teachers, the needs of students in achieving the program goals, and the instructional material required to meet those needs. A qualitative descriptive design was employed to gather the information from the school principal and a classroom teacher mandated to manage the program. The data was collected through a focus group interview using open-ended questions and analyzed based on the program’s purposes, challenges, and instructional materials needed. The finding portrayed that students’ intercultural competence can be achieved if the teacher and students have relevant learning guidance regarding the goals. However, the book does not suit the student's needs and the program's goals, so the teacher encounters challenges in providing reliable materials. In addition, the instructional material needs to include the concept of the natural language acquisition process and differentiation-based instruction to ensure that all students are well accommodated in achieving the program goals. Further studies with related interests are recommended to develop such instructional material based on the data presented and further explore the student’s needs in the wider context.]]>
<![CDATA[GENDER AND SELF-REGULATED WRITING AMONG INDONESIAN HIGH SCHOOL STUDENTS ]]>
<![CDATA[Salsabila Saifa Fitra Ichwany]]>;
<![CDATA[Ekaning Dewanti Laksmi]]>;
<![CDATA[Evi Eliyanah]]>
<![CDATA[ International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin ]]>
Publisher : <![CDATA[Universitas Darussalam Gontor ]]>
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DOI: 10.21111/ijelal.v6i2.12
<![CDATA[This study investigates Indonesian senior high school students’ self-regulated writing (SRW) strategies in composing analytical text. In particular, the study examines gender differences in the use of SRW strategies. While prior research on SRW has explored SRW strategies across various contexts, limited studies have examined their use among high school learners across gender and within specific genres, resulting in an incomplete understanding of how these strategies are performed by students of different gender and in context-specific writing tasks. This study employed a quantitative descriptive design, involving 110 eleventh-grade students from a reputable public high school in Malang, Indonesia. Data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ) and analyzed through descriptive statistics and independent sample t-test. The findings revealed that students demonstrated a high level of SRW strategy use (M = 3.23), with social-behavioral strategies emerging as the most often utilized (M = 3.38), while metacognitive strategies were the least employed (M = 3.19). Although female students reported slightly higher use of SRW strategies (M = 3.31) than males (M = 3.26), no statistically significant gender difference was found (p > 0.05). These findings suggest that SRW strategy use is shaped more by contextual learning conditions than by gender. Pedagogically, the study highlights the importance of integrating explicit metacognitive strategy instruction alongside collaborative learning practices to enhance students’ writing development, particularly in demanding genres such as analytical exposition text.]]>
