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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran MAJALAH ILMIAH PEMBELAJARAN DIKSI Litera Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora English Review: Journal of English Education JEES (Journal of English Educators Society) Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Voices of English Language Education Society Social, Humanities, and Educational Studies (SHEs): Conference Series JOLLT Journal of Languages and Language Teaching Tamansiswa International Journal in Education and Science (TIJES) Journal of Innovation and Research in Primary Education Studies in English Language and Education Abdimas Mandalika Journal of Society Innovation and Development (JSID) Sawerigading International Disability Innovation Journal Pedagogy Review Curricula: Journal of Curriculum Development
Lusi Nurhayati
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Bilingualism and multilingualism on pluralism in English Language Teaching (ELT): Bibliometric analysis Fitriyah, Diana Indah; Hamida, Wanda; Afifah, Muthiah; Nurhayati, Lusi
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.2002

Abstract

The appearance of multicultural societies and globalization as the problems in the field of English Language Teaching (ELT). Moreover, pluralism is used in the education system to support the belief that a variety of languages and cultures should be implemented in the teaching and learning process. Despite the growing attention to pluralism, comprehensive bibliometric analysis mapping this research domain remain limited. Therefore, this study conducted a bibliometric analysis, using statistical publication for assessing publications. It presents the most productive authors, countries, sources, and most cited articles. This study analyzed 98 articles, which were guaranteed to be impartial in their interpretive results. The data analysis is collected in Scopus and was analyzed using R.4.4.1 and VOS viewer to get the exact pattern. The results show that the United Kingdom stands as the highest published article, and HO WYJ and FUSTER C are the authors who show the impact leader. In addition, the International Journal of Bilingual Education and Bilingualism had the most publications, closely followed by the International Journal of Multilingualism. Keyword co-occurrence analysis showed that “multilingual” occupies a central position in the network visualization, indicating its pivotal role in pluralism-related research. These findings provide an overview of the state of pluralism studies in ELT and highlight the need for future research that explores specific pedagogical implementations and the role of digital technologies in promoting inclusive and culturally responsive language education. For ELT practitioners in Indonesia, these findings offer practical insights into integrating multilingual and culturally responsive approaches into classroom practices to better address diverse student backgrounds and learning needs.
Improving Junior High School Students’ Reading Comprehension Skill through Flipbook Wilia Astuti; Lusi Nurhayati; Yuyun Yulia; Pelin Derinalp
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 7 No 2 (2026): April 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v7i2.21678

Abstract

Reading is an essential part of the language learning process that enables students to obtain. information and to expand their language knowledge. In the current era of technology, there is a need for learning media that is interesting and effective to improve students’ reading comprehension. Flipbook as one of digital learning media provides many advantages to implement. This study aimed (1) to explain how the use of Flipbook can improve students’ reading comprehension skills and (2) to analyze the changes in students’ reading comprehension after the implementation of Flipbook. Utilizing a cyclical Classroom Action Research (CAR) model, the research was conducted over two cycles involving planning, acting, observing, and reflecting. The research participants were 31 nineth grade students of junior high school. The data were collected and analysed using both qualitative and quantitative methods. The findings demonstrated positive improvement in students’ reading comprehension and engagement after the implementation of Flipbook. Cycle 1 showed that the students felt easier to understand the text using Flipbook. It helped students to visualize the story. Whereas in cycle 2, the positive aspects were identified. Students had better comprehension in reading text on Flipbook. The implementation in cycle 2 was better because it had well-preparation and the text was adjusted to the students’ need and level. This study concluded that Flipbook is an interactive and effective tool to improve reading comprehension in junior high school.
Is It Making the Grade? A Review of Cambridge Global English 4 for Primary Learners Putra, Metria Dicky; Candrawati, Andi Cahyuni; Rumadan, Tuti Alawia; Nurhayati, Lusi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 2 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i2.105190

Abstract

Buku ajar bahasa Inggris memiliki peran penting dalam mendukung pembelajaran yang sesuai dengan kebutuhan siswa dan tuntutan kurikulum. Penelitian ini bertujuan untuk mengevaluasi Cambridge Global English 4 Learner’s Book berdasarkan kriteria evaluasi buku ajar dari Cunningsworth (1995). Penelitian ini menggunakan metode analisis dokumen dengan mengacu pada delapan aspek evaluasi, termasuk tujuan dan pendekatan, desain, isi linguistik, keterampilan berbahasa, topik, metodologi, buku guru, serta kesesuaian kurikulum. Hasil evaluasi menunjukkan bahwa buku ini mengadopsi pendekatan komunikatif berbasis kompetensi dengan integrasi keterampilan menyimak, berbicara, membaca, dan menulis dalam konteks tematik yang relevan. Buku ini dirancang secara menarik, mengusung nilai global, dan mendorong berpikir kritis serta kreativitas, namun masih kurang dalam representasi budaya lokal dan pendalaman aspek kosakata.Secara keseluruhan, Cambridge Global English 4 merupakan sumber pembelajaran yang komprehensif dan selaras dengan prinsip Kurikulum Merdeka untuk digunakan di sekolah dasar Indonesia.
Adapted Pedagogical Strategies in Teaching English to Young Learners with Hearing Impairment Intan Sri Wardani; Lusi Nurhayati
International Disability Innovation Journal Vol. 2 No. 1 (2026): Disability, Inclusion, and Social Transformation: Bridging Research and Practic
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/idij.v2i1.50939

Abstract

Teaching English to young learners with hearing impairment requires instructional approaches. The various strategies can be adapted in the process of teaching learning process. This article aims to explore on the professional teacher strategies in teaching English to young learners with hearing impairment. The method used is qualitative case study by using interview, observation and document analysis in data collected. The findings indicate that total communicative approach is an appropriate strategy for communicating with the learners. Moreover, the teacher’s creativity and professional training also included as a part of the teacher’s improvement. However, in the process of implementation the teacher faces several challenges included the internal and external challenges. Therefore, the collaboration from many stake holders is essential to maximize the targeted learning outcome. This article is expected to provide in-depth information to the readers in developing the strategies for teaching English to young learners with hearing impairment.
Pelatihan “Classroom English” Bagi Guru Bahasa Inggris SD di Kabupaten Sleman Yuyun Yulia; Lusi Nurhayati; Emy Nur Rokhani; Bunga Putri Maulia
Abdimas Mandalika Vol 5, No 4 (2026): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/am.v5i4.39377

Abstract

Abstract:  The aim of this Community Service program was to provide elementary school English teachers with knowledge, skills, and practical experience in the use of classroom English to support effective language teaching. The training involved 24 participants, consisting of 16 public school teachers and 8 private school teachers in Sleman Regency. The program was conducted in three stages: preparation and feedback sessions (held online) and the core workshop (held onsite at the Independent Language Learning Center, Universitas Negeri Yogyakarta). The workshop successfully enhanced teachers’ understanding of the concept and importance of classroom English, as well as their ability to use simple and context-appropriate expressions and instructions in the classroom. Through microteaching simulations, role-play, and group discussions, participants gained not only theoretical insights but also practical experiences directly applicable to their teaching practice. The program is expected to foster long-term impact by encouraging consistent use of English as the medium of instruction as well as providing students on their language acquisition, thereby creating a more communicative classroom environment and supporting students’ English language development from the early stages of formal education.Abstrak: Tujuan dari kegiatan Pengabdian kepada Masyarakat ini adalah untuk memberikan pengetahuan, keterampilan, dan pengalaman praktis kepada guru terkait penggunaan classroom English dalam pengajaran Bahasa Inggris di Sekolah Dasar. Peserta pelatihan berjumlah 24 guru SD, yang terdiri dari 16 guru sekolah negeri dan 8 guru sekolah swasta di Kabupaten Sleman. Kegiatan dilaksanakan dalam tiga tahap, yaitu persiapan dan umpan balik (dilaksanakan secara daring) serta pelaksanaan pelatihan (dilaksanakan secara luring di ruang ILLC Unit Layanan Bahasa Universitas Negeri Yogyakarta). Pelatihan ini berhasil meningkatkan pemahaman guru mengenai konsep dan pentingnya classroom English serta keterampilan praktis dalam menggunakan frasa dan instruksi sederhana yang sesuai dengan konteks pembelajaran di kelas. Melalui simulasi mengajar, role-play, dan diskusi kelompok, guru tidak hanya memperoleh wawasan teoretis tetapi juga pengalaman praktik nyata yang aplikatif. Kegiatan ini memiliki dampak jangka panjang dalam mendorong konsistensi penggunaan bahasa Inggris sebagai bahasa pengantar di kelas, sehingga dapat menciptakan lingkungan belajar bagi peserta didik (language acquition) dan pembelajaran menjadi lebih komunikatif serta mendukung peningkatan kompetensi bahasa Inggris bagi peserta didik jenjang pendidikan dasar.
From Planning to Practice: A Qualitative Inquiry into Pre-Service Teachers' Experiences Emy Nur Rokhani; Yuyun Yulia; Lusi Nurhayati; Bunga Putri Maulia; A Nur Inayatul Aini
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp195-210

Abstract

This study examines the experiences of pre-service teachers during their practicum in primary schools, especially how they designed and delivered English for Children (EFC) programs. It focuses on how they planned lessons, organized their classes, reflected on their teaching experiences, and highlighted the challenges and opportunities that arose. Twenty-two students participated, distributed among five different primary schools. The data were collected through Focus Group Discussions and analyzed using a descriptive qualitative approach. The analysis is based on the thematic analysis method of Braun and Clarke (2006). The findings show that many pre-service teachers lack self-confidence, struggle in dealing with young learners, and have problems with effective communication. However, these challenges also offered growth opportunities. Over the course of the practicum, they gradually acquired 21st-century skills such as collaboration, creativity, adaptability, and effective communication. The experience deepened their understanding of teaching English to children and made them realize the importance of reflecting on what they learned in class. In short, although the teaching practice can be challenging, this study shows that it is an important opportunity for future teachers to improve their skills, become flexible, and develop into reflective educators.Keywords: 21st century skills, descriptive qualitative study, English for children, pre-service teachers, thematic analysis
Persepsi siswa tentang keselarasan profil lulusan dan kurikulum dalam pendidikan Bahasa Inggris Dwi Adinda Puspitasari; Yuyun Yulia; Lusi Nurhayati
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.673

Abstract

Curriculum alignment plays a crucial role in ensuring that learning outcomes are effectively achieved in higher education. This study aims to examine students’ perceptions and understanding of the graduate profile within the framework of curriculum alignment in an English Education program. The research is conducted to evaluate whether students not only perceive the curriculum as relevant but also fully understand the intended graduate competencies. A quantitative approach, supported by open-ended responses, was employed to analyze students’ perceptions and level of understanding. The findings reveal that the majority of students hold positive perceptions of the graduate profile, while their understanding remains relatively low. This indicates a gap between students’ affective perceptions and their cognitive comprehension of curriculum objectives. In addition, students are more familiar with the role of a novice teacher than with those of a researcher and an edupreneur, reflecting an imbalance in the emphasis on competencies. These findings suggest that although the curriculum is perceived as relevant, its intended outcomes are not fully internalized.
Co-Authors A Nur Inayatul Aini Afifah, Muthiah Alaka, Anta Amin, Muhammad Safiul Ani Setyaningsih Anisa, Rizka Anita Triastuti Arroyyani, Risa Ashadi Bunga Putri Maulia Candrawati, Andi Cahyuni Diyanti, B. Yuniar Dwi Adinda Puspitasari Dyah Setyowati Ciptaningrum Emy Nur Rokhani Fitriyah, Diana Indah Florentinus Sugandi Habiburrahman Habiburrahman, Habiburrahman Hamida, Wanda Ilham Kurniawan Intan Sri Wardani Leonita, Leonita Metria Dicky Putra Miranti Miranti Mufidah, Nia Ifatul Ni Nyoman Seriati Nur Hayati Nur Hayati Nur Hidayanto Pancoro Setyo Putro Nury Supriyanti Pelin Derinalp Pratomo Widodo Rohi, Maria Paulina Rumadan, Tuti Alawia Ruth Fenandha Pramasita Shafira Alyssa Difiputri Siwi Karmadi Kurniasih Sudarmaji Sudarmaji Sulis Triyono Suwarsih Madya Syafina Azalia Wening Sahayu Widayanti, Eka Wilia Astuti Yeni Artanti Yuyun Yulia Zam, Fakhruddin Zam