Article Per Year (5 Year)
p-Index From 2021 - 2026
1.182
P-Index
This Author published in this journals
All Journal JPP IPTEK (Jurnal Pengabdian dan Penerapan IPTEK) Deiksis Scope: Journal of English Language Teaching Jurnal PkM (Pengabdian kepada Masyarakat) Jurnal Abdimas Prakasa Dakara Journal of English Education International Journal of Technology and Education Research
Elyza Martiarini
Universitas Indraprasta PGRI
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Textbook Analysis of English Learning Materials in Enhancing Students’ Reading Comprehension at Secondary School Level Naufal Budiman; Azana Rahma; Putri Rizky Ramadhani; Lia Nur Amaliah; Mulida Isfandiawaty; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4287

Abstract

Reading comprehension is an essential skill in English learning at the secondary school level because it supports students' ability to understand, analyze, and evaluate information contained in texts. Textbooks, as the primary learning resource, play a crucial role in shaping the quality of reading learning. This study aims to analyze English learning materials in textbooks and their contribution to the development of secondary school students' reading comprehension skills. This study used a qualitative approach with a literature study method through content analysis of relevant scientific articles published in the 2021–2025 period. The results showed that the reading materials in textbooks generally met curriculum requirements, had an adequate level of readability, and provided a variety of text types and exercises that supported the development of basic reading skills, such as identifying main ideas, understanding vocabulary, and finding detailed information. The main findings of this study revealed that most reading activities still focused on literal comprehension, so the development of inferential, evaluative, and critical thinking skills was not optimally accommodated. Some reading materials were still not contextualized to students' experiences and environments. This study contributes by identifying the strengths and weaknesses of reading materials in English textbooks and emphasizes the importance of integrating Higher Order Thinking Skills (HOTS)-based activities, the use of authentic texts, and more relevant contexts to improve the quality of reading instruction in secondary schools. These findings can serve as a reference for teachers, textbook developers, and curriculum designers in developing more effective reading instructional materials that meet the demands of 21st-century learning.
The Role of Digital Learning Tools in Enhancing EFL Students’ Language Skills: A Literature Review Tiones Sagala; Nurul Khotimah; Mingga Ria Hadi; Asri Jannah Wati; Gloria Jersey Mozrapa; Peni Marcdianti; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.4113

Abstract

The development of digital technology has transformed the learning paradigm, including in English as a Foreign Language (EFL) learning, which demands the integration of digital literacy as a 21st-century competency. This study aims to analyze the integration of digital literacy in high school EFL textbooks and identify the role of the ReadTheory platform in supporting students' digital literacy development. This study used a qualitative approach with a content analysis method for EFL textbooks and the ReadTheory platform based on digital literacy indicators: information access, information evaluation, digital communication, digital content production, and technology use in learning. Data were analyzed using the Miles, Huberman, and Saldaña model through the stages of data reduction, data presentation, and conclusion drawing. The results show that digital literacy integration in EFL textbooks has been implemented, but is not evenly distributed across all indicators. The aspect of digital information access was found to be the most dominant, while information evaluation, digital communication, and digital content production remain relatively low. Textbooks tend to position students as consumers of information rather than producers and do not optimally develop critical thinking skills regarding digital information. In contrast, the ReadTheory platform demonstrates strong potential in supporting digital literacy through technology-based reading instruction that is adaptive, interactive, and provides immediate feedback. This study concludes that the integration of digital literacy in EFL textbooks still needs strengthening, particularly in the areas of critical thinking, digital communication, and content production. Consequently, synergy between textbooks, digital platforms, and innovative learning strategies is needed to enhance students' digital literacy competencies and support the transformation of educational technology in the 21st century
Digital-Based Learning In English Language Classrooms: A Systematic Literature Review Of Technologies And Research Trends (2020-2026) Anisa Puspadewi; Witri Sawalia; Gina Raisah; Handini Aprillia Ros; Debby Farhani Alwy; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 03 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i03.4407

Abstract

The development of digital technology has brought significant changes to English language learning and encouraged the emergence of various technology-based learning innovations. This study aims to analyze the development of digital-based learning in English classrooms during the period 2020–2026, covering research trends, types of technology used, benefits, and implementation challenges. The study used the Systematic Literature Review (SLR) method by adapting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, which include identification, screening, eligibility, and inclusion stages. Data were obtained from various scientific databases, namely Google Scholar, Scopus, ScienceDirect, ERIC, and SpringerLink. A total of 25 articles that met the inclusion criteria were analyzed using thematic analysis techniques. The results show that digital-based learning has experienced rapid development, especially after the COVID-19 pandemic. The most dominant technologies used are Learning Management Systems (LMS), Artificial Intelligence (AI), social media, mobile learning applications, and gamification. Digital technology contributes to increasing learning motivation, student engagement, access to authentic learning resources, English language skills, and learning independence. Its implementation still faces various challenges, such as limited internet access, low digital literacy, inadequate teacher training, and dependence on technology. This study concludes that digital-based learning has great potential to support more adaptive, personalized, and student-centered English learning in the digital age.
A Content Analysis Of English For Nusantara Grade Ix Textbook Based On Elt Principles Ellin Nurhayati; Rachel Putri Andra; Fransisca Indah Sulistyowati; Rizka Radiana; Elyza Martiarini
International Journal of Technology and Education Research Vol. 4 No. 03 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i03.5027

Abstract

This study aims to analyze the alignment of the pedagogical aspects of the English for Nusantara textbook with the principles of the Independent Curriculum. The evaluation was conducted to identify the extent to which the textbook supports student-centered learning, the development of communicative competence, the integration of language skills, the strengthening of critical thinking, and the implementation of the Graduate Profile values. This study employed a qualitative content analysis method, using the English for Nusantara textbook as the primary data source. Data were analyzed through a process of identification, classification, interpretation, and evaluation of the learning objectives, learning activities, language skills integration, assessment, and character development contained in the textbook. The results indicate that English for Nusantara has generally implemented the pedagogical principles of the Kurikulum Merdeka well. This textbook has clear learning objectives, implements a student-centered learning approach, integrates listening, speaking, reading, and writing skills in a balanced manner, and encourages the development of critical thinking skills through communicative, collaborative, and contextual activities. This research also identified several weaknesses, including limited differentiated learning activities to accommodate differences in student abilities, the reliance of some activities on teacher guidance, and the need for technological support for audio- and visual-based activities. The development of the textbook in the next edition needs to strengthen differentiated learning strategies, expand the variety of assessment forms, and provide activities that are more adaptive to the diversity of student abilities and learning conditions to ensure optimal implementation of the Independent Curriculum.
Enhancing Eleventh-Grade Students’ Speaking Proficiency through the ELSA Speak Application: A Pre-Experimental Study Shofiyah Dinda Yudiramanda; Elyza Martiarini; Dwi Rorin Mauludin Insana
Journal of English Education Vol. 3 No. 2 (2025): Journal of English Education
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/jee.v3i2.1205

Abstract

This study aims to determine the effect of using the ELSA Speak application on the English-speaking skills of 11th-grade students at SMK Tri Sukses Depok. The method used is a pre-experimental design with a one-group pre-test and post-test design. The sample consisted of 30 students selected using purposive sampling. The instrument used was an English-speaking test administered before and after the use of the ELSA Speak application. The data were analyzed using descriptive statistics to obtain the mean scores of the pre-test and post-test, followed by an inferential analysis employing a paired sample t-test to determine whether the improvement in scores was statistically significant. The results showed that the average pre-test score was 48.63, while the post-test average was 69.03. The t-test showed that tcount (5.30) > ttable (1.67), meaning that H₁ is accepted. Thus, it can be concluded that the use of the ELSA Speak application has a significant effect on improving students’ English-speaking skills. The application is effective as a supplementary learning tool in English language instruction.
Co-Authors Anisa Puspadewi Asri Jannah Wati Asti Ramadhani Endah Lestari Azana Rahma Debby Farhani Alwy Ellin Nurhayati Eva Nurul Candra Ferawaty Puspitorini Fransisca Indah Sulistyowati Gina Raisah Gloria Jersey Mozrapa Handini Aprillia Ros Insana, Dwi Rorin Mauludin Lia Nur Amaliah Mingga Ria Hadi Mulida Isfandiawaty Naufal Budiman Nur Mashlihah Nurhijjah Nelly Waty Siregar Nurlatifah Nurul Khotimah Peni Marcdianti Putri Rizky Ramadhani Rachel Putri Andra Risa Mufliharsi Rizka Radiana Sarah Shofiyah Dinda Yudiramanda Tias Hadaning Tiones Sagala Witri Sawalia