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All Journal Jurnal Pendidikan Karakter DIKSI Litera English Review: Journal of English Education Journal of English and Education AL ISHLAH Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya International Journal of Community Service Learning Voices of English Language Education Society Yavana Bhasha : Journal of English Language Education JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) English Education and Literature Journal (E-jou) Journal of Research in Instructional Journal of Educational Management and Instruction (JEMIn) Formosa Journal of Sustainable Research (FJSR) Journal of English Teaching and Linguistic Issues (JETLI) Yavana Bhasha: Journal of English Language Education International Journal of Contemporary Studies in Education E-CLUE Journal of English Culture, Language, Literature and Education International Journal of Multilingual Education and Applied Linguistics Jurnal Pendidikan Progresif ELT Forum: Journal of English Language Teaching LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Dwiyani Pratiwi
Universitas Negeri Yogyakata
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Unlocking Vocabulary Potential: How Quizlet Enhances Learning for Seventh-Grade Students Putri, Adeliany; Pratiwi, Dwiyani; Afifah, Tasya
International Journal of Contemporary Studies in Education Vol. 3 No. 3 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v3i3.1179

Abstract

Students struggle to understand their teacher due to difficulties in memorizing vocabulary and comprehending word definitions. This research focuses on two key questions: (1) How do seventh-grade students at MtsN 1 Bengkalis respond to using Quizlet as a learning tool? and (2) How does Quizlet help improve their vocabulary knowledge? The study aims to enhance vocabulary learning for seventh graders and assess their reactions to using Quizlet at MtsN 1 Bengkalis, Riau, during the 2022/2023 academic year. The research method used is classroom action research. The findings show a significant improvement in students' vocabulary knowledge across three tests. The average score in test 1 was 60.6, in test 2 it rose to 68.75, and in test 3 it further increased to 80.0. In conclusion, Quizlet has proven to be an effective tool for improving vocabulary learning in students
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Enhancing English Grammar Mastery through Gamification: The Impact of Scrambled Games on Secondary School Students' Writing Skills Ramadhanti, Safhira Fauzia; Pratiwi, Dwiyani
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14440

Abstract

Grammar mastery is a fundamental component of language proficiency, yet many EFL students struggle with learning grammar through conventional methods, which are often perceived as monotonous and ineffective. Gamification has emerged as a promising instructional strategy to enhance student engagement and learning outcomes. This study investigates the effectiveness of Scrambled Games in improving grammar mastery among 11th-grade students at SMAN 1 Depok, particularly in hortatory exposition writing. A Classroom Action Research (CAR) design was employed, as it allows for iterative implementation and direct observation of students’ progress in a real classroom setting. The study involved 33 students, with data collected through pre-tests, post-tests, and classroom observations. Statistical analysis using paired sample t-tests revealed a significant improvement in student performance, with the mean pre-test score increasing from 61.49 to 73.15 post-intervention (p < 0.05). Monitoring protocol results indicated moderate to high engagement levels, with notable gains in problem-solving, active participation, and grammatical accuracy. The findings suggest that Scrambled Games can serve as an effective alternative to traditional grammar instruction, fostering active learning and student motivation. However, implementation challenges, such as varying proficiency levels and time constraints, highlight the need for differentiated instruction and supplementary digital resources. These results underscore the potential of game-based learning in enhancing EFL instruction, providing educators with a dynamic approach to teaching grammar. Future research should explore long-term effects, digital adaptations, and variations in game design to optimize its impact on language learning.
A Content-Based Supplementary Book Development for Islamic Junior High School Maulana, Muhammmad Irham; Munif; Yulia, Yuyun; Pratiwi, Dwiyani
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i1.2055

Abstract

This research focuses on the development of a Content-Based Instruction (CBI)-based supplementary book for English language learning at SMP IICP Puncak Darussalam, an Islamic junior high school. The study addresses the gap in existing educational resources by integrating Islamic values and cultural themes into the English language curriculum. It aims to bridge the disconnect between students' cultural identities and the content they are taught. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved needs analysis, content design, and expert evaluations to ensure the book’s pedagogical effectiveness and cultural relevance. The supplementary book was developed to align with the school’s vision of preparing students to be proficient in English while reflecting Islamic teachings and values. This study promotes culturally relevant materials to raise student engagement, motivation, and language acquisition. The book is expected to improve the quality of English education in Islamic junior high schools through linguistic skills and cultural awareness.
Jumbled Sentences to Improve Students’ Engagement in Learning English at SMA UII Yogyakarta Chrisna, Gregorius Jhonathan Ariya; Pratiwi, Dwiyani
Formosa Journal of Sustainable Research Vol. 3 No. 12 (2024): December 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i12.12652

Abstract

The study seeks the effect of the jumbled sentence activity to improve students’ engagement in the classroom. The subject of this research were 29 students from the 11th grade science class at SMA UII Yogyakarta. This study was engaged using the Classroom Action Research method and conducted using the collaboration between the researcher and the teacher. The data gathered by observing using the observation checklist and giving the treatment to the students. The result of this study showed that the students’ engagement inside the classroom were increased after the activity. The result of the research also showed that the students’ responses (raising their hands, asking questions, answering questions, and initiating discussion) portray their improvement in their engagement after the treatment
PERGESERAN BAHASA SEBAGAI DAMPAK SIKAP BAHASA Pratiwi, Dwiyani
Diksi Vol. 13 No. 1: DIKSI JANUARI 2006
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (195.886 KB) | DOI: 10.21831/diksi.v13i1.6442

Abstract

impacts on the development of the languages used by the community concerned.One of the impacts is language shift. Factors that are conducive to language shiftare varied. One of these factors is language attitude. This article discusses a furtherimpact that language shift itself can in turn cause, i.e., language death, its process,and the efforts made by individuals, social groups, and the government in authorityto maintain the existence of a language, which implies language maintenance.Keywords: language shift, language maintenance
Needs analysis of speaking skills for Mathematics Education students in academic contexts Alim, Aprilia Helmiyati; Deliza, Annisa; Tiana, Melly; Pratiwi, Dwiyani; Sukarno
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i2.24284

Abstract

This study explores the English language requirements of Mathematics Education students in academic settings using a qualitative descriptive methodology. The urgency of this study lies in the growing academic demand for non-English major students—particularly those in mathematics and science disciplines—to actively participate in English-medium academic practices such as thesis presentations, seminar discussions, and international collaboration. However, English speaking skills are often overlooked in ESP programs for these learners, resulting in a gap between what is taught and what is needed in the field. Data were gathered through interviews and document analysis involving ten third-semester Mathematics Education students at an Indonesian university. The findings revealed that students require speaking skills primarily for academic presentations, journal article discussions, and seminar participation. Key challenges include lack of confidence, grammatical inaccuracy, limited fluency, and difficulty in pronunciation—particularly of mathematical terminology. Students expressed interest in using digital and authentic academic sources such as YouTube videos, podcasts, and subject-related materials, and they preferred interactive learning environments involving group work and practical speaking tasks such as discussions, presentations, and role-plays. These findings highlight the need for a more contextualized English for Specific Purposes (ESP) program that integrates academic content relevant to students’ disciplines and leverages digital media for increased engagement. The implications for both English for Specific Purposes (ESP) and English as a Foreign Language (EFL) contexts indicate that particularly, a need for specific content-based speaking instruction that meets the academic requirements for students in non-English majors who require English language instruction from a discipline-specific context.
THE IMPACT OF DOCUMENTARY DIGITAL STORYTELLING ON CRITICAL THINKING AND READING SKILLS IN HIGH SCHOOL STUDENTS Awaliyah, Lela; Pratiwi, Dwiyani
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10163

Abstract

This study aims to evaluate the effect of a digital storytelling-based documentary video method in developing critical thinking skills on reading comprehension of secondary school students, considering learning style as a moderator. The method was applied to the experimental group, while the control group used the conventional method. The pretest results showed that the experimental group had an average score of 84.7, higher than the control group, which had an average score of 81.36. After the treatment, the experimental group showed a significant improvement with an average posttest score of 87.63, compared to the control group, which had an average score of 83.7. ANOVA analysis showed that learning style had a significant effect on critical thinking ability (sig = 0.036), while membership in the treatment or control group showed no significant effect (sig = 0.581). No significant interaction between learning style and group was found (sig = 0.171), indicating that the effect of learning style on critical thinking development was independent of the treatment group. This study confirmed that customizing learning methods according to students' learning styles can improve critical thinking skills in reading comprehension. However, the effectiveness of this method was not significantly affected by membership in the treatment or control group. Further research is needed to explore how this method can be optimized for different groups of students.
Alignment Between Student Learning Needs and Classroom Learning Models: Case Study Amalia, Irda; Pratiwi, Dwiyani; Razieb, Luthfy Al; Maab, Siti Husna
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4627

Abstract

This research aims to identify the learning needs of students at SMP Muhamadiyah 3 Depok and the main concern of researcher is analyze the alignment between student learning needs and the learning model applied by teachers. Knowing students' learning needs and using appropriate learning models in the classroom is very important in supporting students to achieve learning objectives. The method used in this research is case study. The data were collected by interview and observation. The structure interview distributed to six students from two different VIII classes in the 2023/2024 academic year students and two teachers. Data analysis techniques in this study used narrative analysis. The findings of this research shows that that students' English language skills are still at A1 or Pre-A1 level and face problems such as regular and irregular verbs, spelling, pronunciation, lack of vocabulary, self-confidence speaking in English, limited learning resources, and lack of motivation in learning English. Furthermore, regarding to their learning needs, they wanted more practical learning in English such as speaking English, prefer teaching materials related to fiction and storytelling, and prefer to learn using a combination of learning media such as pictures and videos rather than just using books and worksheets. While, the implementation of the learning model, in this case, did not align with the students' needs, and the teacher still used the lecture method and teacher centers which made students less motivated and contributed during the learning process. Therefore, based on the research findings, it is recommended that teachers have a good understanding of what students need in their learning so the teacher can implement the appropriate model learning that facilitates their learning and able to achieve the learning objectives.
Workshop on TPACK-Based Differentiated Learning in Reading and Writing Skills Widiyati, Dewi Nur; Pratiwi, Dwiyani; Yulia, Yuyun; Ikasari, Wipsar Siwi Dona
International Journal of Community Service Learning Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v9i2.90289

Abstract

The rapid development of information technology has transformed the characteristics of students from the millennial generation to Generation Z. This shift requires teachers to design learning that not only focuses on content but also fosters creativity and 21st-century skills. This study aims to evaluate the effectiveness of training programs in enhancing teachers' ability to implement differentiated instruction based on Technological Pedagogical Content Knowledge (TPACK) in reading and writing skills. The research employed a quantitative approach with a pre-experimental design using the one-group pretest-posttest model. The research subjects consisted of 41 participants, including teachers and school principals, selected through purposive sampling. Data were collected through observation, interviews, and documentation, using observation sheets and interview guides as instruments. The collected data were analyzed using qualitative thematic analysis. The results showed a significant improvement in teachers' understanding of integrating technology and pedagogy into differentiated learning. Teachers were able to design adaptive, interactive, and student-responsive literacy instruction. The findings underscore the importance of TPACK-based training in strengthening teachers’ competencies to meet the demands of 21st-century education. The study implies the need to reinforce TPACK-based training programs as a strategy to improve teacher professionalism.
Co-Authors Afifah, Elvira Afifah, Tasya Afrezah, Novela Nur Al Mubarok, M Teguh Alim, Aprilia Helmiyati Alrian, Rahmad Amalia, Irda Andika, Jeffri Dian Armanda, Muhamad Laudy Arnita Annisa Belly Awaliyah, Lela Azhra, Shabrina Yumna Azizah, Shofiah Nur Azizi, Meirita Rahmi Belly, Arnita Annisa Carabella, Primita Arif Chrisna, Gregorius Jhonathan Ariya Dede Yunda Deliza, Annisa Dewi M, Cantika Sari Dewi Nur Widiyati Eiden, Kheisen Fitri Andriyanti Fitriani Fitriani Fitriani Fitriani Gharamah, Fadhl Mohammed Awadh Handayani, Sri Herbyanti, Neneng Hijayadi, Ramdani Ihtiara Fitrianingsih Indrawan, Adam Jamilah Jamilah Jannah, Nita Maghfiratul Kristiana Candrawati, Devi Ferera Kusumaningrum, Dyah Rini M. Sukarno Maab, Siti Husna Maulana, Muhammmad Irham Meraj, Mohammed Munif Mustagis, R. Muhammad Satria Gyas Nur Hidayanto Pancoro Setyo Putro Payung, Naftalia Fany Putri, Adeliany Rahman, Ananda Fathur Ramadhanti, Safhira Fauzia Razieb, Luthfy Al Rufiani, Rufiani Siti Mariyam Sukarno Sukarno Sukarno Sunusi Dauda Syahregina Alyuvany Tiana, Melly Uswatun Hasanah Waly, Muchamad Muchibbuddin Wipsar Siwi Dona Ikasari Yuyun Yulia Yuyun Yulia