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All Journal Jurnal Pendidikan Karakter DIKSI Litera English Review: Journal of English Education Journal of English and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 International Journal of Studies in International Education 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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The Use of Digital Storytelling (DST) as an Effective Strategy for Enhancing Students’ Writing Skills: A Systematic Review Syahregina Alyuvany; Dwiyani Pratiwi; Sunusi Dauda
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i4.395

Abstract

Digital storytelling (DST) refers to the merging of storytelling with digital media to address educational needs, such as communication, self-expression, and language acquisition, particularly writing skills. Writing has a significant role in students’ lifelong learning. Hence, teachers constantly seek novel ways to enhance students’ writing skills. To address the research question on describing the role of digital storytelling (DST) as an effective strategy in enhancing students’ writing skills and its opportunities and challenges, this paper provides a systematic review of several studies on Google Scholar and ERIC. The methodology employed in this paper was a Systematic Literature Review (SLR) with a qualitative approach, commonly referred to as meta-synthesis. The findings demonstrate that digital storytelling (DST) can be used as an effective strategy by teachers in enhancing students’ writing skills. Most of the authors of these research papers have presented empirical evidence supporting the benefits of integrating digital storytelling (DST) in the classroom to enhance students' writing more effectively.
The Implementation Of Strategy-Based Instruction To Improve Students' Writing Skills Pratiwi, Dwiyani
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4440

Abstract

Learning strategy becomes an essential factor in the success of language learning. It is the first step for language learners to enhance their own learning because the learning strategies are tools for active, self-directed involvement, and essential to develop communicative competence (Oxford, 1990). Therefore, students need to be introduced to the various types of learning strategies through integrated strategy-based instruction. This research is aimed at improving students' writing skills, which is focused on the improvement of students' English grammatical competence through Strategy-Based Instruction (SBI). In this classroom action research, the students were engaged in a weekly integrated writing strategy-based instruction or training. They employed some learning strategies to improve their writing skills, i,e. writing difficult or new words and grammatical patterns on some small pieces of cards or mobile phones, using electronic dictionary, discussing their feeling with the lecturer, and practicing peer review, with a guided editing checklist. The findings show that there was an increase in the students' awareness to use strategies (i.e. using mechanical techniques, highlighting, making efforts to find out how a word works in context by checking it in the dictionary, discussing the indiscipline attitude to the lecturer, and practicing peer review with a guided editing checklist). The finding also shows that the students' grammatical competence as one of competences needed in writing improved.Key words: Strategy-Based Instruction, writing skills
Think pair share as an effort to foster students' literacy awareness and individual accountability character Jannah, Nita Maghfiratul; Fitriani, Fitriani; Herbyanti, Neneng; Indrawan, Adam; Pratiwi, Dwiyani; Jamilah, Jamilah; Handayani, Sri
Jurnal Pendidikan Karakter VOL 14, NO 2 (2023)
Publisher : Directorate of Research and Community Service, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpka.v14i2.62480

Abstract

Cooperative learning is the use of small groups for education in which students collaborate to optimize their own and each other's learning. Cooperative learning has been used to solve many problems both cognitive and social inability. There are many obstacles that may occur in the process of students learning to work together, including a lack of literacy awareness and individual accountability. This study was aimed at improving students' literacy awareness and individual accountability and at the same time improving s English writing ability. This action research was carried out in one of junior high school in Yogyakarta in English subject particularly using recount text material. The sample was chosen using random sampling technique. There were 31 students participated in this study. The data were gathered using interview, survey, test and documentation. The data gained then were analyzed both qualitatively and quantitatively. The findings show that Think Pair Share is significantly improve students' cognitive ability, the English writing ability. However, the results of the t-test analysis did not reflect a significant increase in student literacy awareness and individual accountability. The increase occurred in the atmosphere of the learning process where there was a reduction in students with smartphone dependency in learning outside of learning interests and the tendency of students to try to find online learning resources through electronic dictionaries, unfortunately this impact was not significant enough to be seen significantly from quantitative data.
Engaging Students Through PowerPoint: The Power of Multimodal Learning Dewi M, Cantika Sari; Pratiwi, Dwiyani; Yulia, Yuyun
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.v8i2.24289

Abstract

Teachers play a crucial role in fostering a positive and motivating learning environment for their students. One effective method to enhance student learning motivation is the use of PowerPoint as a multimodal tool. This study aimed to enhance students' learning motivation using PowerPoint in this capacity. Classroom Action Research (CAR) was applied, with 36 XI-grade hospitality students selected through purposive sampling. Field notes were used to record the implementation process, observation sheets examined improvements in students' learning motivation, and interviews identified the challenges of using PowerPoint as a multimodal tool. The results demonstrated that using PowerPoint effectively enhanced student learning motivation, with student participation increasing from 49.2% in the preliminary study to 77.7% after the intervention. Significant improvements were observed in various aspects: attentiveness, expression of ideas, task completion, active participation, collaboration, and engagement in group discussions. However, the study also highlighted challenges, such as the need for expertise in seamlessly integrating PowerPoint and tailoring materials to diverse student needs, including facility-related issues. These findings suggest the necessity for future research to investigate teacher training programs and examine the impact of various multimodal elements in PowerPoint presentations on student engagement. Despite the challenges, PowerPoint remains a promising tool for enhancing classroom dynamics and student motivation.
Revealing the Effect: How Google Slides Helps Improve Vocational Students' Writing Skills Kusumaningrum, Dyah Rini; Pratiwi, Dwiyani
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24357

Abstract

Despite the widespread integration of Google Slides in educational settings, its direct effect on students' writing skills has received limited attention, primarily focusing on students' perceptions rather than measurable outcomes. This research aimed to quantify the impact of Google Slides on enhancing students' abilities to construct descriptive texts, employing qualitative and quantitative methods to provide a comprehensive analysis. Conducted over eight weeks at a Vocational High School in Banyumas, Central Java, the study involved 36 tenth-grade students. Utilizing a mixed-methods design, observations and pre-post test scores were collected to assess the effectiveness of Google Slides in the classroom. The quantitative analysis of pre-and posttest results showed a significant improvement in writing skills (t(35) = -16.095, p < 0.001), indicating that Google Slides positively affects students’ writing capabilities. Qualitative observations further highlighted the tool's broader benefits, including increased motivation, readiness to learn, and enhanced vocabulary among participants. The study thus confirms the significant positive impact of Google Slides on students' writing development and offers insights into its potential as a valuable educational resource.
Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students Kristiana Candrawati, Devi Ferera; Dwiyani Pratiwi; Yuyun Yulia
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24580

Abstract

This study focuses on increasing the students’ motivation in learning English by using MALL. The research sample consisted of 29 students (21 male students and 8 female students) of twelfth-grade Computer and Network Engineering students. The form of this research was to investigate the impact on motivation levels of students in learning English using MALL applications and to reveal students’ responses from the students after they have been taught by using MALL applications in learning English. The MALL applications used in this research include Duolingo, DeepL, and Quizizz. This is classroom action research consists of three cycles with two meetings in each cycle, with three types of data collection: student achievement results, interviews, and classroom observations. The data were analyzed descriptively qualitative. The result showed that teaching utilizing the three MALL applications enhanced students' achievement scores from 60,5 to 80 based on their average daily score. The three cycles of study that have been done by researchers showed that students' motivation to learn English has developed significantly since the three MALL applications have been implemented in place. The interview and observation results highlighted participants' positive feedback on using MALL for English learning and evaluation. Students enjoyed and were motivated to regularly use MALL to improve their language skills. Classroom observations showed that 51.72% of students had no hesitation in utilizing MALL applications for English enhancement.
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): October
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.
Challenges in Teaching English in Indonesian Rural Schools: Issues and Solution Mariyam, Siti; Pratiwi, Dwiyani; Meraj, Mohammed
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13481

Abstract

The disparity in educational quality between urban and rural areas in Indonesia significantly impacts English language learning in remote schools. This study explores the key challenges English teachers face in rural settings and the pedagogical strategies they employ to overcome them. Using a qualitative research design with semi-structured interviews, five English teachers from various rural schools in Nusa Tenggara Barat were interviewed. Thematic analysis revealed several core challenges, including inadequate infrastructure, limited internet connectivity, a shortage of qualified teachers, and insufficient supervision and motivation. Despite these issues, teachers have adopted strategies such as understanding local community needs, applying inclusive teaching methods, leveraging limited technology, and engaging in professional development. These findings highlight the urgent need for targeted policy intervention to improve English instruction in rural areas. The study provides valuable insights for educators, policymakers, and researchers interested in equitable education reform. Therefore, the researcher believed that this study is beneficial for future researchers and readers, particularly in educational contexts.
Developing Zoonoses-Themed Reading Materials for EFL Students Within the Emancipated Curriculum Framework Armanda, Muhamad Laudy; Waly, Muchamad Muchibbuddin; Andika, Jeffri Dian; Pratiwi, Dwiyani; Yulia, Yuyun
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13810

Abstract

Although the notion of establishing global education has existed since the early 21st Century, the majority of current EFL textbooks neglect global issues as teaching content. However, existing studies on the implementation of the current Emancipated Curriculum have yet to incorporate authentic materials related to these topics, which remain significantly underexplored. In such a manner, this study introduced a supplementary reading material integrated with zoonoses topic as a part of global health issues nowadays. Utilizing a mixed-method approach to accomplish an ADDIE model, the study presents clear DBR stages. Various instruments, such as questionnaires, interviews, tests, and digital artifacts, were used. Half of the student population was obtained as samples (N=63), and an English teacher participated in this study. The major findings underscore the significant difference in the experiment group students’ reading skills based on t-value (7.011) > α (0.05). To a certain extent, user responses (88%) and module evaluation (95%) toward the product were considered very worthy or eligible to be employed for teaching reading in English classrooms. Apart from the empirical evidence, the study offers practical insights for English teachers in similar areas, highlighting the potential of proposing global issue topics to bridge the students' knowledge, skills, and awareness of real-world situations. Shortly, this will contribute valuable direction for the future development of English teaching materials. 
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): April
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.
Co-Authors Afifah, Elvira Afifah, Tasya Afrezah, Novela Nur Akbar Ginandar 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 Irwanto, I Made Rian Jamilah Jamilah Kristiana Candrawati, Devi Ferera Kusumaningrum, Dyah Rini M. Sukarno Maab, Siti Husna Maulana, Muhammmad Irham Meraj, Mohammed Munif Mustagis, R. Muhammad Satria Gyas Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Payung, Naftalia Fany Putri, Adeliany Rahman, Ananda Fathur Ramadhanti, Safhira Fauzia Razieb, Luthfy Al Rufiani, Rufiani Setiani, Tri Siti Mariyam Sukarno Sukarno Sukarno Sunusi Dauda Syahregina Alyuvany Tiana, Melly Uswatun Hasanah Waly, Muchamad Muchibbuddin Widora, Intan Wipsar Siwi Dona Ikasari Wulaningsih, Ika Yuyun Yulia Yuyun Yulia