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All Journal Jurnal Pendidikan Karakter DIKSI Litera English Review: Journal of English Education Journal of English and Education EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya PAEDAGOGIA 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 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 Englisia
Dwiyani Pratiwi
Universitas Negeri Yogyakata
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management 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 Effect of Pre-Service EFL Teachers’ Deeper Learning Awareness on the 21st-Century Skills Promotion Sukarno, Sukarno; Pratiwi, Dwiyani
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i2.12731

Abstract

The current study aims to investigates the effect of pre-service EFL teachers' awareness of promoting deeper learning on students’ 21st-century skills encouragement. This quantitative research uses a cross-sectional survey design. The participants were 366 pre-service EFL teachers from five universities in the Special Region of Yogyakarta, Indonesia. The data were collected by distributing two questionnaires: the Deeper Learning Awareness, adapted from Jiang (2022) and Rodriguez and Fitzpatrick (2014), and the 21st-Century Skills questionnaires, adapted from Kelley et al. (2019). The pilot testing, expert judgement and SPPS analysis were used to assess the questionnaires’ validity, reliability, and practicality. The data were analyzed using Regression Analysis. The result reported that pre-service EFL teachers in the Special Region of Yogyakarta are aware of promoting deeper learning to support students’ 21st-century skills. Their deeper learning awareness also significantly predicted the promotion of 21st-century skills. The more pre-service EFL teachers are aware of promoting deeper learning, the more the 21st-century skills are implemented in the EFL learning.
Improving the Students’ Speaking Ability Through Problem-Based Learning at SMK Negeri 2 Malinau : A Classroom Action Research Akbar Ginandar; Dwiyani Pratiwi
International Journal of Studies in International Education Vol. 2 No. 4 (2025): November : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i4.448

Abstract

This study aims to improve the English speaking skills of students in class XI DPIB B at SMK Negeri 2 Malinau through the application of the Problem-Based Learning (PBL) model. The background of this research is the low speaking ability of students, which is characterized by limited vocabulary, lack of confidence, and low participation during English learning activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research subjects were 32 students of class XI DPIB B. Data were collected through speaking performance tests and observations of students’ learning behavior during the implementation of the PBL model. The collected data were analyzed using quantitative and qualitative techniques. The results showed a significant improvement in students’ speaking skills, as indicated by the increase in the average score from 64.00 in the pre-test to 68.75 in cycle I and 76.00 in cycle II. Furthermore, the percentage of learning completeness increased from 25% in the pre-test to 81.25% at the end of cycle II. Observational data also revealed positive changes in students’ learning behavior, including higher participation, increased motivation, and greater confidence in speaking English. These findings demonstrate that the Problem-Based Learning model is effective in improving students’ English speaking skills and learning engagement.
The Effect of Pre Service EFL Teachers Deeper Learning Awareness on the 21st Century Skills Promotion Sukarno Sukarno; Dwiyani Pratiwi
Journal of English Culture, Language, Literature and Education Vol. 13 No. 2 (2025): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i2.12731

Abstract

The current study aims to investigates the effect of pre service EFL teachers awareness of promoting deeper learning on students 21st century skills encouragement This quantitative research uses a cross sectional survey design The participants were 366 pre service EFL teachers from five universities in the Special Region of Yogyakarta Indonesia The data were collected by distributing two questionnaires: the Deeper Learning Awareness adapted from Jiang 2022 and Rodriguez and Fitzpatrick 2014 and the 21st Century Skills questionnaires adapted from Kelley et al 2019 The pilot testing expert judgement and SPPS analysis were used to assess the questionnaires validity reliability and practicality The data were analyzed using Regression Analysis The result reported that pre service EFL teachers in the Special Region of Yogyakarta are aware of promoting deeper learning to support students 21st century skills Their deeper learning awareness also significantly predicted the promotion of 21st century skills The more pre service EFL teachers are aware of promoting deeper learning the more the 21st century skills are implemented in the EFL learning < p>
Needs analysis of English learning in an eastern Indonesian junior high school: A study in NTT Yeni Savitri; Thedy Hardi Manafe; Refka Darmayanthi Putri Mahisa; Dwiyani Pratiwi
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.121

Abstract

The absence of tailored English instructional materials for beginner learners in underserved regions may impede students' linguistic development. This study addresses this gap by identifying the specific learning needs of junior high school students in Kupang, East Nusa Tenggara (NTT), Indonesia. Employing an explanatory sequential mixed-methods design, data were collected from 27 purposively selected students at a public school in Kupang through online surveys and focus group interviews. Quantitative data were analyzed using frequency distribution, while qualitative data were subjected to thematic analysis. The quantitative findings revealed that 66.7% of students prioritized the development of speaking skills, despite persistent difficulties attributed to limited vocabulary knowledge. Additionally, 63% of respondents expressed a preference for technology-mediated English instruction. Thematic analysis of qualitative data generated five key themes: the need for oral communication competence, vocabulary constraints, preference for ICT-integrated learning, extrinsic motivational orientation, and the perceived value of audiovisual resources. In conclusion, English curriculum development and instructional material design for junior high school students in eastern Indonesia—particularly in NTT—should prioritize the reinforcement of communicative competence through systematic vocabulary and pronunciation instruction, complemented by the strategic integration of information and communication technology (ICT).
Bridging theory and practice: Mentorship from practicing teachers in microteaching for preservice English teachers Nunik Sugesti; Amrih Bekti Utami; Ihtiara Fitrianingsih; Nuriska Noviantoro; Dwiyani Pratiwi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.421-434

Abstract

This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators. 
Enhancing Students’ Speaking Abilities through Paired Storytelling Strategies Arnita Annisa Belly; Sukarno Sukarno; Dwiyani Pratiwi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Enhancing Students' Speaking Abilities through Paired Storytelling Strategies. This study examined how using storytelling as a teaching strategy affected students' ability to communicate more clearly. The participants included thirty students from SMP Muhammadiyah 3 Yogyakarta, chosen through purposive sampling and split into experimental and control groups. The experimental group received storytelling instruction over four consecutive sessions, while the control group did not. Both groups were assessed on their speaking skills before and after the intervention. Results showed that the experimental group's post-test mean score was 96.0, compared to a pre-test mean score of 72.0. Specifically, the control group's mean post-test score was 64.0, an increase from the pre-test score of 60.0. The oral proficiency scores from each indicator demonstrated that students in the experimental group improved after being taught using paired storytelling, while the control group's scores did not improve. A one-group t-test demonstrated that post-test scores were significantly higher than pre-test scores for both groups, with t-values of -34.708 for the control group and -6.433 for the experimental group, both significant at the 0.000 level, well below the 0.05 threshold. These findings suggest that implementing storytelling in EFL classes can effectively improve students' speaking skills.Keywords: speaking skill, storytelling, improvement.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202473
An Identification of English Grammatical Errors in Recount Text Written by Junior High School Students Nova Indriana Pratiwi; Maulidarni Saputri; Dwiyani Pratiwi; Arandha May Rachmawati; Rizki Aulia Saputra
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.103197

Abstract

Writing in English is often considered one of the most challenging skills for EFL learners because it requires the ability to organize ideas clearly and accurately through the correct use of grammar. Many students still struggle with grammatical accuracy, especially in applying English rules such as verb forms, tenses, and sentence structures, which often lead to errors in their written work. This issue becomes particularly evident in writing recount texts, which require consistent use of past tense and proper sentence construction. Therefore, this study aimed to identify the types of grammatical errors and analyze their causes in recount texts written by eighth-grade students at a public junior high school in Banjarnegara Regency. Using a mixed-methods approach with an exploratory design, data were collected through document analysis of ten student texts and analyzed both quantitatively and qualitatively. Quantitative analysis was used to determine the frequency of each error type, while qualitative analysis was applied to interpret the causes of errors based on Richards' (1974) framework, including interlingual, intralingual, and developmental factors. The findings revealed that the most frequent grammatical errors occurred in the use of past tense verbs, subject–verb agreement, and prepositions. Intralingual factors such as overgeneralization, incomplete rule application, and false concept hypotheses were identified as the main causes of the errors, while a smaller number stemmed from interlingual influence. The study highlights the need for more contextualized and continuous grammar instruction to help students develop better grammatical awareness and accuracy in their writing. These findings provide valuable insights for English teachers in designing effective feedback and grammar-integrated writing activities
Needs analysis of speaking skills for Mathematics Education students in academic contexts Aprilia Helmiyati Alim; Annisa Deliza; Melly Tiana; Dwiyani Pratiwi; Sukarno
ELT Forum: Journal of English Language Teaching Vol. 14 No. 2 (2025): ELT Forum: Journal of English Language Teaching - Regular Issue
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.
Co-Authors Afifah, Elvira Afifah, Tasya Afrezah, Novela Nur Akbar Ginandar Al Mubarok, M Teguh Amalia, Irda Amrih Bekti Utami, Amrih Bekti Andika, Jeffri Dian Annisa Deliza Aprilia Helmiyati Alim Arandha May Rachmawati Armanda, Muhamad Laudy Arnita Annisa Belly Awaliyah, Lela Azhra, Shabrina Yumna Azizah, Shofiah Nur Azizi, Meirita Rahmi Carabella, Primita Arif Chrisna, Gregorius Jhonathan Ariya Dede Yunda Dewi M, Cantika Sari Eiden, Kheisen Fitri Andriyanti Fitriani Fitriani Fitriani Fitriani Gharamah, Fadhl Mohammed Awadh Handayani, Sri Herbyanti, Neneng Hijayadi, Ramdani Ihtiara Fitrianingsih Indrawan, Adam Jamilah Jamilah Kristiana Candrawati, Devi Ferera Kusumaningrum, Dyah Rini M. Sukarno Maab, Siti Husna Maulana, Moh. Irham Maulidarni Saputri Melly Tiana Meraj, Mohammed Munif Mustagis, R. Muhammad Satria Gyas Nita Maghfiratul Jannah Nova Indriana Pratiwi Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nuriska Noviantoro Payung, Naftalia Fany Putri, Adeliany Rahmad Alrian Rahman, Ananda Fathur Ramadhanti, Safhira Fauzia Razieb, Luthfy Al Refka Darmayanthi Putri Mahisa Rizki Aulia Saputra Rufiani, Rufiani Siti Mariyam Sukarno Sukarno Sukarno Sukarno Sukarno Sunusi Dauda Syahregina Alyuvany Thedy Hardi Manafe Uswatun Hasanah Waly, Muchamad Muchibbuddin Yeni Savitri Yuyun Yulia Yuyun Yulia