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All Journal Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan DIKSI INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Indonesian Journal of Applied Linguistics (IJAL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Script Journal: Journal of Linguistic and English Teaching Acuity : Journal of English Language Pedagogy, Literature and Culture J-REaLL UAD TEFL International Conference JOLLT Journal of Languages and Language Teaching International Journal of Social Service and Research Lingua Pedagogia Jurnal Locus Penelitian dan Pengabdian Journal of Innovation and Research in Primary Education Journal of English Teaching and Linguistic Issues (JETLI) Eduvest - Journal of Universal Studies The Journal of English Literacy Education
Ari Purnawan
Universitas Negeri Yogyakarta
Aerospace Engineering Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Exploring EFL Learners' Experiences in Self-Directed Learning Through Social Media Application Rona Nur Azzahra; Lusi Nurhayati; Ari Purnawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8414

Abstract

social media is inseparable from the daily lives of everyone, from young to old. At least one social media account is owned by everyone and many even have more than two social media platforms which is especially true for students who are trying to learn English independently outside of class. This study aims to explore how EFL students utilize social media to help them learn English responsibly through self-directed learning. This study uses a qualitative research design with narrative inquiry, and the data collection instruments used are in-depth interviews and documents. Three (3) students from Universitas Negeri Yogyakarta participated in this study through purposive sampling, where they actively use social media and learn English from there through SDL as a journey to develop their respective abilities and needs. Data analysis was conducted through thematic analysis, and the results showed that although social media was initially used for entertainment, it also became a supporting resource in helping individuals learn English according to their respective speeds, interests, and needs. They gain knowledge in terms of vocabulary, phrases, sentences, etc., which broadens their insights, increases their motivation and confidence, and provides them with easy access, space, and a supportive community. However, behind this flexibility, there is also an impact in the form of a lack of structured study, many distractions, inappropriate content, internet limitations causing dependency, and lack of direct feedback. This research highlights the important point that the success of SDL learning through social media greatly depends on students' critical thinking skills, self-control, initiative, and reflectiveness in managing social media throughout the English learning process.
Exploring EFL Graduate Students' Difficulties in Completing Academic Writing: A Narrative Inquiry Roja Nur Azizah; Nurhayati, Lusi; Ari Purnawan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8415

Abstract

Academic writing is an essential academic component in higher education. Although EFL graduates have undergraduate writing experience, this does not always imply that the academic writing process will be simpler at the graduate level. At this level, writing requirements grow more complex, including precise language, logical organization, and in-depth analysis, as they are expected to meet the high standards of academic writing inherent in advanced study. As a result, the purpose of this study is (1) to explore the difficulties faced by students in academic writing through students' stories and (2) to investigate the strategies that students apply to cope with difficulties. This study applies a qualitative research method called narrative inquiry research. This research relied on three graduate students in English education as sources, with data acquired through in-depth interviews. The findings revealed that EFL students in higher education struggle with the complexity of academic writing rules, organizing ideas, linguistic barriers, and emotional stress. To overcome this, they employed a variety of strategies, including free writing, seeking feedback from peers or lecturers or utilizing AI tools, regulating emotions, and referring to writing models.  In a sense, these findings demonstrate that academic writing is more than just communicating ideas in writing, it is an intellectual and emotional process that may develop the way students think, feel, and express knowledge. Empathetic and supportive learning encourages them to acquire writing strategies while also developing independence, self-confidence, and reflective awareness, all of which serve as the basis for strong and empowered academic writers.
The Effectiveness of Flashcards as a Learning Medium on Japanese Hiragana Writing Skills of Students at SMAN 4 Padang Putri, Rika Roza; Purnawan, Ari
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 1 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i1.5126

Abstract

This study aims to: (1) Determine the students ability to write hiragana using flashcard-based learning in Grade XI at SMAN 4 Padang, (2) Determine the students ability to write hiragana without using flashcard-based learning medi in Grade XI at SMAN4 Padang, (3) Determine the effectiveness of using flashcard learning media on the Japanese hiragana writing ability of Grade XI students at SMAN 4 Padang. The scope of this study is limited to the effectiveness of using flashcard learning media on the ability to write seion, dakuon, and handakuon types of hiragana among students of classes XI F3 and XI F5 at SMAN 4 Padang. The method used in this study is a quantitative quasi-experimental approach using the Nonequivalent Control Group Design, in which the researcher compares the results of two groups consisting of an experimental class and a control class, but the groups are not randomly selected and are determined using purposive sampling. Data collection was carried out through observation and the administration of pretests and posttest in each class. The instruments used in the study include a hiragana writing test and a flashcard media quationnaire. The data were analyzed using the Normality test, Wilcoxon test, and Mann- Whitney test.The result of the study show that, (1) The learning outcomes of hiragana using flashcard learning media in the experimental class (XI F5) obtained an average pretest score of 69.8 and a average posttest score of 82.2, (2) The learning outcomes of hiragana without using flashcard learning media in the control class (XI F3) obtained an average pretest score of 71.4 and a average posttest score of 80, this indicates that there is a difference in scores betweem the experimental and control classes, (3) After statistical hypothesis testing was conducted using SPSS version 26 with Mann-Whitney test, the result of Asymp. Sig (2-tailed) was 0.971 > 0.05, which means there is no statistically significant difference between the posttest scores of the two groups being compared, namely the experimental and control classes. Therefore, the use of flashcard media does not have a significant effect on the hiragana writing ability of the evelent-grade students at SMAN 4 Padang, with the null hypothesis (H0) accepted and the alternative hypothesis (H1) rejected.
Evaluating English coursebooks for Indonesian vocational schools: A SQRAR-based material analysis in the EFL context Sukarno, Sukarno; Purnawan, Ari; Jinabe, Megan
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.83240

Abstract

English learning materials play a pivotal role in supporting vocational high school (SMK) students in acquiring language competencies relevant to both academic progression and workplace demands. This study evaluates the quality, relevance, and pedagogical suitability of government-issued English coursebooks for Grades 10, 11, and 12 used in Indonesian vocational schools. Employing the SQRAR (Structure, Quality, Relevance, Appropriateness, and Readability) evaluation framework, expert reviewers in English language teaching assessed the coursebooks based on content organization, contextual alignment, linguistic features, and usability. The findings show that while the materials generally align with the national curriculum, several aspects require enhancement—particularly in integrating vocationally contextualized content, improving readability, and strengthening task authenticity. The study highlights the need for systematic revisions and adaptive learning resources that better reflect the linguistic, professional, and communicative needs of vocational students. Recommendations include embedding workplace discourse, incorporating industry-relevant tasks, and enriching multimodal resources to ensure that English materials more effectively support students’ future employability in diverse vocational fields.
Utilization of Quizizz Digital Media in Arabic Language Learning at SD Muhammadiyah Ambarketawang 3 Azizah Samsudin, Nur; Purnawan, Ari
Eduvest - Journal of Universal Studies Vol. 5 No. 12 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i12.52152

Abstract

Advances in digital technology have transformed Arabic language learning methods. This study aims to analyze the use of digital media, particularly the Quizizz application, in Arabic language learning at SD Muhammadiyah Ambarketawang 3. It employs a descriptive qualitative approach, utilizing non-participatory observation and structured interviews with two Arabic language teachers who have 5–8 years of teaching experience in grades 4–6. Data were analyzed using thematic analysis following Miles and Huberman's framework, including data reduction, data display, and conclusion drawing/verification, with methodological triangulation to ensure validity. The results indicate that using Quizizz, YouTube, and PowerPoint in Arabic language learning boosts student motivation, listening and writing skills, and enables a more flexible evaluation process. Students showed higher engagement levels, with teachers reporting improved istima' (listening) and kitabah (writing) competencies. Quizizz's interactive features, including real-time feedback and gamification elements, emerged as key factors in sustaining student interest. Despite challenges such as technical constraints related to internet connectivity, limited device availability, and teachers' adaptation to new pedagogical approaches, digital media proved effective in enhancing learning quality. This study recommends ongoing teacher training to optimize learning technology use and institutional investment in digital infrastructure to support sustainable technology-enhanced Arabic language instruction. 
Enhancing Students’ Procedural Writing Skills through Chain Writing Technique: A Classroom Action Research Serihartati Serihartati; Ari Purnawan
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3342

Abstract

Writing procedural texts remains a challenging task for English as a Foreign Language (EFL) learners, particularly at the junior high school level, due to difficulties in organizing ideas, applying appropriate language features, and maintaining engagement in the writing process. While collaborative writing strategies have been widely studied, limited research has examined the use of the chain writing technique within a Classroom Action Research (CAR) framework to address genre-specific writing problems in authentic classroom contexts. This study aimed to enhance EFL students' procedural writing skills by implementing the chain writing technique using a CAR design. Conducted with 32 eighth-grade students at an Indonesian junior high school, the research involved two instructional cycles: planning, action, observation, and reflection. A mixed-methods approach was employed, combining writing tests with classroom observations, questionnaires, and interviews. The findings indicate substantial improvement in students' procedural writing performance across cycles, along with increased engagement, collaboration, and confidence in writing activities. The study highlights the effectiveness of chain writing as a collaborative strategy and demonstrates the added value of CAR in enabling iterative instructional refinement based on students' learning responses. The novelty of this study lies in integrating the chain writing technique into a cyclical CAR framework to improve procedural writing as a specific genre in a junior high school EFL context.
FOSTERING YOUNG LEARNERS’ VOCABULARY MASTERY BY USING PEER-ASSISTED LEARNING STRATEGY IN PRIMARY EFL CLASSROOMS Ilham Saputra; Ari Purnawan; Maria Paulina Rohi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.86

Abstract

Vocabulary is a foundational component of language learning, especially for young learners, as it directly impacts their mastery of language skills and overall academic success. This study investigates the effectiveness of the Class Wide Peer Tutoring (CWPT) model, a Peer-Assisted Learning Strategies (PALS), in enhancing fifth graders’ vocabulary mastery in  Jogjakarta Primary School A pre-experimental one-group pre-test-post-test design was employed with a sample of 29 students. Students participated in three peer-assisted learning sessions focusing on the CWPT model, where they alternated roles between tutor and learner, engaging in vocabulary-related activities. The results of the pre-test and post-test were analysed using descriptive statistics and a paired sample t-test to determine the impact of Peer Assisted Learning Strategies (PALS) on students' vocabulary development. The findings revealed a statistically significant improvement, t(28) = –13.54, p < .001, with the mean post-test score (93.28) substantially higher than the pretest mean (48.79). The intervention enhances overall vocabulary knowledge and reduces the variability in students’ performance, indicating that lower-performing students benefited considerably from Peer Assisted Learning. This study provides practical insights into how peer-assisted learning can foster engagement, provide individualized support, and address diverse learning.
Effects of Reading Motivation and Cultural Text Types on High School Students’ Inferential Reading Skills Sihombing, Raaomardsingh B; Yulia, Yuyun; Nurhayati, Lusi; Purnawan, Ari
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/af9f6472

Abstract

This study investigates the effects of reading motivation and cultural text types on the inferential reading skills of high school students, as well as the interaction between these two variables. A post-test only quasi-experimental design with a 2×2 factorial arrangement was employed. The population comprised 191 Grade 11 students at SMA Negeri 2 Bantul, from which 80 participants were selected through screening. Instrument validity was established using Pearson Product-Moment correlation, with all calculated r-values exceeding the r-table threshold. Reliability was confirmed through Cronbach's Alpha coefficients above 0.80, indicating strong internal consistency. Data were analyzed using Two-Way ANOVA followed by effect size analysis to determine the magnitude of influence of each independent variable on inferential reading skills. The results revealed that reading motivation did not exert a significant effect on inferential reading skills (p = 0.115; d = 0.347, modest effect), whereas cultural text type had a significant effect (p = 0.016; d = 0.546, moderate effect). Students who read local culture texts achieved higher mean scores than those who read popular culture texts. No significant interaction was found between reading motivation and cultural text type. These findings suggest that culturally relevant text selection plays a meaningful role in developing inferential reading skills among EFL students. Accordingly, the integration of culture-based reading materials into EFL classrooms is recommended as a pedagogical strategy to enhance students' inferential comprehension.
Co-Authors Agus Widyantoro Angraini, Ria Annida Nurul F. A., Annisa Nurul Ilmi dan Fauzan Ibram M. Asfar Arif Nurharjanto Azizah Samsudin, Nur Azzahra, Jasmine Aussie G Suharto, G Gunawan Gunawan Heri Retnawati Ihtiara Fitrianingsih Ilham Saputra Jamilah Jamilah Jamilah Jamilah Jamilah Jinabe, Megan Kali, Marius Randan Karima, Kauna Kartianom, Kartianom Lusi Nurhayati Lusi Nurhayati M. Sukarno Margana Margana Maria Paulina Rohi Moch. Imam Machfudi Nur Hidayanto Pancoro Setyo Putro Nury Supriyanti Putri, Rika Roza Ramadhani, Aulia Citra Rasman Rasman Roja Nur Azizah Rona Nur Azzahra Sahal Fahmi, Sahal Salsabila, Hanania Saputra, Ilham Serihartati Serihartati Sihombing, Raaomardsingh B Suwarsih Madya Windianto, Nur Eko Yuyun Yulia