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All Journal ELS Journal On Interdisciplinary Studies in Humanities Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Journal of Research on English and Language Learning (J-REaLL) Retain: Journal of Research in English Language Teaching EBONY PEDAGOGI: Jurnal Ilmiah Pendidikan Jurnal Abdi Masyarakat Journal of Pragmatics Research Jurnal Pengabdian Masyarakat dan Riset Pendidikan International Journal of English Learning and Applied Linguistics (IJELAL)
Rahayu Kuswardani
Universitas Negeri Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Development of Portfolio Evaluation Tools to Improve Expository Writing Skills Rahayu Kuswardani; Fithriyah Inda Nur Abida; Oikurema Purwati; Nur Fauzia; Diana Budi Darma; Fahri Fahri; Nur Chakim; Muh Aries Hilmi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 2 (2022): June
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.172 KB) | DOI: 10.34050/elsjish.v5i2.21186

Abstract

This research is intended to help English teachers both at the college and high school levels in using portfolios as an evaluation tool in writing skills. Portfolio assessment was chosen in this research because of its wide use and easy adaptation to various needs. This study used Research and Development method. The development stage is based on the IQF curriculum implemented in English Language and Literature Department, Universitas Negeri Surabaya. The exploratory writing skills held for students are expected to help them in further writing, namely Thesis Proposal Writing and Academic Journal Writing where students will write down their thoughts about a concept or phenomenon and present an explanation accompanied by adequate research data. The results of the study show that the use of portfolio is quite positive. There is an improvement in students’ writing after applying a portfolio as an evaluation tool for writing skills. However, some additions need to be made to improve the quality and format of the portfolio as an evaluation tool for writing skills.
The Effect of Kahoot! to Enhance 11th graders student’s Reading Comprehension of Discussion Texts : Penelitian Arangga Java Ramadona; Rahayu Kuswardani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7282

Abstract

This study aimed to investigate the effect of Kahoot! on enhancing 11th graders’ reading comprehension in discussion texts. The research used Kahoot! as an interactive teaching media to support students’ learning process in reading activities. This study employed a quantitative quasi-experimental design involving two classes of 11th grade students, with 24 students in each class. One class was assigned as the experimental group and the other as the control group. Both groups were given pre-test and post-test consisting of 20 questions. The experimental group was taught using Kahoot!, while the control group used conventional teaching media. The data were analyzed using the Mann–Whitney U test to determine the significance of the treatment. The result showed that there was no statistically significant difference between the control and experimental groups in students’ reading comprehension of discussion texts. However, the effect size result indicated a moderate effect, showing that Kahoot! still gave a meaningful practical contribution to students’ learning outcomes. In conclusion, Kahoot! can be used as an alternative teaching media to create a more interactive and engaging learning environment in teaching reading comprehension, particularly in discussion texts.
The Impact of Applying Wordwall as a Learning Media for 8th-Graders' Vocabulary Mastery Hilyatuts Tsaniyah; Rahayu Kuswardani
Pedagogi: Jurnal Ilmiah Pendidikan Vol 12 No 2 (2026): Pedagogi: Jurnal Ilmiah Pendidikan (In Press)
Publisher : FKIP Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/pedagogi.v12i2.1477

Abstract

This study was conducted with the aim of testing the impact of applying Wordwall as a learning media on eighth-grade students’ vocabulary mastery, particularly on action verbs and temporal conjunctions in procedure texts. The research design used in this study was a quasi-experimental design involving 50 eighth-grade students. The data were collected using a vocabulary test as a research instrument. The instrument was validated by experts and tested for reliability before administering to the experimental and control classes. The data were collected through six meetings. Four of the meetings were used to give treatment using Wordwall in the experimental class, while the control class was taught using the students’ handbook. The data were analyzed through some steps and using an Independent Sample T-Test for hypothesis testing. The findings of this study showed that the students in the experimental class experienced a significant improvement in their vocabulary mastery after learning vocabulary using Wordwall. The t-test results indicated that there was a significant difference between the post-test scores of both classes (p < 0.05) with an effect size of 0.644, indicating a large effect. Therefore, the use of Wordwall has a positive impact on improving eighth-grade students' vocabulary mastery.
Functional Pragmatic Analysis in Building Students' Contextual Understanding of Literary Works Rahayu Kuswardani; Muhaimin Abdullah; Rizky Ramadhan; Fithriyah Inda Nur Abida; Risman Iye
Journal of Pragmatics Research Vol. 6 No. 2 (2024): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v6i2.277-292

Abstract

This study aims to analyze the role of a functional pragmatic approach in developing students' contextual understanding of literary works. The functional pragmatic approach emphasizes the importance of context in interpreting text meaning, considering the social, cultural, and situational backgrounds that influence communication in literature. In literature education, this method helps students go beyond understanding the literal content of a text. It encourages them to explore the deeper layers of meaning by considering the relationship between the author, the reader, and the broader societal context in which the text was produced. The research employs a qualitative case study design, engaging literature students as participants to examine how this approach is implemented in real classroom settings. The study utilizes several data collection techniques, including observations, interviews, and document analysis. These methods allow the researcher to comprehensively understand how the functional pragmatic approach is applied during literature lessons and its impact on students' comprehension. The findings indicate that this approach significantly enhances students' ability to critically analyze the meaning of texts and deepen their understanding of the social and cultural contexts embedded in the literature.Additionally, it fosters an appreciation for the values and messages conveyed through literary works. The study's implications suggest that incorporating a functional pragmatic approach in literature instruction could powerfully support the development of students' contextual understanding and critical thinking skills. By emphasizing the importance of context in literary analysis, this approach can help students engage with texts on a deeper level, making literature more meaningful and relevant to their lives.
Correlation between Junior High School Students’ Self-Efficacy in Writing and Their Writing Performance Dian Aushaf Yasmin; Rahayu Kuswardani
Retain: Journal of Research in English Language Teaching Vol. 13 No. 02 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/rt.v13i02.64831

Abstract

This study’s purpose is to find out the writing self-efficacy level of eighth-grade students in a public junior high school in Surabaya and the correlation between students’ self-efficacy in writing and their writing performance. The data is gathered by using a questionnaire to measure the self-efficacy level and students’ latest writing assignment to measure their writing performance. This study used Pearson’s correlation method at first, but since the data distribution was considered abnormal, Spearman’s correlation method was chosen instead. The results of this research denote that the eighth-graders in this junior high school have a high level of self-efficacy in writing, with their average score being 3.56 out of 5. Students can perform well in writing, as can be seen from their writing assignment’s drafts. The Spearman’s correlation result for the students’ writing self-efficacy and writing performance, with the correlation coefficient being 0.264, barely confirms the theory that there is a positive and linear correlation between the two variables, in which most students who have high self-efficacy level are proved to perform their writing assignment well. As the two variables can affect each other, increasing students’ self-efficacy in writing can be one of the ways to improve the students’ writing performance, which will also increase the students’ motivation and confidence. Since this study is only conducted in one junior high school in Surabaya, it can’t perfectly represent the other schools, especially the schools in smaller cities. Future researchers may investigate the connection and relationship between students' writing performance and their writing self-efficacy, not only in junior high school but also at other educational levels, as well as using different types of text to further prove the theory of self-efficacy to see if self-efficacy impacts performance differently across various writing genres.
BEYOND THE SCREEN: HOW VIDEO-MEDIATED CULTURAL ENCOUNTERS ACTIVATE HIGHER-ORDER THINKING AND COGNITIVE GROWTH IN EFL LITERATURE CLASSROOMS Rahayu Kuswardani; Lila Musyahda
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.16

Abstract

This study examines how video-mediated cultural encounters in an English as a Foreign Language (EFL) literature classroom may support higher-order thinking and cognitive engagement among Indonesian university students. Drawing on Bloom’s Revised Taxonomy and Byram’s model of intercultural communicative competence, it employed a qualitative descriptive design with 33 undergraduate students at a public university in East Java, Indonesia. After viewing two culturally rich short videos, participants answered five open-ended reflection questions. Reflexive thematic analysis indicated that students’ written reflections provided evidence of engagement across all six taxonomic levels, with analyzing and evaluating the most frequently observed. Unlike prior work that relies on textbook or test-item analysis, this study traces higher-order engagement in authentic learner reflections and links it to intercultural awareness. The findings suggest that authentic video content, paired with structured reflective tasks, can serve as a useful catalyst for higher-order engagement and intercultural reflection, although the evidence is interpretive and context-bound.
The Impact of Tiktok Application on Enhancing English Speaking Ability of Senior High School Students through Narrative Texts Nafisatul Muawanah; Rahayu Kuswardani
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.26301

Abstract

This study aims to investigate the effect of TikTok use on students’ speaking performance when delivering narrative monologues. This study employed a pre-experimental design with a one-group pre-test and post-test design. The participants were 30 eleventh-grade students. Data were collected through a speaking performance test in which students delivered narrative monologues based on selected fairy tale topics. Student performance was assessed based on fluency, accuracy, pronunciation, and vocabulary. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, and effect size analysis via SPSS 25.0. The findings indicate that the students’ average score increased from 54.73 on the pre-test to 58.46 on the post-test. The paired t-test yielded a significance value of 0.000 (p < 0.05), indicating a significant difference between pre-test and post-test scores. Additionally, the effect size results showed a moderate effect with a Cohen’s d value of 0.612. These results indicate that the use of TikTok significantly improves students’ speaking performance in delivering narrative monologues. The findings indicate that TikTok has the potential to facilitate students’ speaking development in narrative text learning. The significant improvement in students’ speaking performance suggests that social media-based instructional practices can serve as a valuable alternative for promoting active participation and oral language development in EFL classrooms.
The Correlation Between Self-Efficacy and English-Speaking Ability Among Vocational High School Students Maura Zhaskia Widyareni; Rahayu Kuswardani
General English Education Vol 6 No 2 (2026): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v6i2.26335

Abstract

Speaking ability is essential in vocational education and may be influenced by psychological factors such as self-efficacy. This study investigated the correlation between self-efficacy and English-speaking ability among vocational high school students in Lumajang. A quantitative correlational design was employed with 70 Office Management students. Self-efficacy data were collected using an adapted questionnaire, and speaking ability was assessed using a speaking rubric. Instrument validity was reviewed by an expert, and reliability testing indicated acceptable internal consistency. Because one variable was not normally distributed, Spearman correlation was used as the main analysis. The findings revealed a very strong positive correlation between self-efficacy and speaking ability (Spearman ρ = .871, p < .05). Students with stronger beliefs in their speaking ability tended to perform better in speaking. These findings emphasize the importance of addressing psychological dimensions in English learning, particularly in vocational contexts where communicative competence is required for future professional settings.
Co-Authors Abdur Rosyid Arangga Java Ramadona Dian Aushaf Yasmin Diana Budi Darma Fahri Fahri FAURIS ZUHRI Fithriyah inda Nur Abida Fithriyah Inda Nur Abida Fithriyah Inda Nur Abida Diana Budi Darma Hilyatuts Tsaniyah Lila Musyahda Maura Zhaskia Widyareni Muh Aries Hilmi Muhaimin Abdullah Nadiatus Sholichah Nafisatul Muawanah Nur Chakim Nur Fauzia Nurul Iftitah Oikurema Purwati Risman Iye Rizky Aditya Prasetyo Rizky Ramadhan Wahyu Pratama