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All Journal Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA English Review: Journal of English Education Jurnal Penelitian Pendidikan Indonesian EFL Journal Jurnal Bahasa Lingua Scientia JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JEES: Journal of English Educational Study PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) IJECA (International Journal of Education and Curriculum Application) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI SALEE: Study of Applied Linguistics and English Education Journal Compound : Improving the Quality of English Education Studies in English Language and Education TELL - US JOURNAL ETERNAL: English Teaching Journal
Rojab Siti Rodliyah
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EXPLORING THE CHALLENGES OF FORMATIVE ASSESSMENT PRACTICES FACED BY AN INDONESIAN EFL TEACHER Yolanda, Yolanda; Rodliyah, Rojab Siti
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8228

Abstract

Formative assessment plays a vital role in teaching and learning process in order to improve students’ learning outcome. The implementation of 2013 curriculum which is still applied in Indonesia today requires teacher to be proficient in assessing students’ learning either in the form of formative assessment or in the form of summative assessment. However, EFL teachers in Indonesian context are facing challenges in carrying out formative assessment. As such, this study aims to investigate the challenges faced by an Indonesian EFL teacher in practicing formative assessment. The researchers employed a case study research design to explore the phenomena. The data were collected through semi-structured interview and observation. The collected data were then analyzed using thematic analysis. An experienced EFL teacher who has been teaching for more than five years in a public Junior High School in West Sumatera was involved in this study. The finding reveals that teacher’s formative assessment knowledge and experience gaps are the primary obstacles faced by the teacher. Furthermore, it was discovered that one significant element that might provide challenges for the teacher is the students’ attitudes of assessment since the students have low motivation in learning English. Therefore, it is suggested that the teacher’s professional development and teacher’s collaborative work are needed to be improved.
THE USE OF CODING-BASED LEARNING MATERIAL (CBLM) IN PROMOTING CRITICAL READING SKILS: CHALLENGES AND BENEFITS Ilantri, Yuyun; Setyarini, Sri; Rodliyah, Siti Rojab
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8831

Abstract

The study aims to investigate the effectiveness of Coding-Based Learning Material (CBLM) using Scratch 3.0 in enhancing critical reading skills in a General English Program at a university language center in Bandung. With the need to develop 21st century skills, particularly critical reading skills and digital literacy, this study examines the role of CBLM in improving students engagement and reading comprehension. The research involved 12 Pre-Intermediate level students and one teacher, with participants attending 24 sessions. Data were collected through observation checklists, reading activities, and interviews with teacher to reduce bias. Analysis was conducted using thematic coding, drawing on Dual Coding Theory, which suggests that multimedia use enhances comprehension by activating both visual and verbal processing channels. Results indicate that CBLM with Scratch 3.0 positively influences students critical reading skills, enabling them to analyze and interpret text more effectively. Additionally, the interactive coding activities improved student motivation and interest in English learning. However, challenges emerged, particularly due to the novelty of Scracth 3.0 in language learning, necessitating further training and familiarization for both teachers and students. This study suggests that CBLM has potential as an engaging instructional tool for fostering critical reading skills, although future research should explore long-term impacts and strategies to support effective integration in language education.
Exploring Mood and Pedagogical Implications of The Student’s Descriptive Text: A Systemic Functional Linguistic (SFL) Analysis Naisya Dara Priyanka, Fadhillah; Setyarini, Sri; Siti Rodliyah, Rojab
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2025): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i1.1009

Abstract

Penelitian ini bertujuan untuk menyelidiki sistem mood dalam penulisan teks deskriptif, khususnya pada karya siswa kelas 3 Temuan ini menyoroti kesenjangan penting dalam literatur yang ada, menekankan kelangkaan penelitian yang menerapkan SFL untuk mengeksplorasi sistem mood dalam konteks penulisan teks deskriptif siswa sekolah dasar. Penelitian ini memeriksa bagaimana pelajar muda menggunakan mood dan kemudian memberikan wawasan berharga untuk instruksi menulis yang disesuaikan. Bagian metodologi menguraikan pendekatan kualitatif dan analisis tekstual, menggunakan SFL untuk mengkategorikan elemen linguistik untuk memahami pilihan mood secara komprehensif. Hasilnya mengungkapkan penggunaan mood indikatif yang dominan, khususnya subtipe deklaratif, dan variasi bentuk kata strategis yang berkontribusi pada koherensi keseluruhan dan nuansa temporal. Memahami tata bahasa interpersonal terbukti sangat penting untuk pengajaran bahasa, memperkaya ekspresi bahasa, dan memberdayakan siswa untuk mengartikulasikan posisi, menavigasi dinamika kekuasaan, dan menyusun tanggapan kritis. Sebagai kesimpulan, penelitian ini merekomendasikan agar pendidik memanfaatkan kecenderungan siswa terhadap pernyataan deklaratif dan secara strategis menggunakan bentuk kata kerja untuk meningkatkan narasi temporal, yang memperkaya pengajaran bahasa di sekolah dasar.
ALIGNING RECOUNT TEXT INSTRUCTION WITH THE EMANCIPATED CURRICULUM: INCLUSIVE EFL STRATEGIES FOR VISUALLY IMPAIRED LEARNERS Rangkuti, Naufal; Setyarini, Sri; Rodliyah, Rojab Siti; Rakhmafithry, Dianty
Journal Compound: Improving the Quality of English Education Vol. 13 No. 1 (2025): June 2025: Journal Compound
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jcp.v13i1.21831

Abstract

This study explores the alignment of English recount text modules with the Emancipated Curriculum and investigates the instructional strategies and assistive support employed in inclusive EFL classrooms for visually impaired learners. Using a qualitative descriptive method, data were collected through document analysis and classroom observation at a special needs school. The findings indicate that the learning modules generally adhere to the principles of flexibility, inclusivity, and student-centered learning, though some elements require refinement to better promote collaboration and higher-order thinking. Instructional strategies such as Discovery Learning and multisensory input were implemented, alongside assistive technologies like screen readers and Braille resources, which supported the development of receptive skills. However, challenges were found in resource availability, teacher training, and integration of assistive tools. Student responses revealed increased engagement and progress when inclusive and adaptive strategies were applied. These findings highlight the need for continued curriculum improvement, enhanced teacher preparation, and institutional support to ensure equitable EFL learning experiences for blind students.
English literacy learning loss during the COVID-19 pandemic in Indonesia Gustine, Gin Gin; Setyarini, Sri; Rodliyah, Rojab Siti
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34888

Abstract

This study explores the impact of the COVID-19-induced school closures in Indonesia on the decline of secondary school students learning, particularly in their English literacy. While numerous studies have delved into the repercussions of school closures on literacy skills in European countries, Australia, and the USA, such investigations have been relatively limited in Asia, particularly within the Indonesian context. Employing a qualitative approach for impact assessment, this research gathered data from diverse sources, including online surveys, one-on-one interviews, and focus group discussions. The survey involved 140 English teachers from four Indonesian provinces, including Java, Sumatra, Riau Islands, and Bali provinces. Ten English teachers were selected to participate in the individual online interviews, followed by a focus group discussion with four teachers. Within an inductive approach and thematic analysis framework, data were analysed, and five primary literacy skills emerged from the analysis that show a decline during the period of school closures: having critical thinking while reading, drawing inferences from texts, summarising text content, having good attitudes toward writing, and composing longer paragraphs. These initial findings, although on a small scale, are anticipated to help educators, school administrators, and policymakers in the Indonesian education sector in devising more effective plans for addressing unforeseen challenges in the future, including the development of programs to help students recover from learning loss.
The Self-Regulated Learning Strategies in Vocabulary Learning Using Socrative App Octaviani, Regina; Setyarini, Sri Setyarini; Rodliyah, Rojab Siti
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v5i1.6720

Abstract

Self-Regulated Learning (SRL) strategies has been implemented in psychological learning context. The research regarding the SRL has dynamically spread to some recent issues in the learning process, including the language learning and technology to obtain students’ learning achievement. Therefore, this study hisghlights the English language learning among secondary school students regarding the vocabulary learning achievement through one of the Mobile Apps called Socrative. This study employed a qualitative research to investigate the issue and involved 21 students as participants who were observed and interviewed. The findings figured out that the students implemented two out of fourteen SRL strategies in the EFL vocabulary learning; (1) Seeking assistance and (2) Organization, but the fact revealed that the students did not make an outstanding result based on their work on Socrative regarding to the vocabulary learning.
English Teachers’ TPACK Level, Factors, and the Impacts in Vocational High School Destiani, Isti; Setyarini, Sri; Rodliyah, Rojab Siti
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 4 No. 2 (2022): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v4i2.6725

Abstract

This study is aimed to investigate English teachers’ TPACK level and explore its impact on teaching English to Vocational high school students in Garut. In this mixed-method study, questionnaires, interviews, and observation were used as the instruments for collecting the data. The participants of this study were 50 vocational high school English teachers in Garut. After collecting the data from the questionnaire, this study showed various results for each domain. On average, more than 60% of the participants had a high level of TPACK. And the rest of them had an adequate and low level of TPACK. In addition, based on the interview, factors that influenced the differences in TPACK level among the participants were divided into three aspects: technology, pedagogy, and content knowledge. Factors that influence the technology aspects were facilities, technology mastery, and willingness and curiosity. Meanwhile, factors of pedagogy are influenced by teaching experience and strategy, training, and certification from the government. Whereas, factors of content knowledge are caused by educational background, age, and English knowledge mastery. Thus, English teachers with TPACK levels impact their teaching practices in vocational high schools. Most of them applied technology in the classroom, such as using laptops, projectors, audio and video file, PowerPoint, and digital book. Besides, they also used many teaching strategies with English knowledge mastery in teaching so that their students were more enthusiastic about learning English. This study is expected to benefit the teachers as they derive relevant details for their development and professionalism
FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA Kailani, Ahmad; Emi Emilia; Gin Gin Gustine; Rojab Siti Rodliyah
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11545

Abstract

Effective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (2001) language curriculum ideologies. Findings revealed that while the curriculum emphasized social-economic efficiency, academic rationalism, and professional competency, gaps remained in integrating English proficiency with clinical communication skills. The study highlighted limitations in curriculum design, including inadequate exposure to authentic professional discourse and a misalignment between learning activities and workplace communication needs. These insights inform curriculum development strategies, emphasizing the need for industry-aligned instructional practices and policy reforms. The findings contribute to nursing education discourse in Indonesia and globally, advocating for curricula that better prepare students for professional communication in clinical settings.
EXPLORING GLOBAL ENGLISHES IN INDONESIAN EFL CLASSROOMS: A CASE STUDY OF EXTENSIVE LISTENING Maharani, Nabilla; Siti Rodliyah, Rojab; Handi Gunawan, Muhammad
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11834

Abstract

This study explores how Global Englishes (GE)-informed materials can be used for teaching extensive listening, focusing on students’ perceptions before and after learning the concept, as well as the benefits and challenges they experienced. The study was conducted with 24 third-year university students in Bandung, Indonesia. In this study, data were collected through course reflective journals, semi-structured interviews, and classroom observations and were thematically analysed. The findings revealed that most students were initially not familiar with Global Englishes. However, after learning the concept, they gained a better understanding and awareness of the diversity of English. They also became more confident speaking English with their own accents. A significant challenge, however, was understanding accents they had not been exposed to before. In essence, the findings may elucidate how GE-informed materials can boost students’ confidence and expand their understanding of effective communication in English, as well as provide suggestions for incorporating GELT into classrooms.
A Comparative Analysis of the Philippine and Indonesian English Curricula at the Elementary Education Level Asyifa, Firly; Rodliyah, Rojab Siti; Amalia, Lulu Laela; Mababaya, Ahmad Dindang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.30813

Abstract

Curriculum plays an important role in education because it provides a structured framework for learning. Understanding how English curricula in different countries are constructed can be beneficial for improving educational quality.  This study, therefore, aimed to analyze and compare the Indonesian and Philippine English curricula, focusing on their construction, particularly at the elementary education level. The study employed document analysis through three stages. First, the data were coded using themes adapted from Tyler’s Rationale (objectives, design, scope and sequence, evaluation). Then, a comparative analysis was conducted to identify similarities and differences between the two curricula. Finally, the findings were interpreted by considering contextual and philosophical factors influencing each curriculum. Findings reveal significant differences: the Philippine curriculum introduces English from Kindergarten, highlighting its role as a second language that is vital for national development and global integration. It employs a structured approach emphasizing early exposure, higher-order thinking, and standardized assessments. By contrast, Indonesia introduces English in Grade 3, prioritizing foundational skills in the Indonesian language first; and emphasizing flexibility, formative assessments, and greater teacher autonomy, allowing contextualized adaptation to diverse student needs. Despite these differences, both curricula aim to foster communicative competence, critical thinking, and intercultural awareness, essential skills for 21st-century learners. The results bring to light the importance of context-sensitive curriculum development that balances international educational trends with local linguistic realities, contributing theoretically by clarifying how national contexts influence curriculum choices in ESL and EFL environments. Practically, it provides actionable insights for policymakers and curriculum designers aiming to develop adaptable, inclusive, and culturally relevant English programs in multilingual contexts.
Co-Authors Ahmad Bukhori Muslim Ahmad Kailani, Ahmad Aji Budi Rinekso Alfath Eka Liani Amalia, Lulu Laela Arief Rahman Asyifa, Firly Choirunnisa, Jihan Destiani, Isti Dwi Bayu Saputra Emi Emilia Erlik Widiyani Styati, Erlik Widiyani Ernie D.A Imperiani Gin Gin Gustine Gustine, Gin Gin Holidazia, Rupina Ilantri, Yuyun Ima Rahmah Hanifah Intan Pertiwi Isti Destiani Khairunnisa Khairunnisa Lulu Laela Amalia Lulu Laela Amalia Mababaya, Ahmad Dindang Maharani, Nabilla Muhammad Handi Gunawan Naisya Dara Priyanka, Fadhillah Nenden Sri Lengkanawati Octaviani, Regina Purnawarman, Pupung Rakhmafithry, Dianty Rangkuti, Naufal Regina Octaviani Rinekso, Aji Budi Setyarini, Sri Setyarini Siti Azhariah SITI NURUL HIDAYATI Sri Setyarini Sudana, Dadang Suherdi, Didi Tsara Desiana Akmilia Yolanda Yolanda, Yolanda Zainurrahman Zainurrahman