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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching BAHASA DAN SASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Al Ishlah Jurnal Pendidikan Register Journal INOVISH JOURNAL Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) Elsya : Journal of English Language Studies Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat JEE (Journal of English Education) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Jurnal bahasa, sastra, seni, dan pengajarannya Journal of Education, Language Innovation, and Applied Linguistics Studies in English Language and Education INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY REGISTER JOURNAL Jurnal Pendidikan Islam Jurnal bahasa, sastra, seni, dan pengajarannya COUNS-EDU: The International Journal of Counseling and Education
Yenni Rozimela
Universitas Negeri Padang
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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Rubric for E-portfolio Assessment: Define the Standard Criteria Handayani, Witri; Rozimela, Yenni; Thahar, Harris Effendi; Sari, Indah
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.60

Abstract

An e-portfolio is an e-learning tool that also can be utilized as an assessment tool. As it supports student-centered learning in the process, it has the possibility to gain the students' skills and acquisition of the subject matter which will be very useful for their future careers. This study aims to design a rubric that makes a standard for students' guidance in learning to assess themselves as part of an e-portfolio application in the classroom and to simplify the lecturers' work in assessing the students' assignments. The rubric designed in this study was arranged based on Rico’s theory of four aspects of a rubric to assess e-portfolios. The element criteria of the rubrics are competence development, content acquisition, learning process reflection, and e-portfolio display. Meanwhile, the levels of functioning are advanced, moderate, and poor. It is an analytic rubric without a numbered scoring scale, yet the lecturers are free to set the level of measurement range to the level of functioning. After the rubric was completed, it was validated by two assessment validators and got the criteria of very valid. After being validated, the rubric was ready to be tested in the experimental group which will be discussed further in the other publication.
Designing a Multimodal Workbook for Prospective EFL Teachers in the Academic Writing Context Yana, Dewi; Rozimela, Yenni; Hamzah, Hamzah
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12859

Abstract

Proficiency in multimodal writing is becoming progressively crucial for students, particularly in the realm of academic writing. Nevertheless, the existing learning materials in higher education fail to adequately meet those requirements. Hence, the goal of this study is to create a workbook that will assist students in improving their ability to write using various modes in academic writing classes. This study employs Research and Development, with a specific focus on the Analysis and Design phases of the ADDIE approach. The investigation had a total of 114 participants. We employed triangulation techniques to develop a questionnaire and gathered data in July 2024. Subsequently, we analyzed and displayed the data using descriptive statistics, elucidating its meaning in accordance with the pre-established categories. The requirements assessment revealed that students necessitate support in academic writing, including obtaining credible sources, employing technological tools, completing plagiarism checks, and maintaining citations. Students desire a customizable learning structure that allows them to produce multimodal (digital) texts and engage in activities both individually and collaboratively. The needs analysis determines the structure of the multimodal project workbook, which consists of five sections arranged according to the syntax of project-based learning. To achieve more effective and practical outcomes, it is critical to proceed with the research by carrying out the Development and Implementation stages.
Interactive Learning Using E-Learning Module in Learning English for Senior High School: A Review of Related Articles Dewi, Yosa Novia; Zaim, Muhammad; Rozimela, Yenni
Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 2 (2022): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.731 KB) | DOI: 10.37058/jelita.v1i2.5306

Abstract

Technological advances affect people’s working lives and contribute to the education system, especially in the learning process for generation 4.0. Generation 4.0 is a generation that is fully exposed to technological developments even from birth, so learning using technology will have a very good effect on them. However, conventional learning in schools is still dominated by conventional learning that uses textbooks as teaching media. Therefore, this study was conducted to determine the benefits of implementing interactive learning using the E-Learning Module. The data was collected through a review of international journals starting from 2015 to 2019. The findings show that one of the appropriate media used to teach the current 4.0 generation is interactive learning or known as learning, which uses interactive multimedia with interesting materials to motivate students to learn when and anywhere. This study also found that learning using the interactive learning module has advantages in pedagogical aspects such as collaborative learning, mixed learning, interactive learning, experiential learning, and problem-based learning. Keywords: E-learning; Interactive Learning Module; Multimedia; Motivation; and Generation 4.0.
English Reading - Based Writing Model: A blended learning alternative Rozimela, Yenni
English Education:Journal of English Teaching and Research Vol 6 No 2 (2021): English education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v6i2.16992

Abstract

ABSTRACT Writing is often regarded as a difficult skill to acquire by majority of EFL learners. Teaching writing is also unquestionably challenging. It is argued that an essential effort to assist learners is having them explore information to write through reading topic and genre- related sources extensively. This article seeks to explain the result of a study employing R&D method to develop a Reading-Based Model to teach academic writing. It will report the results of the needs analysis briefly and then explain the model itself. The data about the students' needs of writing according to the students and the writing lecturers were collected through questionnaire and interview. The results of needs analysis and relevant literature confirmed that reading prior and during writing is elemental. The syntax of the model was developed on the basis of literature dealing with the principles of reading-writing relations and the Genre-based Approach. It consists of 4 main stages. Some activities within each stage can be carried out online. The model has gone through a validation process by two experts (two experienced lecturers teaching writing skills). The model was considered valid by the experts; a few recommendations were concerned with additional activities.
Navigating Writing Challenges: A Study on High-Use Learning Strategies Among Successful EFL Learners in Indonesia Rezky Fakhir Hilmi; Yenni Rozimela
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6244

Abstract

Writing in a foreign language presents challenges related to grammar, vocabulary, coherence, and self-regulation. This study investigates the writing learning strategies employed by successful EFL learners in the English Education Study Program at Universitas Negeri Padang. The objective is to identify the most frequently used strategies to overcome these difficulties. A quantitative descriptive approach was employed, utilizing a survey questionnaire to collect data from a purposive sample of 30 successful EFL learners. The questionnaire assessed the frequency of various writing strategies, categorized into metacognitive, cognitive, compensation, social, memory, and affective strategies. Findings indicate that all strategy types fall under the "High Use" category. Metacognitive strategies were the most frequently employed (mean = 4.1), emphasizing planning, monitoring, and evaluating writing. Compensation strategies (mean = 3.9) and cognitive strategies (mean = 3.7) were also widely used, suggesting active learner efforts to address language gaps. Social and memory strategies showed similar levels of application (mean = 3.6), highlighting the role of peer support and memory aids. Affective strategies, though slightly lower (mean = 3.5), remained within the high-use category for managing emotions. With an overall mean of 3.7, the results suggest that frequent and diverse strategy use significantly contributes to writing proficiency. The high reliance on metacognitive strategies underscores their importance in self-regulated learning. These findings offer insights for educators seeking to enhance EFL writing instruction through strategy-based approaches, particularly by fostering metacognitive awareness and self-regulation.
Using reflective teaching to develop students’ teaching skill Rozimela, Yenni
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 41, No. 1
Publisher : citeus

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

Abstract

This study was conducted to explain the extent to which reflective teaching and peer comments were able to develop students’ teaching skills. It employed classroom action research involving a group of students enrolled in a Microteaching course at the English Department of Universitas Negeri Padang (State University of Padang) during the first semester (January–June) of the 2012 academic year. The data were collected through observation notes, self-reflection notes, teaching tasks, and questionnaires, and were analyzed descriptively. The results showed improvements in students’ teaching skills across all assessed aspects. Furthermore, the students demonstrated positive perceptions of reflective teaching through self-reflection and peer comments.
Students’ need on basic English grammar teaching material based on interactive multimedia: an innovative design Tiarina, Yuli; Syarif, Hermawati; Jufrizal, Jufrizal; Rozimela, Yenni
COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 1 (2019)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020190419310

Abstract

This article, a part of dissertation entitled  Developing Basic English Grammar Teaching Material based on Interactive Multimedia at University Level, presents the results of a study conducted to find the model of Basic English Grammar teaching material based on interactive multimedia needed by the students. This empirical research employed both quantitative and qualitative analyses. Seventy eight students of English Department of Universitas Negeri Padang were involved. The students  were required to articulate their need on a design of Basic English Grammar teaching material based on interactive multimedia. The data were collected through an open questionnaire. The first result is that Basic English Grammar teaching material based on interactive multimedia is very needed (with the score 3.1 out of 4). Second, the result indicates the organization of Basic English Grammar teaching material based on interactive multimedia. The organization consists of six parts. They are Time to watch/sing/read, Time to chat, Time to Focus, Time for fun practice, Time for tube, and Time for action. Third, the students have different learning style. Fourty two students (53.84%) have visual learning style. Twenty two students (28.21%) have audio learning style. The rest, fourteen students (17.95%) have kinestetic learning style. Four, the finding shows the students have their favorite movies, colors, and music. The students like comedy/humor, drama, horror, dokumentary, and action movies; they love pop, jazz, rock, country, and rap music; they adore blue, green, black, pink, and red color. Another important research finding is almost all students (91%) have their own laptop. Those findings will be considerations in designing the Basic English Grammar teaching material based on interactive multimedia. Further research to see the effectiveness of the model of Basic English Grammar teaching material based on interactive multimedia needs to be done.
Transforming Entrepreneurship Education Through Islamic Values: A Needs Assessment at an Islamic Higher Education Institution in Indonesia Widia Yunita; Yenni Rozimela; Yetti Zainil
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.224

Abstract

This study conducts a needs assessment to support the development of Islamic value-based edupreneurship teaching materials for English Education students at STAI Hubbulwathan Duri. Specifically, it investigates students’ perceptions, needs, and expectations regarding the integration of Islamic values into entrepreneurial learning. Using a quantitative survey design, data were collected from 111 students through a questionnaire grounded in Albert Bandura’s Social Cognitive Theory. The findings reveal that students strongly recognize the importance of aligning business practices with Islamic ethics and aspire to an entrepreneurial identity that is spiritually meaningful, seeing business as a form of da’wah and social empowerment. However, they also identified shortcomings in current learning materials, including insufficient practical guidance, limited exposure to role models, and the absence of value-based assessment methods. These results highlight an urgent need for redesigned coursebooks that incorporate contextual case studies, hands-on learning opportunities, and evaluation approaches rooted in Islamic principles. As a needs assessment, this study concludes that a revised curriculum is essential for fostering competent, ethical, and socially responsible Muslim edupreneurs.
Prioritizing Minangkabau Cultural Features for Contextual English Materials: An Elementary Teachers’ Needs Analysis Meisyani Gustri Fadila; Yenni Rozimela; Yetti Zainil
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4663

Abstract

The Merdeka Curriculum promotes early English proficiency in elementary school students. However, learning English as a foreign language is still difficult for young learners, especially in terms of acquiring the vocabulary and understanding the basic language abilities. Therefore, English teaching materials should be contextualized with content relevant to students’ social backgrounds. Despite the growing focus to the integration of local culture into English language education, only a few research have indicated which cultural aspects for English material development in elementary schools should be given priority. This study identified and prioritized Minangkabau cultural traits for elementary school teachers’ contextual English material development to meet their needs. An explanatory sequential mixed-methods design was used to collect data from elementary school teachers in Lengayang District, West Sumatra, where Minangkabau culture is strongly rooted in students’ daily lives. Descriptive statistics were used to evaluate quantitative data and theme analysis was used to analyze qualitative data. The results demonstrated that the integration of Minangkabau culture into English learning materials was strongly supported. The most emphasized cultural attributes were traditional games, folktales, traditional clothes, and traditional meals, as they were believed to enable vocabulary learning, boost student engagement, promote cultural awareness, and assist meaningful language use. The study concluded that the emphasis on culturally relevant content can be useful in developing contextual and culturally responsive English materials for students in elementary schools.
Co-Authors A.A. Ketut Agung Cahyawan W Addinna, Ainul Ana Safara Anamaryanti Anamaryanti Anwar, Desvaini Ari Ervansyah Aryuliva Adnan Atmazaki Atmazaki Danisa Warni Delvi Wahyuni Desvalini Anwar Dewi Sari Wahyuni Dewi Yana, Dewi Dewi, Yosa Novia Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Fadila, Meisyani Gustri Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Hamzah Hamzah Harris Effendi Thahar Harwati Hashim Havid Ardi Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indah Sari Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Jufrizal Jufrizal Lafziatul Hilmi M. Zaim M. Zaim Masoud, Hamad Msamaa Meisya Alfino Rosa Meisyani Gustri Fadila Melia Nesti Ayu Muhammad Indra Gunawan Mukhaiyar . Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Nenny Mahyuddin Nora Fudhla Novia Dewi, Yosa Nurul Afifah Ramadhana Pingky Rahayu Putri Pipit Rahayu Ratmanida, Ratmanida Refnaldi Refnaldi Reni Astanti Rezky Fakhir Hilmi RIFA'ATUL MAHMUDAH Ririn Ovilia Rita Endriyani Salendra Ahmad Sari, Syafni Gustina Saunir Saun Saunir Saun Sintha Tresnadewi Sitti Fatimah Sitti Fatimah Sufyarma Marsidin Syamsuarni Syamsuarni Syamwil, Syamwil T. Sy. Eiva Fatdha Tesha Fersty Fadhilah Tri Handayani Ulfa Vazariah Utari Novialita Zulkarnaen Wahyudi , Ridwan Widia Yunita Witri Handayani Yaswinda Yaswinda Yerizon Yerizon Yerizon Yerizon Yeski Putri Utami Yosa Novia Yuli Tiarina Yulia Dewi Suryani Yulia Rizki Ramadhani Zaim, M Zainil, Yetti Ziamalina Ziamalina