Article Per Year (5 Year)
p-Index From 2021 - 2026
6.413
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan IJoLE: International Journal of Language Education Acuity : Journal of English Language Pedagogy, Literature and Culture SALEE: Study of Applied Linguistics and English Education Jurnal Pemberdayaan Masyarakat Muslim Education Review JELLT (Journal of English Language and Literature Teaching) Eduvest - Journal of Universal Studies UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
zulfa Sakhiyya
Unknown Affiliation
Religion Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Neuroscience Social Sciences Other

Published : 56 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 56 Documents
Search

 2   3   4   5   6 
A Corpus-Based Analysis of Vocabulary Load and Coverage in Indonesian EFL Textbook For 8th Grade Husna, Fanni Hanifah; Hartono, Rudi; Sakhiyya, Zulfa
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): 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/acuity.v10i3.4011

Abstract

This research examines the vocabulary profile in 8th grade Indonesian EFL textbooks published by the Indonesian Ministry of Education in 2022 through a corpus-based approach. The study is aimed to draw a vocabulary profile of high-, mid- and low-frequency based category of vocabulary levels. In addition, the research also reports the estimated number of vocabulary size required to promote an adequate reading comprehension, where 95% and 98% coverage are regarded as the threshold. The textbook examined was obtained from the Indonesian Book Information System and prepared as analyzable corpora. The corpora consist of 27188 tokens is analyzed using Range program to obtain preliminary data analysis. The first research question revealed that the textbook contains approximately 85% of high-frequency words, followed by 7% and 0.3% of mid- and low- frequency words respectively. The second research question showed that in order to reach reading comprehension threshold of 95%, the learners need the knowledge of 3000 word-families, and additional one-thousand-word families to reach 98% of text coverage. At the end, the findings of this study suggest pedagogical implication for teachers, practical implication for textbook authors, and basis for subsequent research.
Developing Introverted and Extroverted Students’ Descriptive Writing through Kalesang Values and FRESH Technique Manuhutu, Natalia; Hartono, Rudi; Faridi, Abdurrachman; Sakhiyya, Zulfa
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.435

Abstract

This study examines the role of Maluku local wisdom, specifically "Kalesang" values, in enhancing students' descriptive writing competence through the FRESH technique among introverted and extroverted learners. This research aims to develop a culturally responsive and personality-sensitive pedagogy that integrates linguistic skills, cultural identity, and individual learning styles. Hence, this qualitative case study enlisted eight ninth-grade students from a junior high school in Masohi, Maluku, Indonesia. The data were collected through students’ writing products, in-depth interviews, and classroom observations. Afterward, the data were analyzed using a thematic analysis through the theoretical lens of sociocultural theory, differentiated instruction, and multiple intelligences theory. The results indicate that combining structured writing strategies with local values enhances coherence and elaboration in student texts, while also deepening cultural awareness and learner motivation. This study contributes to language education research by offering a replicable model for integrating indigenous knowledge with evidence-based pedagogy, promoting inclusive and meaningful learning in diverse EFL classrooms.
Exploring the Use of Google Docs for Collaborative Narrative Writing: A Sequential Exploratory Study in EFL Classroom Sembiring, Shafa Salsabila; Yuliati; Sakhiyya, Zulfa
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1543

Abstract

Abstract. Among the recent technological tools often used in teaching English as a foreign language (TEFL), Google Docs is mostly used. This online media facilitates students' collaborative writing activities, making Google Docs frequently applied in writing classes to construct narrative text. Therefore, this study explores the influence of Google Docs as a medium for collaborative writing among EFL students in higher education, specifically on how it fosters sstudents' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Through a mixed-method study, the research examines how students perceive Google Docs as it is employed to support collaborative writing. Data were collected from 50 English literature students from a private university in Indonesia. They were asked to describe their experiences in learning diaries throughout the teaching-learning session before being interviewed and asked to answer a questionnaire at the end of the course. The findings indicated that Google Docs provided students with meaningful learning experiences. It facilitates real-time collaboration and enhances peer feedback, which makes the activities beneficial in developing students' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Therefore, the study emphasizes the need for structured guidance to maximize ICT tools' usefulness for education.
Native-speakerism in English teacher recruitment in Indonesian schools Voorsmit, Stanley Chris; Sakhiyya, Zulfa
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.25645

Abstract

Despite growing recognition of the limitations of native-speakerism in English language education, Indonesian schools continue to grapple with it. This study investigates Indonesian schools’ perspectives on recruiting English teachers, specifically examining attitudes toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs). Using a survey administered to 73 Indonesian school administrators, the research explored perceptions of teaching abilities, the capacity to address student learning difficulties, and departmental preferences regarding NESTs versus NNESTs. Respondents rated their agreement with Likert-scale statements concerning native and non-native speaker teaching abilities and recruitment preferences. The findings revealed that while NESTs were sometimes preferred, there was no consistent pattern of prioritizing them over qualified NNEST candidates, particularly within schools with an international curriculum. These findings contribute to ongoing discussions surrounding the phenomenon of native-speakerism within Indonesian English as a Foreign Language context. They highlight the complexities inherent in teacher recruitment practices and suggest that professional qualifications, rather than native-speaker status, should be the primary basis for teacher recruitment decisions, ultimately benefiting students through access to highly qualified educators regardless of their linguistic background.
Enhancing Students’ Speaking Skills through Digital Storytelling: A Mixed-Methods Study Nisa, Wihdatun; Sakhiyya, Zulfa
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 : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7481

Abstract

This study investigates the effectiveness of digital storytelling techniques in improving English speaking skills among students at MA Mamba'ul Ulum. The research addresses the problem of low speaking proficiency and limited student participation in English language learning. The study employed a pre-experimental design with one group pretest-posttest, involving 24 students from class XI. Data collection was conducted through speaking tests and questionnaires to measure students' speaking abilities and gather perceptions from teachers and students. The implementation of digital storytelling followed five structured stages: warming-up, viewing, comprehension check, retelling, and individual presentation.
Journalists’ Subjectivities in Reporting the West Papua Conflict: An APpraisal Analysis astuti, lidiana; Sakhiyya, Zulfa; -, Yuliati
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26773

Abstract

This study explores the manifestation of journalistic subjectivity in the coverage of the West Papua conflict by analyzing evaluative language used across three prominent online media outlets: The Diplomat, Al Jazeera, and The Jakarta Post. While journalistic objectivity is traditionally upheld as a fundamental ethical principle, particularly in hard news reporting, it frequently stands in tension with the inherently subjective nature of journalistic practice (Steensen, 2017). This study highlights the need to critically examine how subjective dimensions are subtly interwoven into news discourse. Drawing on the Appraisal Framework (Martin & White, 2005), the research investigates how linguistic resources of attitude, engagement, and graduation are deployed to construct evaluative meanings and shape narrative framing. Annotation conducted via the UAM Corpus Tool 6 reveals a recurrent use of judgement markers, indicating a discursive tendency to assess human behavior and social actors in nuanced way. These patterns suggest that journalistic texts often encode subjective stances through seemingly neutral reporting. Twenty-four students were involved to assess the impact of these evaluative strategies using Likert-scale survey. Findings indicate that subjective language choices significantly shape reader perceptions, thereby underscoring the ideological function of journalism in conflict representation. Beyond its implications for media studies, the findings of this research are expected to contribute to English Language Teaching (ELT) by fostering critical media literacy. It encourages learners to recognize and interrogate the evaluative mechanisms through which language constructs meaning, promoting deeper awareness of how texts position readers. 
The Application of Multimodal Approach in the “English for Nusantara” Coursebook for 8th Graders Dwi Herwindha Mahanani; Sri Wahyuni; Zulfa Sakhiyya
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26825

Abstract

The use of multimodal resources is increasingly essential in the developing field of education, particularly in foreign language learning. Textual materials alone can hardly meet the varied needs of learners; the principle of multimodality gives a richer experience through text, pictures, color, and symbols as well as layout. It is out of this requirement that the Indonesian government issued the English for Nusantara coursebook for 8th graders under the Merdeka Curriculum. This study discovered how multimodality is applied in the coursebook, focusing on Chapter 2, Kindness Begins with Me. Using descriptive qualitative methods and documentation techniques, the analysis applies Kress and van Leeuwen’s (2006) framework of visual grammar consisting of representational, interactive, and compositional aspects. Results indicate that the coursebook has systematically put in multimodal elements towards guiding and getting students engaged. Human and non-human visuals deliver moral values; interactive elements evoke an emotional connection; strategic layout pushes message clarity. Such mode works hand-in-hand to better both language skills and character education. The study recommends similar multimodal approaches be adopted in other educational materials for creating learning experiences that are more inclusive and meaningful for junior high school students.                                            
Women's Power: Resilience and Resistance in Emily Dickinson's Poetry Angga Pratama Armadi Putra; Zulfa Sakhiyya; Henrikus Joko Yulianto
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26835

Abstract

Research on gender issues in literature has significantly developed in recent decades, reflecting the growing awareness among younger generations of past social injustices, particularly regarding gender representation. As Showalter (1989) argues, literature has long been a powerful medium for expressing critical perspectives on social norms across various genres, including poetry, novels, and drama. A notable literary figure in this context is Emily Dickinson, whose works subtly yet incisively critique patriarchal structures. The analysis focuses on how gender, power, and language are portrayed in Dickinson’s poetry. It examines her use of language as a tool to challenge social norms and deconstruct rigid gender identities. The research combines Critical Discourse Analysis (CDA), based on Fairclough’s model, with Feminist Critical Discourse Analysis. Judith Butler’s theory of gender performativity serves as the conceptual framework. Four of Dickinson’s poems were purposefully selected for analysis using textual and interpretative methods, supported by critical responses from postgraduate students. The findings reveal that Dickinson strategically utilizes metaphor, symbolism, and unconventional sentence structures as forms of resistance to gender norms. Her poems contain embedded critiques of patriarchal dominance and create space for reinterpreting gender identity beyond binary constraints. Literature provides a platform for marginalized voices to challenge deeply ingrained stereotypes and normalized ideologies, a fact affirmed by this study. Dickinson's poetic voice remains relevant in contemporary discussions. By integrating critical literacy and gender awareness into English language education, literature can effectively foster reflective perspectives on the power dynamics inherent in language and culture.
COMPARISON OF INTERCULTURAL COMMUNICATIVE COMPETENCE REALIZATION IN CAMBRIDGE CHECKPOINT ENGLISH 7 AND BRIGHT AN ENGLISH 1 Maria Kartika Primaquinna Sejati; Zulfa Sakhiyya
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26953

Abstract

This research investigates the intercultural communicative competence of EFL textbooks. Intercultural communicative competence is crucial for learners to gain cultural awareness and avoid misunderstandings given diverse cultural background.  This objective is achieved by comparing and evaluating the intercultural communicative competence in the learning materials of Cambridge Checkpoint English 7 and Bright an English 1. There are three reasons why this research emphasizes textbooks. First, textbooks hold an integral role in teaching and learning activities. Textbooks becomes the main resource for both teachers and students on how the lesson should be taught. Second, the textbook gives a variety of cultural information. Third, the representation of the cultural contents might cover the target culture and also international culture. The research employed a content analysis approach and was qualitatively interpreted. The data used in this research are the learning materials in the form of reading texts, short dialogues, images, words, and sentences related to cultural content. The data are collected through document review to note down the cultural content in the learning materials from both of the English textbooks. The findings reveal that both of the textbooks integrate diverse cultural content. Cambridge Checkpoint English 7 selectively incorporates ICC dimensions, emphasizing knowledge, skills of discovery, and interaction, while there is no evidence of attitude and cultural awareness dimensions. In contrast, Bright an English 1 only emphasize on knowledge dimension. These findings point to the textbooks' shortcomings in developing thorough intercultural communication ability. In order to better prepare students for intercultural understanding and communication in a globalized environment, this study emphasizes the necessity for more comprehensive and balanced ICC integration in educational materials.
Early Career English Teachers' Performance: Stories and Challenges in Enhancing Students’ Language Proficiency Saqifanty, Awanda Bramantika; Sakhiyya, Zulfa; Widhiyanto
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31415

Abstract

Teachers’ determination of effective teaching methods to enhance English proficiency in primary schools has become an urgent concern. English has become one of the mandatory subjects again for all primary schools, especially public primary schools, have to start from third to sixth grade. In reality, a lot of public primary school students find it challenging to gain proficiency in the language, which limits their capability to engage completely in the school. This research aims to delve into how early career English teachers navigate teaching and learning process in English class, the challenges and opportunities for early career English teachers in implementing teaching methods, and students’ perception of early career English teachers’ performance in enhancing students’ English language proficiency. This qualitative research study employs a case study as methodology. The study used observations, interviews, and questionnaires to collect data from each early career English teachers in SDN Kupang 02, SDN Tambakboyo 02, and SDN Bandungan 03 as public primary schools in Semarang Regency. The results demonstrate that early career English teachers' teaching methods affected students’ English proficiency. Using creative and interactive learning media can create an enjoyable, engagement, and conducive English class. It beneficially affected in enhancing student’s English language proficiency. 
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Agustien, Helena I.R. Ainur Rosyidah Azmie Putry Alief Noor Farida Amalia Rosaline Angga Pratama Armadi Putra astuti, lidiana Aulia Khoirunnisa Ayu Jeanretno Tiara Putri Didit Kurniadi Dwi Herwindha Mahanani Dwi Rukmini Eko Heriyanto Endang Susilowati Faridi, Abdurrachman Frimadhona Syafri Frimadhona Syafri Fujiono, Fujiono Girindra Putri Dewi Saraswati, Girindra Putri Dewi Hajar Munawaroh Handayani, Indah Hartono Hartono Hartono, Rudi Harunika, Arian Pramesta Hendi Pratama Hendrawaty, Nurmala Henrikus Joko Yulianto Husna, Fanni Hanifah Hustarna . Intan Satriani Issy Yuliasri Jajang Nooralam Januarius Mujiyanto Januarius Mujiyanto, Januarius Jarwanto Jarwanto Kurniawan Yudhi Nugroho, Kurniawan Yudhi Lita Liviani Taopan Manuhutu, Natalia Maria Kartika Primaquinna Sejati Maskanah Mohammad Lotfie Maulida, Nabiela Moore, Leslie Mufidah, Nur Muhammad Luthfi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Natalia Manuhutu Nisa, Wihdatun Novia Trisanti Nyoman Karina Wedhanti Pangestika, Anindya Pasca Kalisa Perwari Melati Akmilia Puji Astuti Ratih Inayah, Ratih Rika Setyawati Riski, Riski Risma Putri Windani Rudi Hartono Rudi Hartono Saputro, Ahmad Bowo Saqifanty, Awanda Bramantika Sari, Riski Norita Seftika Seftika Seftika Seftika Seful Bahri Sembiring, Shafa Salsabila Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Sumartono , Sumartono Suwandi Suwandi Syamsul Arifin Utama, Afrian Restu Voorsmit, Stanley Chris W, Widhiyanto Wahyuni , Sri Wardi, Tati Widhiyanto Yuliati - Yuni Dwi Susanti