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All Journal LINGUA: Jurnal Bahasa dan Sastra Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris English Community Journal ELS Journal on Interdisciplinary Studies in Humanities Edu-Ling: Journal of English Education and Linguistics Indonesian Journal of English Language Teaching and Applied Linguistics JEES: Journal of English Educational Study PUBLIKASI PENELITIAN TERAPAN DAN KEBIJAKAN Journal of English Language Teaching and Learning (JETLE) UAD TEFL International Conference Language and Education Journal JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal of English Education and Linguistics Foreign Language Instruction Probe Indonesian Journal of English Language Teaching and Applied Linguistics ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Dewi Sartika
Universitas Islam Ogan Komering Ilir Kayuagung
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The Effect of Bumper Stickers Strategy to Improve Students"™ Reading Comprehension Viewed from Students"™ Reading Interest Saptarina, Eva; Sartika, Dewi; Amelia, Kiki Rizki
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71190

Abstract

Reading is essential for information acquisition, but students often struggle with understanding descriptive writing. To improve reading comprehension, educators could employ the Bumper Sticker strategy, using color-coded lists to help students grasp the text's main ideas. This study reports the effectiveness of the bumper sticker reading strategy in fostering students' reading interests. The quasi-experimental study comprised two groups of seventh-grade students, each consisting of 40 students. Data were gathered through a reading interest questionnaire and a multiple-choice reading comprehension test. Results reveal that the Bumper Sticker strategy effectively enhances reading comprehension aligned with students' interests. Notably, the conventional strategy also improves comprehension in alignment with students' interests. Lastly, the Bumper Sticker strategy is particularly effective for highly interested students. The recommendation is to employ the bumper sticker strategy, enabling students to create color-coded lists, thereby enhancing their comprehension of the material.
STUDENTS"™ ERRORS IN SPEAKING DESCRIPTIVE TEXT Pratama, Yogi; Sartika, Dewi; Asmara, Rekha
Journal of English Education Program Vol 3, No 2 (2022)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v3i2.54431

Abstract

To speak English fluently is a challenging ability for language learners in learning English. But, speech errors tend to cause students speaking difficulties. The point of this study was to describe the kinds of errors made by tenth-grade students at SMAN 1 Tanjung Lubuk when reciting descriptive text. This was a qualitative investigation. The study focused on SMA Negeri 1 Tanjung Lubuk's tenth-grade students in Academic 2019/2020. Recording or videotaping students' speaking performances, as well as English instructor scores, served as the research instrument in this study. The following steps were taken to analyze the data: a) data collection, b) error identification, c) categorization into error categories, d) statement of the relative frequency of error types, and e) identification of the target language's areas of difficulty, and f) therapy. The study's findings revealed that grammatical and speech errors were the most common types of speaking errors.  
Artificial Intelligence in ELT: Advancing Adaptive and Personalized Language Learning Budiyanto, Darmawan; Tridinanti, Gaya; Saputri, Kurnia; Apriani, Eka; Sartika, Dewi
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.v13i4.16713

Abstract

This study investigates the pedagogical benefits and challenges of integrating Artificial Intelligence (AI) technologies in English Language Teaching (ELT) classrooms. With the rapid advancement of AI, its application in education, particularly in language learning, has generated increasing scholarly and practical interest. A mixed-methods approach was adopted, combining quantitative data from a survey of 120 English teachers in Palembang with qualitative insights from in-depth interviews with 10 teachers. The survey employed a Likert-scale questionnaire to assess the perceived impact of AI, while thematic analysis was applied to the interview data. The findings indicate that 78% of respondents agreed AI supports personalized learning, 82% believed it enhances student engagement, and 75% reported increased student motivation. Nevertheless, 45% of teachers identified technical barriers such as unreliable internet access, and 52% expressed concerns over insufficient teacher training. Qualitative evidence reinforced these perspectives, with teachers highlighting the irreplaceable role of human interaction and warning against excessive reliance on AI tools. Overall, the study suggests that AI can enrich ELT by providing tailored content and real-time feedback, but its effective integration depends on addressing infrastructural limitations and strengthening teacher preparedness. Teachers also emphasized balancing AI with traditional pedagogies to preserve the essential human dimension of language learning. Beyond the classroom, these findings carry broader implications for policy and practice. They highlight the need for systemic reforms in infrastructure, sustained professional development, and stronger alignment between AI tools and curriculum goals. If strategically implemented, AI has the potential not only to enhance ELT practices but also to advance equitable, future-ready education systems.
Analyzing The Relationship Between Students’ Reading Interest and Comprehension of Descriptive Texts Saptarina, Eva; Rizki Amelia, Kiki; Sartika, Dewi
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.4090

Abstract

Developing interest in reading in students is essential to improving their reading comprehension. This study's objective was to look at the relationship between seventh-grade students at SMP Negeri 1 Kayuagung's reading interest and reading comprehension of decriptive text. The study utilized a quantitative correlational methodology, selecting forty students through purposive sampling from a population estimated to be 313 in size. Multiple-choice reading comprehension questions and a reading interest questionnaire were utilized to obtain the data. After confirming the normalcy and homogeneity of the data, Pearson's Product Moment Correlation was employed for analysis. With a significant r-value (0.808) higher than r-table (0.304) above the predetermined significance level, the results demonstrated a robust relationship between reading interest and reading comprehension. Simply put, students who were more engaged in reading were seemed inclined to have stronger reading comprehension, which aided their academic progress. Keywords: Reading interest, Reading comprehension, Descriptive texts
The Effect of Self Regulated Strategy Development on Students’ Skill to Write Persuasive Text Sartika, Dewi; Rachmanita, Rachmanita
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 1 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v2i1.44

Abstract

Writing is one of the four skills taught in the school which is used as communication in daily life. It is considered as a difficult subject by the eleventh grade of the senior high school students because of the limitation of the time provided and some aspects of language to be considered. Therefore, the purpose of this study was to find out whether or not there was a significant difference in students’ writing achievement of persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. By conducting a quasi-experimental investigation at senior high school level in South Sumatera, Indonesia, two classes consisting of thirty students in each class at SMA Negeri 1 Kandis were chosen as the samples by using purposive sampling method. To analyze the data, the t-test was used. The result findings showed that t-obtained (3.29) was higher than t-table (2.0017) at the significance level of p-value was lower than 0.05. It indicated that there was a significant difference in students’ writing achievement of writing persuasive text between the students who were taught by using Self-Regulated Strategy Development and that of those who were not. The students who were taught by using Self-Regulated Strategy Development had better improvement in their writing persuasive text because the students could write the persuasive text well based on the Self-Regulated Strategy Development which applied POW (pick, organize, write)  and TREE  (topic, reasons, explanation, ending).
The Influence of Oral and Written Corrective Feedback on Writing Apprehension among Introvert and Extrovert EFL Students Manuhutu, Natalia; Fachrul Islam, Ruckmana; Winarsih, Sri; Sartika, Dewi; Muhria, Lanlan
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 4 (2025): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i4.47918

Abstract

This study investigates the influence of oral and written feedback on writing apprehension among introvert and extrovert EFL students using a 2 x 2 factorial design. A total of 108 university students, 47 introverts and 61 extroverts identified using the Eysenck Personality Inventory, participated in the study. Writing apprehension was measured using a validated questionnaire after students received both oral and written feedback during writing instruction. Paired samples t-tests revealed that introvert students experienced significantly higher writing apprehension when receiving oral feedback (t = 6.82, p < .001), while extrovert students reported significantly higher apprehension with written feedback (t = 4.23, p < .001). Two-way ANOVA results revealed significant main effects of personality type (F = 10.321, p = .002) and feedback mode (F = 5.921, p = .027). Importantly, a significant interaction effect was also found between personality type and feedback mode (F = 10.567, p = .002), indicating that students’ responses to feedback varied depending on their personality. Specifically, introvert students reported greater writing apprehension with oral feedback, whereas extrovert students experienced more apprehension with written feedback. These findings underscore the importance of adapting feedback strategies to individual learner characteristics. Tailoring feedback to align with students’ personality traits can help reduce writing apprehension and enhance instructional effectiveness in EFL writing classrooms.
Students’ Perceptions of The Bumper Stickers Strategy in Enhancing Reading Comprehension Saptarina, Eva; Rizki Amelia, Kiki; Sartika, Dewi
Edu-Ling: Journal of English Education and Linguistics Vol. 9 No. 1 (2025): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v9i1.5341

Abstract

Reading comprehension is essential in English learning, yet many junior high school students struggle to understand descriptive texts because of limited vocabulary, difficulty identifying key ideas, and low engagement. This study investigated students’ perceptions of the Bumper Stickers Strategy as a visual–textual technique to support comprehension. Using a descriptive quantitative survey, data were collected from 40 seventh-grade students of SMP Negeri 1 Kayuagung using an 18-item Likert-scale questionnaire covering perceived effectiveness, engagement, motivation, clarity, and ease of use. Instrument validity was confirmed using Pearson product-moment correlation, and reliability was high (α = 0.84). Descriptive statistical analysis showed a positive overall perception with a mean score of 3.78, indicating that the strategy was effective, clear, easy to use, and helpful in organizing information visually, although engagement and motivation received slightly lower ratings. The findings suggest that the Bumper Stickers Strategy is a beneficial instructional tool for enhancing reading comprehension, supporting cognitive processing, and promoting creative learning, with the potential for broader application in various educational contexts.
AI-Assisted Academic Writing: Perspectives of EFL Students from Three Indonesian Universities Dewi Sartika; Eva Saptarina; Kiki Rizki Amelia; Rachmanita; Fitri Novia; Ratna Nery; Rekha Asmara
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.838

Abstract

The integration of Artificial Intelligence (AI) into higher education has significantly transformed academic writing instruction, especially within English as an EFL learning environment. This study employed an Explanatory sequential mixed-methods design to investigate EFL students’ perceptions of AI-assisted academic writing and identify the perceived benefits and challenges of its implementation. The participants consisted of 28 EFL students from three Indonesian universities having experience using AI tools in academic writing courses. Quantitative data were collected via closed-ended questionnaires and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured in-depth interviews to explain the quantitative findings. The quantitative results revealed that students demonstrated highly positive perceptions toward the use of AI in academic writing classes, with an overall mean score of 4.32, categorized as excellent. Students perceived AI as a supportive technology for generating ideas, organizing written text, improving grammatical accuracy, and completing writing tasks more efficiently. The qualitative findings revealed four dominant themes: AI as a writing assistant, improvement of writing efficiency and quality, AI as a means of independent learning, and ethical awareness and academic responsibility. Participants reported that AI supported independent learning, provided immediate feedback, and increased confidence and creativity in writing activities. Nevertheless, students also raised concerns about becoming too dependent on AI and the potential ethical problems related to academic honesty and maintaining originality in their work. The results claim that AI has strong potential to enhance EFL academic writing instruction when integrated pedagogically and used responsibly. It also provides practical implications for EFL lecturers in designing ethical and effective AI-assisted writing instruction in higher education contexts.
AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN WRITING PERSONAL LETTER Dewi - Sartika; Inka Sundari; Ratna Nery
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 6 No. 2 (2021): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i2.9346

Abstract

This study aimed to  find out grammatical errors  in writing personal letter and the most grammatical errors made by the eleventh graders of SMA Negeri 5 Ogan Komering Ilir. This study used descriptive qualitative research method. The subject of the study was the eleventh social one students of SMA Negeri 5 Ogan Komering Ilir in the academic year of 2020/2021. The technique of collecting the data were a writing testusing google form. To check the validity and reliability of the test, a triangulation method was applied. The information was presented in a descriptive manner and assessed using a percentage calculation. The calculations presented that the students made 12.5% sentence pattern errors, 24.1% tense errors, 9.17%pronoun errors, 2.5% preposition errors, 20% punctuation errors, and 31.66% spelling errors.The most dominant of grammatical errors made by students was error of spelling (31.66%). 
UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS Kiki Rizki Amelia; Eva Saptarina; Rachmanita Rachmanita; Ratna Nery; Fitri Novia; Dewi Sartika; Rekha Asmara
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.18585

Abstract

This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
Co-Authors Afionita, Devi Agus Wahyudi Amelia, Kiki Rizki Arief Pamuji Arif Pamuji, Arif Arinta Perlin Arriyani, Nurfisi Asmara, Rekha Budiyanto, Darmawan Dewi Septarani Eka Apriani, Eka Eka Mahendra Eko Prayitno Eva Saptarina Eva Saptarina Fachrul Islam, Ruckmana Fitri Novia Gaya Tridinanti, Gaya Inka Sundari Khairinisaak, Khairinisaak Kiki Rizki Amelia Kiki Rizki Amelia, Kiki Rizki Kurnia Saputri, Kurnia Lanlan Muhria Manuhutu, Natalia Nery, Ratna Novia, Fitri Pratama, Yogi Rachmanita Rachmanita Rachmanita, Rachmanita Rachmanita, Rachmanita Ratna Nery Ratna Nery Ratna Nery Rekha Asmara Rekha Asmara Rekha Asmara Rekha Asmara, Rekha Riska Yohana Rizki Amelia, Kiki Saptarina, Eva Saptarina, Eva Sri Winarsih Tiara Tripudiyana Yuris Tri Harli