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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Journal of English and Education ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian Journal of Disability Studies Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language Studies ETERNAL(english, teaching, learning, and Research Journal) Proceeding of International Conference on Art, Language, and Culture IJoLE: International Journal of Language Education Indonesian EFL Journal Loquen: English Studies Journal JET (Journal of English Teaching) Adi Buana Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of Community Empowerment for Health Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Abmas Journal Compound : Improving the Quality of English Education Amaliah: Jurnal Pengabdian Masyarakat ALLURE JOURNAL Studies in English Language and Education TELL - US JOURNAL PASCIDEV: Pasundan Social Science Development
Sri Setyarini
Universitas Pendidikan Indonesia, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills Rani Aryanti Rukmana; Sri Setyarini; Pupung Purnawarman; Isra F Sianipar
VELES Voices of English Language Education Society Vol 7 No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.21400

Abstract

In conventional language education, listening often receives less attention compared to the teaching of grammar and other language skills. Nevertheless, it is crucial to acknowledge that knowledge acquisition and assimilation primarily occur through listening. This study explores the enhancement of students' listening competency through extensive listening practices, utilizing the participatory action research method, specifically the Collaborative Classroom Action Research approach. The research was conducted at Junior High School in Medan, Indonesia and involved 31 Grade VIII students. The study incorporated pre-test and post-test listening assessments, and observation across three cycles: pre-cycle, cycle I, and cycle II. The results clearly demonstrate the positive impact of extensive listening on students' listening skills. Overall, there was a substantial improvement, with scores increasing from 49.35% in the pre-test to an impressive 85.16% in cycle II. Notably, individual progress also showed substantial growth, rising from 6.45% in the pre-test to a remarkable 77.4% in cycle II. These findings underscore the undeniable effectiveness of extensive listening in language education. They offer valuable insights for English teachers and provide robust support for the adoption of extensive listening as a potent means to nurture and elevate students' listening skills, which are a fundamental aspect of language acquisition.
Persepsi Guru Bahasa Inggris Terhadap Kemampuan Diri dalam Implementasi Pembelajaran Berdiferensiasi Della Hanifah Nurbaeti; Sri Setyarini
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.10046

Abstract

Differentiated learning is one of the emphasized aspects of the Merdeka Curriculum. However, in reality, teachers face several challenges in implementing differentiated learning. Some literature mentions that not all schools using the Merdeka Curriculum implement differentiated learning. This is due to various obstacles, including inadequate facilities and teachers' insufficient abilities. This study found that the perceptions of English teachers at the secondary level in Bandung regarding their ability to implement differentiated learning are categorized as good. However, teachers still face difficulties in designing assessments and evaluations that align with the principles of differentiated learning. Nevertheless, teachers are most confident in their ability to understand students' characteristics and learning needs.
Re-designing ESP Syllabus Design for Pre-Service Teachers in the Physical Education of Elementary Teacher Programs Rahman, Aam Ali; Setyarini, Sri; Purnawarman, Pupung
Mimbar Sekolah Dasar Vol 11, No 2 (2024): On Progress
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i2.71734

Abstract

Technology-cultivated learning opens opportunities to acquire knowledge from various resources. However, languages become a barrier for non-English major students. ESP allows students to familiarise their English with their specific subject. Nevertheless, less research develops PE lessons that integrate specific sports vocabulary and communication skills relevant to the activity. Thus, this study aims to explore the needs of the Physical Education of Elementary Teacher Program (PE-ETP) pre-service teachers. One hundred eighty-eight students participated in this study. The survey, focus group discussion, and interview formulated the findings. The result shows that 42% (80 participants) considered ESP very important as part of the curriculum. 56% (105 participants) consider it essential. Only 2% (3 participants) stated that ESP is not important and cannot be part of the curriculum. Further, eight possible topics were offered in developing ESP courses for the PE-ETP. The topics are teaching PE using English (92.02%), academic English for sports (87.77%), athlete communications (86.70%), referee communications (87.77%), coach communications (90.96%), sports category (91.49%), sports terms (92.55%) and Physiology terms (88.83%). The topics can be developed into specific course units in syllabus design.
PEDAFICTION AND REFLECTION: FAMILIARIZING INDONESIAN EFL PRE-SERVICE TEACHERS WITH TEACHER COMPETENCE THROUGH STORIES Maolida, Elis Homsini; Suherdi, Didi; Setyarini, Sri; Suparman, Asep
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.50019

Abstract

Numerous studies have highlighted the need for competent teachers in today’s classrooms. Many suggest that to meet this demand, the preparation should be stipulated at the pre-service level so, when the graduates become in-service teachers, they are already well-prepared to meet the requirements of competent teachers. This study explores the use of pedafiction stories and reflection to familiarize EFL pre-service teachers with teacher competence. The data were obtained from observation, focus group interviews and reflection papers to be analyzed by using thematic analysis (Braun Clarke, 2022). Forty-two pre-service teachers were involved in six TEFL class sessions focusing on the topic of English Teacher Competence in the Indonesian context. They read and reflected on the pedafiction stories, shared their reflections on the stories through a pair-share activity, and wrote individual reflections. The findings reveal that pedafiction stories exploration and reflection have enabled the pre-service teachers to identify the English teacher competencies shown by the character in the story. Besides, the pre-service teachers could relate the topic of teacher competence to a broader social context. Pedafiction and reflection, to a certain extent, have also contributed to the development of the pre-service teachers’ teaching identity. The findings shed light on the potential of stories and reflective practice for English teacher preparation at the pre-service level.
Promoting Supplementary Materials Based on Pupil’s Book: A Solution from Integrated Textbook Interplayed Content Sukarman, Surya Aulia; Wirza, Yanty; Setyarini, Sri; Safira, Viera
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i2.14257

Abstract

The prominence of integrated textbooks in English Language Teaching (ELT) has significantly increased, as many textbooks now include not only a primary book (Pupil’s book) but also supplementary materials such as Teacher’s Handbook, Students’ Workbook, Cassette, etc. Despite this, the utilization of the pupil's book along with its additional resources remains relatively low. This raises the question of whether there is still potential for teachers and students to effectively employ the pupil's book without relying on its supplementary materials. Utilizing a case study research design, this study examined key aspects of the textbook that are considered advantageous in the materials development process. The findings indicate that elements such as the aims and approach, content, methodology, exercises, and activities in the pupil's book exhibit strong coherence with its supplementary materials. Notwithstanding this circumstance, educators possess the capacity to formulate both individual and group activities exclusively through the utilization of the pupil's book as a foundational resource, without dependence on supplementary materials.
Developing an English for Specific Purposes Voice-Over Course for a Blind Learner Naufal Rangkuti; Setyarini, Sri
Indonesian Journal of Disability Studies Vol. 11 No. 2 (2024)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.ijds.2024.11.2.11

Abstract

This study developed and evaluated an English for Specific Purposes (ESP) voice-over course tailored for a blind learner. Motivated by the need to make voice-over training accessible, the qualitative research focused on a 23-year-old blind university student. The course utilized non-visual methods, such as audio recordings, verbal instructions, and tactile tools, to teach vocal modulation, emotional expression, and clarity. Results showed significant improvement in the participant’s voice-over skills, including enhanced vocal modulation and emotional expression. Feedback indicated the course was effective but suggested adding more diverse practice scenarios and descriptive audio examples. The study contributes to inclusive education by demonstrating that specialized training programs can be adapted for blind learners. It provides a model for making voice-over work accessible and offers recommendations for applying the approach to other fields and assessing long-term impacts on professional development.
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.
Do Socio-Cultural Factors Affect Speaking Anxiety? A Case Study of Non-English Major Students in West Java Vanalestari, Adisty; Setyarini, Sri
Allure Journal Vol 5, No 1 (2025): January 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i1.20626

Abstract

Anxiety in foreign language speaking is a widely studied aspect in EFL contexts. Identifying the factors contributing to students' speaking anxiety is essential for understanding and addressing this issue. A few anxiety students have indicated certain sociocultural factors, among other factors, could be responsible for students' foreign language speaking anxiety. Therefore, this study aims to investigate the social-cultural factors causing English-speaking anxiety in non-English primary undergraduate students. This study used a case study qualitative approach. The data collection used are in-depth semi-structured interviews. The data was collected from four undergraduate non-English majors in West Java. The data was analyzed using an open coding method to examine participants' opinions on the socio-cultural elements that impact English speaking anxiety. The data revealed several social-cultural related sources of speaking anxiety, including social and cultural environment, communicative apprehension, formal classroom environment, social status and self-identity, gender, and dialect. Collectively, these factors increase students' anxiety during speaking activities. Moreover, these sociocultural factors not only undermine students' confidence and willingness to take part in speaking tasks, but also hinder their overall progress in language learning. The results of this research are expected to offer helpful recommendations to enable English teachers or lecturers to react to their students' speaking anxiety and to assist teachers of lecturers in arranging their classes in a way that may reduce their students' speaking anxiety and promote students' speaking skills. 
Can Beliefs and Realities Be Bridged? A Study of Culturally Responsive English Literacy Education in Rural Papua Sri Kusuma Ningsih; Sri Setyarini; Gin Gin Gustine
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28608

Abstract

English literacy education in rural Papua, Indonesia, presents unique challenges shaped by geographical isolation, ethnolinguistic diversity, and limited resources. While previous studies have examined EFL teaching challenges in Indonesia, little research has explored how teachers' pedagogical beliefs interact with contextual constraints in rural settings. This study investigates the nexus between English as a Foreign Language (EFL) teachers’ beliefs and classroom practices in resource-constrained environments. Employing a qualitative case study approach, data were collected from X teachers through classroom observations, semi-structured interviews, and document analysis. Findings reveal a persistent gap between teachers’ pedagogical beliefs and their ability to implement them due to contextual constraints, including inadequate teaching materials and a rigid national curriculum. Teachers who incorporated local cultural elements, such as Papuan folktales and proverbs, into their lessons demonstrated higher student engagement and improved literacy outcomes. These culturally responsive practices bridge students’ linguistic realities and the English literacy curriculum, fostering a deeper connection to the learning process. However, systemic barriers, including insufficient professional development and the absence of culturally relevant teaching materials, limit the broader adoption of these practices. This study underscores the need for flexible curricula that integrate local cultural content and calls for increased institutional support to equip teachers in rural areas. Addressing these challenges is crucial for improving English literacy education in rural, multilingual contexts, ensuring equitable learning opportunities for all students.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Aji Budi Rinekso Angela Dwi Hesti Ariningtyas ASEP SUPARMAN Azharra Aninda Putri Al Farid Azmi Putra, Rahmat Agung Bachrudin Musthafa Balqis Husain Bayu Fandhi Achmad Budi Hermawan Cicih Nuraeni Della Hanifah Nurbaeti Destiani, Isti Dewi Kencanawati Diani Nurhajati Didi Sukyadi Dwi Rukmini Elis Homsini Maolida Fitri Arini Fuad Abdul Hamied Gustine, Gin Gin Happy Indah Kusumawati Hidayat, Raden Aulia Utami Ihsan Hikmawan Ika Lestari Damayanti Ilantri, Yuyun Ima Rahmah Hanifah Islamy, Jiaul Haque Isra F Sianipar Isry Laila Syathroh Issy Yuliasri Isti Destiani Istighfarlin Widyanita Lulu Laela Amalia Mardiyana, Lina Maulana, Cepri Muhammad Handi Gunawan Mujianto, Yanuarius Nadzifa Nur Fadila Naisya Dara Priyanka, Fadhillah Naufal Rangkuti Nenden Sri Lengkanawati Nicke Yunita Moecharam Nissa Khairunnisa Nur Aziza, Maulida Nur Padhilah Ode, Muhamad Acep Purnawarman, Pupung R. Della Kartika Sari, R. Della Kartika Rahmat Agung Azmi Putra Rakhmafithry, Dianty Rangkuti, Naufal Rani Aryanti Rukmana Rd. Della Nuridah Kartika sari A. Regina Octaviani Riwayatiningsih, Rika Rojab Siti Rodliyah Safira, Viera Salsabiela, Alvina Saufika Handayani Sri Harto Sri Harto, Sri Sri Kusuma Ningsih Suherdi, Didi Sukarman, Surya Aulia Sulistiyani Sulistiyani Susilawati Susilawati Susilowaty, Susilowaty Sutono Sutono Syahirul Alim Tiara Cita Maharani Tri Indri Hardini Vanalestari, Adisty Vina Nuzulul Fitria Wati, Erina Wawan Gunawan Widiarini Widiarini Winda Khoirun Nisak Yanti Nopiyanti Sopandi Yanty Wirza Zulhasmi Abasa