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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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Blended learning intervention on the students’ reading comprehension achievement with different personality traits Balqis Husain; Sri Setyarini Wardiman; Pupung Purnawarman; Zulhasmi Abasa
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1789

Abstract

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability. HIGHLIGHTS : The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models Blended learning model was generally regarded as ineffective due to the N gain score less than 40% Blended learning model as a multi-way instructional models that accommodate students’ needs.
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.
A Comparative Analysis Of Mood And Modality In Report Texts: Student Vs. Textbook Models Nur Aziza, Maulida; Setyarini, Sri; Gunawan, Wawan
Pasundan Social Science Development Vol. 5 No. 2 (2025): Pasundan Social Science Development (PASCIDEV)
Publisher : Doctoral Program of Social Science Pasundan University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56457/pascidev.v5i2.222

Abstract

This study examines mood and modality in report texts, comparing student-generated writing with a textbook model to explore how these linguistic features construct interpersonal meaning. Using the framework of Systemic Functional Linguistics, the analysis focuses on mood types (declarative, interrogative, imperative) and modality expressions (probability, obligation) to identify patterns and discrepancies between the two text types. The findings reveal that both texts predominantly utilize declarative moods, reflecting the genre's objective of presenting factual information. However, the textbook model demonstrates greater grammatical accuracy and linguistic precision, while the student text shows variability and frequent errors in mood realization. In terms of modality, the textbook employs a balanced range of modal verbs to express nuanced attitudes and probabilities, contributing to its authoritative tone. Conversely, the student text relies heavily on basic modal verbs like *will*, limiting its ability to convey complex interpersonal meanings. These differences highlight a significant gap between textbook standards and student writing practices, suggesting the need for explicit instruction on mood and modality to enhance students' academic writing skills. This study underscores the importance of integrating targeted pedagogical strategies that address both grammatical proficiency and genre awareness. By bridging the gap between idealized models and student performance, educators can better support learners in mastering the linguistic features essential for effective report writing. The findings contribute to understanding how mood and modality operate within educational texts and offer insights for improving teaching practices in language education.
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.
From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework Nuraeni, Cicih; Setyarini, Sri; Purnawarman, Pupung
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies (In-Press)
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i2.26002

Abstract

The integration of Information and Communication Technology (ICT) into English as a Foreign Language (EFL) education is increasingly vital for fostering twenty-first-century competencies. Although digital pedagogy has gained global momentum, few studies thoroughly examine ICT integration in classroom tasks from both instructor and learner perspectives, particularly in the context of Indonesian higher education. Addressing this gap, the present study investigates the extent and depth of ICT use in EFL classrooms through the lens of the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. Employing a qualitative case study design, data were collected from ten English lecturers and 250 students across three private universities in Jakarta via classroom observations, semi-structured interviews, and document analysis. Guided by Miles and Huberman’s interactive model, the analysis triangulated findings across multiple sources. Results indicate that ICT use is concentrated at the substitution and augmentation levels, especially for reading and listening tasks. In contrast, speaking and writing activities show more advanced integration, including instances of redefinition such as multimedia storytelling and collaborative blogging. Key barriers to deeper ICT integration include uneven digital literacy, inadequate infrastructure, and limited pedagogical training. This study contributes to digital language pedagogy by mapping language skills to SAMR stages and identifying pedagogical, institutional, and policy implications. It offers actionable insights for educators and policymakers to promote more systemic, equitable, and student-centered digital learning environments in EFL contexts.
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
Discourse Dynamics in Virtual EFL Classrooms: Examining Teacher-Student Talk and Student-Centeredness Ode, Muhamad Acep; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 5, No 2 (2025): July 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i2.23415

Abstract

 This study explores how teacher-student talk influences the development of student-centered learning in virtual English as a Foreign Language (EFL) classroom in Indonesia. Using a qualitative narrative inquiry approach, the research investigates the experiences of two EFL teachers, one from a private school and the other from a public school, each with over two years of online teaching experience. Data were collected through written narratives, guided by open-ended prompts, and analyzed thematically. The findings reveal five interrelated themes: teacher-led dynamics, student contributions, strategies for balanced talk, student engagement, and learning outcomes. Results showed that excessive teacher talk, though often necessary for structure and control, can inhibit student participation and motivation. However, when teachers implemented strategies that encourage student voice, such as contextual topics, digital collaboration tools, and dialogic scaffolding, students became more engaged, accountable, and cognitively invested in the learning process. The study concludes that managing discourse balance is essential for effective virtual classroom management and the realization of student-centered instruction. This research contributes to the understanding of discourse as both a pedagogical and relational tool in online EFL contexts and offers practical strategies for teachers seeking to enhance interaction, agency, and engagement in remote learning environments.
INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING Salsabiela, Alvina; Setyarini, Sri; Gunawan, Muhammad Handi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10275

Abstract

Abstract: In Indonesia, teaching English, especially listening, is barely knowledgeable to be taught in teaching-learning activities. Furthermore, some obstacles come along with teachers’ competencies on how to conduct listening skills in teaching-learning activities to support the obstacles solved. YouTube is a knowledgeable tool and one of the motivating and collaborative learning resources that can promote extensive listening activities. Lecturers can utilize it since extensive listening provides an engaging listening practice in line with the usage of YouTube. The article aims to investigate the EFL lecturers' attitudes towards using YouTube as a tool for extensive listening. Open-ended questionnaires and semi-structured interviews collect the leading information to grasp the lecturers' experience during the course implementation. Two of three lecturers were selected to be interviewed for further information from the answers to the open-ended questionnaire. The study employs thematic analysis with supporting Nvivo 12 to organize the data. The findings revealed that lecturers have positive opinions about using YouTube as a tool for extensive listening. The lecturers admitted that implementing YouTube as extensive listening promotes the enjoyment and exposure input by students for lecturers, amounts of learning materials used, accessibility of learning materials is effortless, and high motivation about teaching listening.Keywords: YouTube; extensive listening; lecturers; attitude 
A qualitative case study of critical literacy in boosting EFL students’ critical language awareness: Critical literacy in teaching exposition text and its impacts Hidayat, Raden Aulia Utami; Setyarini, Sri; Gustine, Gin Gin; Hermawan, Budi
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9680

Abstract

Critical literacy is essential to be implemented in this 21st-century education. However, the implementation of it remains underexplored, especially in the Indonesian context. This study aims to investigate the implementation of critical literacy in teaching exposition texts and its impacts on students' critical language awareness. Using a qualitative approach with a case study design, the research involved an English teacher and thirty-six tenth-grade students of a public senior high school in one district in West Java, Indonesia. Data were collected through classroom observations. The data were analyzed using deductive thematic analysis based on the four-dimension framework of critical literacy and the five-step guided instructional approach as the guideline. Findings indicated that the teacher has successfully implemented the critical literacy strategies in teaching exposition texts. Furthermore, the practices enhanced students’ critical language awareness by encouraging analytical text evaluation. However, there were two main challenges, particularly in engaging with socio-political issues and taking action since both the teacher and students were still unfamiliar with the discussion of sensitive issues. The study highlights the practical and pedagogical benefits of critical literacy in underrepresented educational settings, contributing to the preparation of a globally competitive and socially aware generation.
Fostering EYL’s Critical Literacy Skills Using the Four Resources Model in Folklore Islamy, Jiaul Haque; Setyarini, Sri; Gustine, Gin Gin
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i2.20655

Abstract

Literacy instruction is frequently restricted to word decoding and literal meaning understanding in many EFL contexts, especially in early education. This study addresses the necessity of shifting towards critical literacy methods that enable young learners to engage with texts from a variety of perspectives. The aim of this research is to investigate how the Four Resources Model by Luke and Freebody (1999) can be applied to develop critical literacy skills in English Young Learners (EYL) through the use of folklore as a learning medium. The study, which used a qualitative case study methodology, was carried out in an Indonesian seventh-grade classroom. Semi-structured interviews and classroom observations were used to gather data. The results show that combining culturally relevant folktales with the Four Resources Model-code breaker, text participant, text user, and text analyst improved students' vocabulary, grammatical awareness, and capacity to consider the social values and ideologies expressed in texts. The study shows that with the help of organised, context-rich training, young students can go from basic comprehension to critical interpretation.
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