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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 KEMBARA Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) Journal of English Language Studies Al Ishlah Jurnal Pendidikan ETERNAL(english, teaching, learning, and Research Journal) Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Proceeding of International Conference on Art, Language, and Culture IJoLE: International Journal of Language Education Indonesian EFL Journal Loquen: English Studies Journal International Journal of Language Teaching and Education JET (Journal of English Teaching) Adi Buana Voices of English Language Education Society Journal of English Language Teaching and Linguistics ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Acuity : Journal of English Language Pedagogy, Literature and Culture 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 Journal Compound : Improving the Quality of English Education Amaliah: Jurnal Pengabdian Masyarakat ALLURE JOURNAL Journal of Language and Literature Studies Jurnal Pemberdayaan Masyarakat Studies in English Language and Education TELL - US JOURNAL Information Technology Education Journal PASCIDEV: Pasundan Social Science Development Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Jurnal Abmas Inovasi Kurikulum
Sri Setyarini
Universitas Pendidikan Indonesia, Indonesia
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Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
Enhancing Critical Speaking Through Task-Based Learning in Madagascar’s Rural Education Context Narovana, Andriamiarana; Setyarini, Sri; Purnawarman, Pupung; Léa, Norolalao Hanta
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4643

Abstract

English is the third most spoken language in Madagascar, after French, the national language, and Malagasy, the native language, yet its teaching in rural schools remains challenging due to limited exposure, insufficiently trained teachers, and curriculum constraints. This study focuses on investigating the contribution of the task-based approach to learners’ development of critical speaking, as it helps them use language critically in their everyday lives and enhances their communicative competence. This study also explores the challenges learners face in class that limit their critical speaking development. Utilizing a qualitative approach, data were collected through semi-structured online interviews with two English teachers from junior and senior high schools. The findings reveal that learners from senior high school have improved their speaking skills and critical expression through a task-based approach (role play, debates). In contrast, those from junior high school are still taught through a teacher-centered approach, as they are beginner-level students with limited prior exposure to English; thus, their critical ability is still low. The most significant challenges encountered while developing critical skills are learners’ difficulty in mastering the language itself and the curriculum's extensive content, which must be taught and mastered within a short timeframe. These results highlight the need for curriculum reform that prioritizes communicative tasks, scaffolding at lower levels, and increased instructional time for English. This study contributes to a deeper understanding of classroom practice in rural areas of Madagascar by exploring strategies that foster learners' communicative and critical skills within an English as a Foreign Language setting.
Pelatihan In-House tentang literasi media berbasis HOTS untuk guru bahasa Inggris (EFL) di Kabupaten Pangandaran Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

Abstract

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments.
Optimalisasi kinerja mahasiswa PPL melalui needs analysis bidang penerjemahan Sri Harto; Sri Setyarini
Jurnal Abmas Vol. 17 No. 1 (2017): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v17i1.37480

Abstract

Penelitian ini berangkat dari sebuah asumsi tentang perlunya needs analysis dalam bidang penerjemahan untuk mengoptimalkan kinerja mahasiswa dalam melaksanakan Program Pengalaman Lapangan (PPL). Ada beberapa tujuan yang ingin dicapai dalam penelitian ini yaitu: (1) untuk menemukan jawaban apakah needs analysis dalam bidang penerjemahan berperan dalam mengoptimalkan kinerja mahasiswa PPL; (2) untuk mengidentifikasi kompetensi dan strategi penerjemahan yang diperlukan bagi mahasiswa; (3) untuk menganalisis bagaimana kompetensi dan strategi penerjemahan tersebut bisa dimiliki dan diterapkan oleh mahasiswa PPL. Hasil analisis data menunjukkan bahwa needs analysis dalam bidang penerjemahan merupakan hal yang penting dilakukan karena bidang penerjemahan yang akan ditekuni oleh mahasiswa PPL di instansi yang berbeda bisa teridentifikasi dan terinventarisasi. Dengan cara ini, jenis kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan bisa dipersiapkan. Selain itu, kompetensi dan strategi penerjemahan yang dibutuhkan di lapangan perlu dilatih secara profesional sebelum mereka terjun ke instansi tempat melakukan praktek kerja. Dengan demikian, kinerja mereka bisa lebih optimal karena mereka sudah terlatih menerjemahkan dalam beragam teks dan menerapkan beragam strategi penerjemahan.
Navigating Barriers: Teachers’ Perspectives on Implementing TBLT to Develop EFL Speaking Skills Wahyuni, Emi Nurul; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56410

Abstract

Task-Based Language Teaching (TBLT) has become a widely advocated approach to developing English speaking competence in EFL classrooms due to its interactive and communicative nature. Nevertheless, its implementation in practice is often influenced by various factors that may undermine its effectiveness. This study aims to explore the challenges faced by the teachers while implementing TBLT to teach speaking and the solutions they employ to deal with these challenges. To achieve this objective, a qualitative approach was used, involving 11 English teachers from secondary schools who were purposely selected based on their experience in employing TBLT in their classrooms. Using a thematic analysis of qualitative data collected from open-ended questionnaires, the study categorizes findings into two major themes: the obstacles encountered in practical application and the possible solutions suggested. The findings show that several challenges occurred during its implementation, such as a rigid curriculum, classroom management issues in large classes, and student reluctance due to insecurities or unfamiliarity with TBLT. To overcome these challenges, some suggestions were proposed by the teachers as the participants, including simplifying tass, integrating technology and authentic materials, and providing teacher training. This study offers practical insiieshts for educators and institutions aiming to integrate TBLT effectively into FL classroom practices.
Bringing Stories to Life: Investigating the Role of Stories in Young EFL Learners’ Reading Comprehension Triulandari, Aisyah; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56413

Abstract

Young EFL learners, especially in Indonesia, often encounter challenges in reading comprehension due to linguistic limitations and cultural unfamiliarity, which can hinder both understanding and motivation. Although reading comprehension is emphasized in the national curriculum, the need for more effective and contextually relevant instructional strategies remains pressing. This study explores the role of stories in supporting young EFL learners’ reading comprehension. Employing a qualitative approach, data were collected through open-ended questionnaires and semi-structured interviews with 10 primary school English teachers in Indonesia. The findings reveal that each stage of the narrative genre contributes uniquely to reading comprehension. Orientation supports literal understanding through vocabulary exposure and contextual clarity; complication fosters inferential thinking by enabling prediction and causal reasoning; and resolution along with re-orientation promote critical comprehension through reflection on character actions and moral lessons. Additionally, the study, found that teachers implemented various scaffolding strategies, including visual aids, questioning techniques, and pre-reading tasks, to enhance learners' engagement with the text. The study concludes that story-based instruction, when supported by appropriate pedagogical strategies, is highly effective in improving comprehension skills in young EFL learners and should be more widely adopted in early English language education.
Exploring Secondary School English Teachers’ Knowledge of the Genre-Based Approach: Insight into Concept and Implementation Fitri, Auliana; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25320

Abstract

The Genre-Based Approach (GBA) has been widely implemented in national curricula to support students’ writing development through the scaffolded stages of the Teaching and Learning Cycle. Despite its prominence, limited research has explored teachers’ understanding of GBA from both conceptual and practical perspectives. This descriptive qualitative study aims to investigate how four Indonesian secondary school English teachers understand the principles and implementation of GBA in teaching writing. The participants were purposefully selected from junior and senior high schools and represented varied levels of teaching experience as well as different degrees of exposure to formal GBA training. This variation allowed for a comparative understanding of how training and experience shape teachers’ interpretations and classroom use of GBA. Data were collected through semi-structured interviews that explored teachers’ conceptual knowledge of GBA, their understanding of the Teaching and Learning Cycle, instructional strategies across its stages, and assessment practices in genre-based writing instruction. The findings reveal that teachers who had received formal GBA training demonstrated stronger theoretical understanding of how to implement the Teaching and Learning Cycle systematically. In contrast, teachers without formal training tended to rely more on experience-based practices, often focusing on surface features of texts. Although all participants recognized the benefits of GBA for students’ writing development, they also reported common challenges, including limited instructional time, diverse student proficiency levels, and restricted teaching resources. These findings highlight the importance of ongoing professional development and sustained institutional support to enable teachers to implement GBA more effectively in secondary school classrooms.
Fostering Critical Thinking through Digital Game-Based Learning: A Case Study Katrin Pepita; Sri Setyarini
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.28449

Abstract

Critical thinking is increasingly recognized as a vital skill for young learners in the twenty-first century. This qualitative case study investigated how online educational games fostered critical thinking in an eight-year-old English learner. Data were collected through participatory observation, semi-structured interviews, and screen recordings, and were analyzed thematically using Facione’s framework. The results indicate that game-based tasks activated several dimensions of critical thinking, particularly interpretation, analysis, inference, and evaluation, through interactive and meaningful engagement. The study also highlights the important role of adult scaffolding in supporting learners’ questioning, clarification, and reflective decision-making during gameplay. These scaffolds enabled the learner to connect prior schemas with new information and refine decisions. The study offers preliminary insights into how critical thinking in young learners may be understood from both cognitive and sociocultural perspectives within digital learning environments. In practice, the findings suggest that online educational games can support the development of critical thinking when accompanied by appropriate facilitation by teachers or parents. However, the study is limited by its single-case design; therefore, future research is recommended to investigate digital game-based learning and critical thinking across broader groups of participants and educational contexts.
An Investigation of Teachers’ Roles in Implementing Project-Based Learning in Elementary Education Rahmadila, Defitri; Purnawarman, Pupung; Setyarini, Sri
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.57270

Abstract

Understanding the right way to effectively implement Project-Based Learning (PBL) in classroom situations while overcoming challenges such as student engagement in the classroom might be a huge issue for teachers. This research explores the experiences, perceptions, and challenges of an elementary school teacher implementing Project-Based Learning (PBL) in their classroom. Using a qualitative approach within the framework of Vygotsky’s theory on socio-cultural, the study focuses on one teacher selected through purposive sampling based on their experience with PBL. Data collection involves semi-structured interviews to understand the teacher’s strategies, challenges, and perceptions. The findings reveal that teachers perceive themselves primarily as facilitators, emphasizing their role in creating a supportive learning environment that fosters student engagement and enhances learning outcomes. While the study highlights the positive impacts of PBL on student collaboration and critical thinking, it also identifies potential obstacles, such as time management and diverse student needs. Additionally, the research suggests the necessity for further investigation into the long-term effects of PBL on student development, as this aspect was not fully addressed in the current study.
Perception vs. Performance: Unpacking Pre-Service EFL Teachers' TPACK Gaps in AI-Enhanced Learning Design Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati
Jurnal Pemberdayaan Masyarakat Vol 4, No 3 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i3.505

Abstract

This study investigated how?pre?service EFL teachers' perceived Pedagogical Content Knowledge (PCK), Technological Content Knowledge?(TCK), and Technological?Pedagogical Knowledge?(TPK) relate to their demonstrated TPACK performance when designing AI?enhanced lessons. It employed a correlational research design with multiple linear regression. Seventy?seven Indonesian pre?service teachers who had used AI-enhanced tools during practicum completed perceived PCK, TCK, and TPK questionnaires. Actual TPACK competence was scored with a performance rubric (lesson plans, supporting documents, and teaching observations). Descriptively, participants reported the most substantial confidence in PCK (M?=?3.61, SD?=?0.54, 5?point scale), while TCK (M?=?3.00,?SD?=?1.14) and TPK (M?=?3.02,?SD?=?0.50) were moderate. Performance data showed that, on average, teachers achieved 70?percent of the maximum TPACK score, indicating adequate yet improvable integration of technology, pedagogy, and content. Multiple?regression analysis revealed that perceived PCK, TCK, and TPK together did not significantly predict demonstrated TPACK (F?(3,73) = 1.98,?p?=.125). These findings suggest a disconnect between what teachers think they know and what they can enact. It contributes to teacher knowledge research by highlighting the gap between self-perceived and demonstrated competence, underscoring the need for practice-oriented training that explicitly links AI tool use to pedagogical and content goals.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Alvina Salsabiela Angela Dwi Hesti Ariningtyas Anggraini, Nurul ASEP SUPARMAN Atha Ghina Zaim, Dhiya Azharra Aninda Putri Al Farid Azmi Putra, Rahmat Agung Bachrudin Musthafa Bahruddin Mustafa Bayu Fandhi Achmad Cicih Nuraeni Della Hanifah Nurbaeti Destiani, Isti Dewi Kencanawati Diani Nurhajati Didi Sukyadi Dwi Rukmini Elis Homsini Maolida Fitri Arini Fitri, Auliana Fuad Abdul Hamied Gustine, Gin Gin Handayani, Saufika 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 Iyen Nurlaelawati Katrin Pepita Léa, Norolalao Hanta Lulu Laela Amalia Mardiyana, Lina Maulana, Cepri Muhammad Handi Gunawan Mujianto, Yanuarius Musaldin, La Ode Nadzifa Nur Fadila Naisya Dara Priyanka, Fadhillah Narovana, Andriamiarana Naufal Rangkuti Nenden Sri Lengkanawati Nicke Yunita Moecharam Ningsih, Sri Kusuma Nissa Aulia Belistiana Utami Nissa Khairunnisa Nur Aziza, Maulida Nur Padhilah Ode, Muhamad Acep Purnawarman, Pupung R. Della Kartika Sari, R. Della Kartika Rahmadila, Defitri Rahmat Agung Azmi Putra Rakhmafithry, Dianty Rangkuti, Naufal Rani Aryanti Rukmana Raudhah Diara Putri Rd. Della Nuridah Kartika sari A. Regina Octaviani Rinekso, Aji Budi Riwayatiningsih, Rika Rojab Siti Rodliyah Safira, Viera Setyaningsih Rachmania Sitti Nurfaidah Sri Harto Sri Harto, Sri Sri Mauliani Suherdi, Didi Sukarman, Surya Aulia Sulastri Manurung Sulastri Manurung Sulistiyani Sulistiyani Surya Aulia Sukarman Susi Septaviana Rakhmawati Susi Septaviana Rakhmawati Susilawati Susilawati Susilowaty, Susilowaty Sutono Sutono Syahal Waludin Syahirul Alim Takamichi Asakura Tiara Cita Maharani Tri Indri Hardini Triulandari, Aisyah Vanalestari, Adisty Vina Nuzulul Fitria Wahyuni, Emi Nurul Wati, Erina Wawan Gunawan Widiarini Widiarini Winda Khoirun Nisak Winny Berliana Yanti Nopiyanti Sopandi Yanty Wirza