Article Per Year (5 Year)
p-Index From 2021 - 2026
7.676
P-Index
This Author published in this journals
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 IJoLE: International Journal of Language Education Indonesian EFL Journal Loquen: English Studies Journal International Journal of Language Teaching and Education International Journal of Pedagogy and Teacher 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 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 PASCIDEV: Pasundan Social Science Development Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) Jurnal Abmas
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

Published : 62 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 62 Documents
Search

 3   4   5   6   7 
INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING Alvina Salsabiela; Sri Setyarini; Muhammad Handi Gunawan
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 
"This isn’t Just about Me!”: A Collaborative Autoethnographic Inquiry into EFL Learners’ Social Awareness Construction Anggraini, Nurul; Setyarini, Sri; Nurfaidah, Sitti; Musaldin, La Ode; Mauliani, Sri
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 18 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv18i2.11679

Abstract

In recent years, foreign language learning, especially English, has evolved from a purely academic focus to fostering social awareness, particularly in rural Indonesian areas where cultural barriers and stereotypes are prevalent. Anchored by collaborative autoethnography (CAE), this qualitative study reflects on our lived critical incidences as EFL learners from rural areas in Indonesia for more than a decade. This study depicts how we, as EFL learners and teachers at the same time, perceive English learning, which develops our linguistic abilities and literacies to contribute to the local communities. Through critical reflection we found that honing linguistic abilities or the English language did not merely develop the language skill, but it reconstructed EFL learners' social awareness. In this way, as rural EFL learners, we placed ourselves as the agents of change who are in charge of promoting cultural reformation, education development, and global community collaboration.
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.
Enhancing student engagement through gamification in teaching telling-time expressions in elementary EFL classrooms Rachmania, Setyaningsih; Mustafa, Bahruddin; Setyarini, Sri
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.44349

Abstract

Student engagement is a crucial factor in successful English as a Foreign Language (EFL) learning, particularly at the elementary school level, where learners often struggle to understand abstract language concepts. One topic that frequently challenges young learners is telling time in English, which requires the integration of linguistic and numerical understanding. This study aims to examine how gamification enhances student engagement and learning outcomes in teaching telling-time expressions in an elementary EFL classroom. This study employed a qualitative case study approach involving 47 elementary school students aged 7–9 years at a public school in Bandung, Indonesia. Data were collected through classroom observation, semi-structured interviews, and document analysis of students’ formative assessments. The data were analyzed descriptively to identify patterns of engagement and learning achievement during gamified classroom activities. The findings reveal that gamified learning activities significantly increased students’ behavioral, emotional, and cognitive engagement. Observation results showed that 87% of students actively participated in the game-based activities, while 85% demonstrated enthusiasm and positive attitudes toward the learning process. Participation records further indicated that most students were consistently involved in classroom activities. In addition, formative assessment results showed that 77% of students achieved good or excellent scores in identifying and writing English time expressions. Interview findings also suggest that students perceived gamified learning as enjoyable and motivating. These findings demonstrate that non-digital gamification strategies can create a more interactive learning environment and effectively support young learners’ understanding of telling-time expressions in EFL contexts.
In-House Training on HOTS-based media literacy for EFL teachers in Pangandaran Regency 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.   Abstrak Perkembangan teknologi digital yang pesat menghadirkan tantangan baru dalam praktik pembelajaran, khususnya terkait literasi media. Kondisi empiris di Kabupaten Pangandaran menunjukkan bahwa sebagian besar guru Bahasa Inggris masih memanfaatkan media digital sebagai alat bantu penyampaian materi, dengan integrasi analisis kritis dan keterampilan berpikir tingkat tinggi (HOTS) yang masih terbatas dalam kegiatan pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan kompetensi profesional guru Bahasa Inggris dalam menerapkan model pembelajaran literasi media berbasis HOTS. Program dilaksanakan menggunakan pendekatan kaji tindak melalui empat tahap, yaitu persiapan, pelaksanaan, evaluasi, dan tindak lanjut. Pengumpulan data dilakukan secara kualitatif melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen pelatihan. Partisipan kegiatan berjumlah 60 orang yang terdiri atas pengawas sekolah, kepala sekolah, dan guru Bahasa Inggris tingkat SMP yang tergabung dalam MGMP. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap literasi media, perubahan strategi pembelajaran yang lebih reflektif dan analitis, serta meningkatnya kesadaran terhadap dimensi etika dan sosial dalam penggunaan media. Program ini menegaskan bahwa pelatihan terstruktur berbasis HOTS berkontribusi positif dalam memperkuat kompetensi profesional guru dalam menghadapi tuntutan pembelajaran di era digital. Kata Kunci: HOTS; in-house training; kompetensi profesional guru; literasi media.
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.
Co-Authors Ade Irma Junida Ahmad Bukhori Muslim Aji Budi Rinekso Alvina Salsabiela Angela Dwi Hesti Ariningtyas Anggraini, Nurul ASEP SUPARMAN Azharra Aninda Putri Al Farid Azmi Putra, Rahmat Agung Bachrudin Musthafa 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 Fitri, Auliana 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 Katrin Pepita Léa, Norolalao Hanta Lulu Laela Amalia Mardiyana, Lina Maulana, Cepri Muhammad Handi Gunawan Mujianto, Yanuarius Musaldin, La Ode Mustafa, Bahruddin Nadzifa Nur Fadila Naisya Dara Priyanka, Fadhillah Narovana, Andriamiarana Naufal Rangkuti Nenden Sri Lengkanawati Nicke Yunita Moecharam Ningsih, Sri Kusuma Nissa Khairunnisa Nur Aziza, Maulida Nur Padhilah Ode, Muhamad Acep Purnawarman, Pupung R. Della Kartika Sari, R. Della Kartika Rachmania, Setyaningsih Rahmat Agung Azmi Putra Rakhmafithry, Dianty Rangkuti, Naufal Rani Aryanti Rukmana Raudhah Diara Putri Rd. Della Nuridah Kartika sari A. Regina Octaviani Riwayatiningsih, Rika Rojab Siti Rodliyah Safira, Viera Salama, Wanale Saufika Handayani Sitti Nurfaidah Sri Harto Sri Harto, Sri Sri Mauliani Suherdi, Didi Sukarman, Surya Aulia Sulastri Manurung, Sulastri Sulistiyani Sulistiyani Surya Aulia Sukarman Susi Septaviana Rakhmawati, Susi Septaviana Susilawati Susilawati Susilowaty, Susilowaty Sutono Sutono Syahirul Alim 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