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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) 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 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 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)
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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Exploring the Role of Project-Based Learning in Promoting HOTS : An EFL Classroom’s Voice Raudhah Diara Putri; Sri Setyarini
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 4 No. 3 (2025): Desember : JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i3.6782

Abstract

Indonesian EFL senior high school students. Traditional EFL instruction often emphasizes lower-order cognitive skills, limiting students' ability to analyze, evaluate, and create in English. This research explored student experiences with PBL and its impact on HOTS development. Semi-structured interviews were conducted with five 11th-grade students participating in environmental-themed PBL activities. Thematic analysis identified patterns in student experiences and perceptions. Findings reveal that students perceive PBL as significantly more engaging than traditional instruction, fostering enhanced motivation, deeper understanding, and collaborative competencies. Students demonstrated active engagement in higher-order cognitive processes through research activities, critical discussions, and creative project development. Collaborative dimensions particularly enhanced analytical and evaluative thinking as students examined diverse perspectives. Implementation challenges emerged, including time management difficulties, group dynamics issues, resource limitations, and presentation anxiety. These challenges highlight PBL's complexity and the need for comprehensive support systems. The study concludes that while PBL effectively promotes HOTS development in EFL contexts, successful implementation requires systematic support, including project management instruction, collaborative skills development, adequate technological resources, and continuous professional development for educators.
Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices Winny Berliana; Sri Setyarini; Nenden Sri Lengkanawati; Bachrudin Musthafa; Rojab Siti Rodiyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6693

Abstract

The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.
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 Volume 18 Nomor 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.
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 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 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 Raudhah Diara Putri Rd. Della Nuridah Kartika sari A. Regina Octaviani Riwayatiningsih, Rika Rojab Siti Rodiyah Rojab Siti Rodliyah Safira, Viera Saufika Handayani Sitti Nurfaidah, Sitti Sri Harto Sri Harto, Sri Sri Mauliani Suherdi, Didi Sukarman, Surya Aulia Sulastri Manurung, Sulastri Sulistiyani Sulistiyani Susi Septaviana Rakhmawati, Susi Septaviana 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 Winny Berliana Yanti Nopiyanti Sopandi Yanty Wirza