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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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English literacy learning loss during the COVID-19 pandemic in Indonesia Gin Gin Gustine; Sri Setyarini; Rojab Siti Rodliyah
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.
Amplifying Voices: Enhancing EFL Speaking through Video-Based Assessment Atha Ghina Zaim, Dhiya; Setyarini, Sri; Purnawarman, Pupung
International Journal of Language Teaching and Education Vol. 10 No. 2 (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.v10i2.57825

Abstract

Speaking is a fundamental skill in English language learning, yet many students face various challenges in developing it effectively. To address these issues, several strategies can be implemented, one of which is video-based assessment. This study investigates the impact of video-based assessment on students’ speaking performance and explores their responses to its implementation. A qualitative research design was employed, involving the use of video-based tasks and interviews with participants. The assessment procedure followed step-by-step guidelines adapted from Dal (2010), based on the Task-Based Learning framework proposed by Willis (1996). The participants were 11th-grade high school students. The results showed that nearly all students experienced improvements in their speaking scores from the first to the third video submission. An increase was also observed in the class average score. In addition, score classification using Harris’s (1974) criteria indicated a shift from lower to higher performance categories. Students expressed positive responses toward video-based assessment, citing benefits such as increased self-confidence, reduced nervousness, enhanced creativity, greater opportunities to practice English outside of class, improved speaking skills, self-reflection, and a platform to share personal interests. Despite these benefits, students also encountered some challenges, including repeated video recordings, editing difficulties, sound issues, and limited phone storage capacity.
Exploring the Typology, Teachers’ Perceptions, and Challenges of EMI Implementation at a Private Primary School Handayani, Saufika; Setyarini, Sri; Rinekso, Aji Budi
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.4544

Abstract

The trend of implementing EMI is getting raised across countries including Indonesia. Yet, the majority of previous studies merely focused on exploring EMI practices in tertiary education rather than primary-secondary education. Thus, this study is intended to uncover the implementation of EMI in a private primary school by focusing on three main issues: typology, teachers’ perceptions, and challenges. Qualitative approach featured with semi open-ended questionnaire and semi structured interview were applied in this study. The results reported the kind of EMI implemented in the school. Also, teachers’ perceptions and challenges of implementing EMI, and pedagogical implication are discussed in this study.
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.
From Perception to Practice: Aligning Self-Reported TPACK with Observed Teaching Performance in Pre-service EFL Teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/c6frdb68

Abstract

This study aimed to examine the alignment between pre-service EFL teachers’ self-reported Technological Pedagogical Content Knowledge (TPACK) and their observed teaching performance following a Microteaching Lesson Study (MLS) intervention. In response to increasing demands for technology-integrated instruction, concerns persist regarding whether teachers’ perceived competencies accurately reflect their actual teaching practices. A quantitative within-subject experimental design was employed involving 27 pre-service teachers over a 14-week intervention. Data were collected using a pre- and post-test EFL-TPACK survey and performance-based assessments of teaching and re-teaching phases evaluated by two independent raters using a validated TPACK-based rubric. Data were analyzed using paired-samples t-tests, Wilcoxon Signed-Rank Tests, Pearson correlation, and normalized gain (N-gain) analysis. The results revealed a statistically significant improvement in self-reported TPACK (p < .001) with a high N-gain, indicating substantial perceived development. Observed teaching performance also improved significantly (p < .001), both at the overall level and across all TPACK domains. However, correlation analysis showed a very weak and non-significant relationship between self-reported TPACK and observed teaching performance (r = .054, p > .05), indicating a lack of alignment between perceived and enacted competence. These findings suggest that while MLS effectively enhances both perceived knowledge and teaching performance, self-reported TPACK does not necessarily reflect actual instructional ability. This study underscores the importance of integrating performance-based assessments with self-report measures to provide a more accurate evaluation of teacher readiness and contributes to a deeper understanding of TPACK development in practice-based teacher education contexts.
Enhancing student engagement through gamification in teaching telling-time expressions in elementary EFL classrooms Setyaningsih Rachmania; Bahruddin Mustafa; Sri Setyarini
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.
Enhancing Teaching and Learning through Digital Storytelling: Exploring Elementary Teachers' Perspectives and Challenges in Hiroshima Prefecture Setyaningsih Rachmania; Bachrudin Musthafa; Sri Setyarini; Iyen Nurlaelawati; Takamichi Asakura; Nissa Aulia Belistiana Utami
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.13303

Abstract

Purpose – This study addresses what we term the "Pedagogical Infrastructure Gap" is a condition in which educational institutions have successfully deployed digital hardware and devices through government-led initiatives while neglecting to equip teachers with the pedagogical vocabulary required to theorize their own instructional practices. Method – Employing a descriptive qualitative approach, data were collected from four in-service teachers currently pursuing postgraduate studies at Hiroshima University through semi-structured interviews and document analysis. Findings – Some of the participants actively employ multimodal and narrative-based pedagogical practices that implicit DST-related to identify or articulate their work within that conceptual framework. Implications – This study emphases the untapped pedagogical potential embedded within these implicit practices and recommends professionally-oriented interventions focused on "naming the practice" that is, on bridging the gap between what teachers already do and what they can consciously leverage through theoretical awareness. Originality – Unlike the majority of existing studies, which examine outcomes in contexts where teachers are deliberately trained in Digital Storytelling (DST), this research is uniquely positioned to document how educators accidentally arrive at Digital Storytelling (DST) through independent experimentation with multimodal tools such as iMovie and PowerPoint, thereby contributing an underexplored perspective to the global literature on ICT integration in elementary education.
Creative drama in English class: Boosting student self-esteem through innovation Syahal Waludin; Sri Setyarini
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.141

Abstract

In Indonesia, the integration of creative drama into the formal curriculum has not been widely or systematically implemented, leaving substantial room for the development of students' emotional aspects, especially self-esteem, as an area of potential that has not been utilized. The purpose of this study is to examine how the addition of creative drama to the school curriculum can improve students' self-esteem in secondary schools. This study employs a qualitative approach using a participatory case study method at SMP PGRI Lembang, with primary informants including seventh and eighth-grade students, the school principal, and two teachers. Data was collected through observation, in-depth interviews with one school principal and two teachers, and documentation of learning activities. Thematic coding-based content analysis was used to analyze the data. The findings indicate that the use of structured creative drama significantly improves students' self-confidence, social courage, and self-expression. Activities such as improvisation, role-playing, and group reflection serve as effective means to develop students' affective dimensions, particularly self-esteem. This study concludes that the integration of creative drama and Project-Based Learning (PjBL) principles facilitates collaborative, reflective, and transformative learning experiences and can serve as an innovative learning model aligned with the ideals of the Kurikulum Merdeka.   Abstrak Di Indonesia, integrasi drama kreatif ke dalam kurikulum formal belum diterapkan secara luas atau sistematis, sehingga menyisakan ruang substansial untuk pengembangan aspek emosional peserta didik terutama harga diri sebagai area potensi yang belum dimanfaatkan. Tujuan penelitian ini untuk mengkaji bagaimana penambahan drama kreatif dalam kurikulum sekolah dapat meningkatkan harga diri peserta didik di sekolah menengah. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus partisipatif di SMP PGRI Lembang, dengan informan utama berupa peserta didik kelas tujuh dan delapan, kepala sekolah, dan dua guru. Data dikumpulkan melalui observasi, wawancara mendalam dengan satu kepala sekolah dan dua guru, serta dokumentasi aktivitas belajar. Analisis isi berbasis pengkodean tematik digunakan untuk menganalis data. Temuan menunjukkan bahwa penggunaan drama kreatif yang terstruktur secara signifikan meningkatkan kepercayaan diri, keberanian sosial, dan ekspresi diri peserta didik. Aktivitas seperti improvisasi, peran-peran, dan refleksi kelompok menjadi sarana efektif untuk mengembangkan dimensi afektif peserta didik, terutama harga diri. Studi ini menyimpulkan bahwa integrasi drama kreatif dan prinsip-prinsip Pembelajaran Berbasis Proyek (PjBL) memfasilitasi pengalaman belajar kolaboratif, reflektif, dan transformatif, serta dapat menjadi model pembelajaran inovatif yang selaras dengan idealisme Kurikulum Merdeka. Keywords: drama kreatif; pembelajaran berbasis proyek; pendidikan afektif; penghargaan diri.
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