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All Journal Edulitics (Education, Literature, and Linguistics) Journal CARADDE: Jurnal Pengabdian Kepada Masyarakat ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of English Education and Teaching (JEET) DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Jurnal Ilmu Pendidikan dan Humaniora EDUJAVARE: International Journal of Educational Research Jurnal Ragam Pengabdian PESHUM INTERACTION: Jurnal Pendidikan Bahasa Educational Journal Soko Guru: Jurnal Ilmu Pendidikan
Irmayani Irmayani
Universitas Islam Darul 'Ulum Lamongan
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analyzing Bloom’s Taxonomy Levels in Students’ Speaking Activities in Teaching Modules of Kurikulum Merdeka Yolanda Pratiwi; Irmayani; Khoirul Huda
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 1 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i1.4357

Abstract

Many senior high school students in Indonesia struggle with spoken English because their classroom curriculum lacks relevant and engaging speaking opportunities. This study aims to identify the cognitive levels represented in speaking activities and examine the extent to which they promote higher-order thinking skills (HOTS) in teaching modules based on the recent Kurikulum Merdeka. A qualitative directed content analysis by Hsieh & Shannon (2005) was employed, examining five teaching modules and Alur Tujuan Pembelajaran (ATP) from different senior high schools, obtained from the official Ministry of Education website. The findings showed that Applying (C3) occurred most frequently (63 occurrences; 44.68%), followed by Remembering (C1) with 24 occurrences (17.02%), and Understanding (C2) with 21 occurrences (14.89%). HOTS levels were less dominant, with Analyzing (C4) and Creating (C6) both appearing 15 times (10.64%), and Evaluating (C5) only 3 times (2.13%). This indicates a predominance of LOTS over HOTS in the modules. Analysis of speaking outputs revealed that high-output activities such as discussions and presentations (A4 and A5) occurred 49 times, while medium-output activities (A2 and A3) appeared 12 times, and low-output activities (A1) only once. These results suggest that although opportunities for communicative competence exist, speaking activities still lean toward tasks requiring lower cognitive engagement. It is concluded that while the Kurikulum Merdeka teaching modules integrate various Bloom’s Taxonomy levels, more emphasis is needed on HOTS to enhance critical thinking and creativity.
ChatGPT-Assisted Interactive Speaking Practice: EFLStudents’ Perceptions Ichda Aulia Rohmah; Irmayani; Anita Dwi Hapsari; Buyun Khulel; Syifa’ Khuriyatuz Zahro
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.v11i1.28226

Abstract

The use of generative Artificial Intelligence has increasingly influenced English Language Teaching, particularly in supporting speaking practice. One widely used AI tool is ChatGPT, which offers flexible opportunities for language learning. However, studies on students’ perceptions of its use in speaking activities at the senior high school level remain limited. This study aims to explore EFL students’ perceptions of using ChatGPT for speaking practice. This study employed a descriptive qualitative design. Data were collected through a questionnaire and supported by semi-structured interviews with selected students, and were analyzed using thematic analysis. The findings show that students perceive ChatGPT as a useful tool that provides additional opportunities for practice, increases confidence, and supports independent learning. However, several challenges were also identified, including over-reliance on the tool, uncertainty about the accuracy of responses, and the lack of real human interaction. Students also emphasized the importance of teacher guidance in using ChatGPT effectively and responsibly. These findings suggest that students’ perceptions should be considered in integrating AI tools into language learning, and that guided use of ChatGPT can support more meaningful speaking instruction.
Compliance and Violation of the Principles of Politeness in the Marlo-Keisya Podcast: "Don't Want It to End" on the Cataisee YouTube Channel Fadkhul Mu’is; Iib Marzuqi; Irmayani Irmayani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1561

Abstract

Politeness in language is an important thing that needs to be considered when communicating so as not to cause hurt, disappointment or feel disadvantaged. This research aims to find out the principle of linguistic politeness and the violation of the principle of linguistic politeness which is validly studied in academic studies. The method used in this study is qualitative descriptive. The analysis was carried out using the theory of politeness according to Leech which put forward six principles, namely the maxim of wisdom, the maxim of generosity, the maxim of praise, the maxim of humility, the maxim of agreement, and the maxim of sympathy as well as the form of violation of linguistic politeness, namely the violation of the maxim of wisdom, the violation of the maxim of generosity, the violation of the maxim of praise, the violation of the maxim of humility, the violation of the maxim of agreement and the violation of the maxim of sympathy. The data was obtained through the technique of watching and recording. Based on the results of the study, there were 51 conversations that complied with or violated language politeness. Compliance totaled 20 data with details: (1) 3 Maxim Wisdom Data, (2) 1 Maxim Generosity Data, (3) 7 Maxim Praise Data, (4) 5 Maximal Humble Data, (5) 3 Maximal Consensus Data, and (5) 1 Maximal Sympathy Data. A number of politeness violations were found. 31 data with details: (1) 6 data on violations of the maximum of wisdom, (2) 1 data on violations of the maximum of generosity, (3) 7 data of violations of the maximum of praise, (4) 0 data of violations of the maximum of humility, (5) 13 data of violations of the maximum of agreements, (6) 4 data of violations of the maximum of sympathy.
Audiovisual Media in Efl Listening: A Meta-Analysis of 21st Century Learning Resources Alfi Az Zuhriyah; Irmayani Irmayani
Jurnal Ilmu Pendidikan dan Humaniora Vol. 14 No. 3 (2025): September: Education and Humanities
Publisher : Insan Akademika Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/jiph.v14i3.208

Abstract

This meta-analysis evaluates the effect of audiovisual (AV) medium on improving listening ability of EFL  students, by combining the results of 21 quantitative studies conducted between 2015 and 2025. From a total of 1,987 learners at various levels of education, it was found that AV media had a significant positive impact on listening comprehension, with a Cohen's d effect size of 0.78. The results of the analysis also showed that several moderating variables influenced the level of effectiveness. Younger students tended to benefit more, the use of videos with subtitles gave the best results, and the intervention duration between 4 and 8 weeks had the most significant impact. AV media applied in formal educational contexts showed more effective results than in informal learning. The validity of these findings was strengthened through heterogeneity tests, moderator analysis, and evaluation of possible publication bias. Overall, this study confirms that AV media is an effective learning tool in the modern era, helping to improve EFL listening skills, design better teaching strategies, increase student engagement, and expand access to various sources of language input
Peningkatan Keterampilan Jurnalistik Siswa Sekolah Menengah melalui Pelatihan Pengenalan Rubrik Majalah dan Penulisan Artikel Irmayani Irmayani; Miftahul Huda; Khoirul Huda; Laila Tri Lestari
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 1 (2026): Agustus
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v9i1.3160

Abstract

This community service aimed to improve high school students’ journalistic skills through the introduction of magazine rubrics and article writing practice. The two-day workshop involved interactive lectures, discussions, rubric analysis, writing practice, revision, and presentations with 35 participants from grades ten and eleven. The results showed improved understanding of journalistic concepts, rubric identification, and writing quality, with average scores rising from 6.2 to 8.0. Students also gained motivation and confidence, forming a school writing community. The program effectively enhanced individual skills and literacy culture, and is recommended to continue through journalism extracurriculars and student publications.
The Effectiveness of TikTok English Video Quiz Combined With Modified Card Response in Improving Elementary Students' Vocabulary Mastery Anita Dwi Putri Irianti; Irmayani Irmayani; Buyun Khulel
Educational Journal Vol. 2 No. 1 (2026): AGUSTUS-OKTOBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/5skga741

Abstract

Vocabulary mastery is one of the fundamental components of English as a Foreign Language (EFL) learning because it provides the foundation for learners to comprehend meaning, process input, and communicate effectively. Preliminary observation conducted at MI Ma'arif NU Sukolilo revealed that fifth-grade students still experienced considerable difficulty in recognizing, remembering, and understanding English vocabulary, a condition that potentially hinders their overall language development if left unaddressed. This study aimed to examine the effectiveness of TikTok English Video Quiz combined with Modified Card Response (MCR) in improving elementary students' vocabulary mastery. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design. The participants consisted of 24 fifth-grade students selected through purposive sampling. The research instrument was a 20-item vocabulary test administered before and after a three-session treatment in which students watched TikTok English Video Quiz videos and responded actively using colored Modified Card Response cards. Data were analyzed through descriptive statistics, the Shapiro–Wilk normality test, a paired-samples t-test, and Cohen's d effect size calculation using JAMOVI software. The results showed that the mean score increased from 58.3 in the pre-test to 87.5 in the post-test. The paired-samples t-test indicated a statistically significant difference between the two measurements, t(23) = -10.7, p < .001, and the effect size analysis yielded Cohen's d = 2.18, categorized as a very large effect. These findings indicate that the integration of audiovisual digital media with an active, kinesthetic response technique can substantially improve young learners' vocabulary mastery. The study offers empirical support and practical guidance for English teachers seeking to design more interactive, technology-assisted vocabulary instruction for elementary school students.
The Effect of Gen Z Digital Language-Integrated Microlearning Videos on Vocabulary Retention among Indonesian EFL Learners Nadia Khairun Nisa; Daniar Sofeny; Irmayani Irmayani
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 5: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i5.20011

Abstract

Vocabulary retention remains a persistent challenge in English as a Foreign Language (EFL) learning, particularly when vocabulary instruction relies primarily on memorization and decontextualized word lists. This study investigated the effect of Gen Z digital language-integrated microlearning videos on Indonesian EFL learners’ vocabulary retention. A quantitative quasi-experimental design with a non-equivalent control group design was employed involving 30 eleventh-grade Indonesian EFL learners from a private vocational high school in Lamongan, East Java, Indonesia. The participants were assigned to an experimental group (n = 15) and a control group (n = 15) through purposive sampling. The experimental group received vocabulary instruction through two- to three-minute microlearning videos integrating Gen Z digital language features, including informal digital expressions, abbreviations, emojis, contextual examples, and visual illustrations, whereas the control group received conventional vocabulary instruction. Vocabulary knowledge was measured using a pre-test, post-test, and delayed post-test administered seven days after the intervention. Because the data violated the assumptions of normality and homogeneity, the Mann–Whitney U test and Wilcoxon signed-rank test were employed for data analysis. The findings revealed that the experimental group showed significant improvement from the pre-test to the post-test and maintained relatively stable performance on the seven-day delayed post-test, indicating effective short-term vocabulary retention. Significant differences were also observed between the experimental and control groups in the post-test and delayed post-test. However, the significant baseline difference identified in the pre-test suggests that these findings should be interpreted with caution. Overall, the results indicate that Gen Z digital language-integrated microlearning videos have the potential to support vocabulary learning and short-term vocabulary retention among Indonesian EFL learners.
The Correlation Between Flipped Classroom Implementation and EFL Students' Learning Motivation in an Indonesian Senior High School S Aminatus sa'diyah; Daniar Sofeny; Irmayani Irmayani
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/7r30q475

Abstract

Learning motivation is a fundamental factor impacting students' engagement and success in learning English as a foreign language (EFL). The flipped classroom has emerged as a student-centered instructional approach that coordinates pre-class learning with interactive classroom exercises to foster active engagement and learner independence. This study aimed to examine the relationship between the usage of the flipped classroom strategy and students' motivation in learning English among twelfth-grade students at SMA Negeri 1 Sukodadi, Indonesia. A quantitative correlational design was utilized, including 40 students chosen through purposive sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings revealed a strong positive and statistically significant relationship between the usage of the flipped classroom strategy and students' learning motivation (r = 0.742, p < 0.001). These findings show that students who experienced better implementation of the flipped classroom tended to illustrate higher levels of motivation in learning English. This study contributes observational evidence supporting the use of technology-enhanced, student-centered learning to cultivate students' motivation in Indonesian EFL classrooms and recommends that the flipped classroom may serve as a compelling guideline technique for English language teaching.
Co-Authors Ahmad Zubaidi Amrullah Alfi Az Zuhriyah ANITA DWI HAPSARI Anita Dwi Putri Irianti Annis Rahmawati Belgis Raya Bian Paradieshta Buyun Khulel Daniar - Sofeny, Daniar - Daniar Sofeny Eka Cristin Wulandari Fadkhul Mu’is Hendrik Furqon Heni Rohmatus Sa’diyah Ichda Aulia Rohmah Iib Marzuqi Khoirul Huda Khoirul Huda Laila Tri Lestari Lailatul Masruroh Leli Dwi Saputri Lillian Durango Balbon Maslakhatin Maslakhatin Miftahul Huda Nadia Khairun Nisa Nur Khalimatush Sadiyah Refi Ranto Rozak S Aminatus sa'diyah Sumiatun1 Sumiatun1 Supriyatno Supriyatno Syifa Khuriyatuz Zahro Syifa Khuriyatuz Zahro Syifa’ Khuriyatuz Zahro Yolanda Pratiwi