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All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan International Journal of Education Jurnal Ilmiah Bahasa dan Sastra English Review: Journal of English Education JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language and Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
Novia Trisanti
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : journal of english language and education

 1 
EFL Learners' Preferences for Multimodal Learning Materials at the Secondary School Level Pratiwi, Dian; Trisanti, Novia
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.980

Abstract

This study explores secondary school EFL learners' preferences for multimodal learning materials, which addresses the need for learner-centered strategies in 21st century education. Although existing research highlights the general benefits of multimodal teaching, few studies have examined students' specific preferences for text, audio, and video formats. Using a quantitative descriptive design, data was collected from 132 junior high school students in Indonesia through a VARK-based questionnaire and Likert-scale items. The results showed that video was the most preferred medium (50.8%), followed by text and audio. Students reported that video materials were more engaging and effective in improving comprehension and motivation. Although the VARK model provides background insights, this study shows that learners' actual media choices have more influence on instructional design. This demands the use of multimedia resources that reflect students' preferences and enhance engagement in EFL learning.
Investigating the Use of Oral Corrective Feedback in Teaching Speaking for the Seventh Grade of EFL Students Tumini, Tumini; Trisanti, Novia
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.983

Abstract

Oral corrective feedback (OCF) plays an important role in helping to develop students’ speaking skills in the EFL classroom. In practice, the application of OCF varies depending on teaching style and classroom conditions. This research investigates the types and implementations of OCF by seventh-grade English teachers in a private school, MTs NU Mranggen, in teaching speaking skills. This qualitative single case study used observation and semi-structured interviews. The results showed that teachers used three types of OCF: rephrasing, explicit correction, and request for clarification, with rephrasing being the most frequently used as it allowed teachers to correct errors without interrupting the interaction process. In addition, OCF often appeared at the main activity stage, especially when students interacted with the teacher. Based on the findings, it is suggested that teachers use OCF techniques in a more planned way to improve students’ speaking ability in the EFL classroom.
Exploring the Types of Teachers’ Questioning Strategies Used in EFL Secondary School Classroom Putri, Vivien Pandu Wicara; Trisanti, Novia
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.982

Abstract

Questioning strategies are a significant way for EFL teachers to encourage student’s participation and interaction in learning a language, particularly at the secondary level. This research examined the types and applications of questioning strategies used by a seventh-grade English teacher in an EFL classroom at MTs NU Mranggen in Central Java, Indonesia. A qualitative case study methodology gathered video-recorded lessons and teacher interviews, and analysed thematically. The study outcomes revealed that teachers used four types of strategies—prompting (14), probing (7), repetition (3) and redirecting (1)—with prompting dominant across lesson stages. The prompting strategy was often employed because it increases students' thought processes and improves critical thinking. The teacher employed these strategies at the lesson's opening, main, and closing activities. Educators and researchers can use the insights to improve their approaches and establish a dynamic learning environment.
Pedagogical Insight of University Students into ChatGPT Use in Academic Writing Untari, Maulidya; Trisanti, Novia
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2017

Abstract

Artificial intelligence tools such as ChatGPT are increasingly integrated into EFL academic writing; however, empirical evidence regarding students’ perceptions, challenges, and ethical considerations remains limited. This study examines EFL university students’ perceptions of using ChatGPT in academic writing, focusing on perceived usefulness, challenges, and ethical awareness. Employing a case study design, data were collected through close-ended and open-ended questionnaires administered to EFL students. The findings indicate that students perceive ChatGPT as supportive for idea generation, grammatical accuracy, text organization, and time efficiency. Nevertheless, challenges related to the accuracy and reliability of AI-generated information were identified, highlighting the need for critical evaluation. In addition, students reported agreement with ethical considerations, particularly regarding plagiarism awareness and the view that ChatGPT should function as a supplementary tool rather than a primary source. Overall, the findings suggest that ChatGPT can support EFL academic writing when used critically and ethically.
Co-Authors Aenurrifah, Ahmad Aunilah Ainul Hufron, Ainul Alamanda Mutia Safitri Budi Hermawan Dian Pratiwi Didi Sukyadi Fujiono, Fujiono Gabby Allen Vica Isfara Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Gultom, Valerina Emma Hasian Intan Permata Hapsari Isfara, Gabby Allen Vica Isnaini, Linda Isti Nurhayati Mega Mulianing Maharani Mega Mulianing Maharani Novia Trisanti Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Untari, Maulidya Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita Zainiza, Mailiza zulfa Sakhiyya