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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 Journal of English Language and Education 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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UNIVERSITY EFL TEACHERS’ STANCE AND ENGAGEMENT IN DIGITAL MULTIMODAL COMPOSING AS MULTIMODAL LITERACY PRACTICES Trisanti, Novia; Sukyadi, Didi; Hermawan, Budi
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.56188

Abstract

Recent years have witnessed an increasing attention on multimodal literacy practices, particularly digital multimodal composing (DMC) in EFL classrooms. However, the ability of EFL teachers to design and carry out multimodal literacy practices that accurately reflect the performance of EFL learners and promote active learning becomes a challenging demand. This study aims to look at Indonesian EFL teachers’ stance and engagement in implementing DMC during the completion of the students’ writing project in higher education context. A case study method was applied in an EFL environment in Indonesian context using field notes, and an interview as the teacher’s reflection. The results demonstrate that the EFL teacher was involved in remediation stance for the DMC tasks designed to encompass students produce multimodal texts using Canva, for example, reading response and biography recount text mind mapping. It reveals that the teacher used the DMC task alongside another media as an assessment tool. While using DMC as the learners' projects for the assessment, the teacher's engagement was ambivalent, meaning that the teacher was fond of using DMC as the learning evaluation. More research is therefore required to better understand how DMC helps teachers develop their knowledge regarding the practice of multimodal literacy in the EFL context. 
Enhancing Vocabulary Mastery through the Use of Educandy Game Application as an Interactive Learning Tool Aenurrifah, Ahmad Aunilah; Widhiyanto; TRISANTI, NOVIA
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21995

Abstract

Currently, there is growing integration on the use of technology. There should be appropriate tools to enhance vocabulary mastery for the learners, especially English learners. Educandy is recognized as an interactive learning platform to support learners' vocabulary mastery. This study adopted a mixed-method approach to provide a more comprehensive understanding by examining both learning outcomes and students’ responses. Its aim is to provide insights into how Educandy can enhance vocabulary learning among seventh-grade students at MTs Arrobiah Azzain Grinting. 60 students were randomly selected and divided into two groups; experimental and control groups. Educandy has improved vocabulary at MTs Arrobiah Azzain, shown by higher post-test scores and positive student feedback from observations and interviews. This finding confirmed that using the Educandy video game effectively enhanced EFL secondary students’ vocabulary acquisition. The implementation of this interactive tool not only improved students’ vocabulary knowledge but also increased their enthusiasm for learning. The students were able to enjoy learning vocabulary using Educandy video game, which made them enthusiastic in learning. The students could easily remember what they have learned in their class by using Educandy video game. Based on the research findings, it was concluded that using the Educandy video game effectively enhanced vocabulary learning for EFL secondary students. This was evident that there was improvement in students’ vocabulary mastery and their increased enthusiasm for learning.
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.
English English Isnaini, Linda; Trisanti, Novia
(JIBS) JURNAL ILMIAH BAHASA DAN SASTRA Vol. 12 No. 1 (2025): JIBS (Jurnal Ilmiah Bahasa dan Sastra)
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v12i1.12044

Abstract

Current educational trends emphasize the increasing focus on teachers' strategies for questioning to enhance student engagement in the classroom. Despite the growing recognition of these practices as effective techniques for active learning, there is a lack of research investigating how teachers' questioning strategies affect how students engage. This study aimed to investigate how the questioning strategies influence students' engagement during classroom interaction. The research employed a qualitative case study analyzing the teacher’s questioning strategies and students' engagement during the classroom instructional process and the teacher’s interview. The participants were an English teacher and a vocational high school class in Semarang, Central Java, Indonesia. The study revealed that the teacher used five types of teacher’s questioning strategies proposed by Chen (2016): wait time, probing, repetition, paraphrasing, and simplifying. Among the most frequently used were wait times and probing types of strategies. In addition, the strategies in question affect the students' engagement; for example, waiting time encourages behavioral and cognitive engagement, probing increases cognitive engagement, and simplistic and repetitive language use increases affective and behavioral engagement. These results emphasized the need for teacher questioning to engage students in classroom activities. Therefore, by understanding how the teacher’s questioning affects the students' engagement, the teacher could improve their questioning strategies skills to engage students and encourage active participation in classroom interaction.
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.
Implementation of QR-based treasure hunt game to improve young students’ English vocabulary mastery Alamanda Mutia Safitri; Trisanti, Novia
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28893

Abstract

This study explores the effectiveness of a QR-based Treasure Hunt game in enhancing English vocabulary mastery among 7th grade students at a public junior high school located in Ungaran, a district in Semarang Regency, Central Java, Indonesia. Despite the growing interest in gamification and mobile-assisted learning, the use of QR codes specifically for vocabulary acquisition in EFL classrooms has received little scholarly attention—underscoring the need for targeted investigation in this area. Using a quasi-experimental design, students were divided into control and experimental groups, with vocabulary mastery assessed through pre-test and post-test evaluations. The control group, which followed traditional teaching methods, showed minimal vocabulary improvement, whereas the experimental group demonstrated significant gains after engaging with the QR-based gamified approach. The interactive nature of QR codes encouraged active participation, allowing students to scan, solve, and engage with challenges in a structured format. The findings confirm that gamified learning fosters engagement, reinforcing Cognitive Load Theory by breaking vocabulary learning into manageable, interactive components. While most students responded positively, observations revealed that some required additional guidance, highlighting the need for structured instructional support when implementing gamification. This study contributes to the field of educational technology, demonstrating the potential of gamification in language acquisition and student motivation. By integrating QR-based activities into EFL instruction, schools can modernize teaching practices, improving both learning outcomes and engagement. Future research should explore long-term retention, learner diversity, and expanded gamification models to further refine technology-enhanced vocabulary instruction.
The Students’ Perceptions of Artificial Intelligence (AI) in Higher Education: A Systematic Literature Review Fujiono, Fujiono; Sakhiyya, Zulfa; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The fast development of Artificial Intelligence (AI) has a strong impact on the situation in higher education, especially on the way in which students learn, communicate, and interact with educational materials. The present study is a systematic literature review that examines 24 peer-reviewed articles published in 2020-2025 which concern on university students’ perceptions of AI technologies such as ChatGPT and generative AI tools. This research based on PRISMA methodology and the data acquired with the help of Publish or Perish application from the Scopus database, this study discusses the issues of acceptance and satisfaction, perceived benefits, ethical matters, and challenges regarding AI integration in higher education. The results show that most students perceive AI as a valuable tool that enhances efficiency, motivation, and learning autonomy. But there are still worries about overreliance, ethical use, academic integrity, and the potential erosion of critical thinking. The students’ perceptions and usage patterns are affected by contextual factors such as the field of study, gender, cultural background, and prior digital literacy influence. The review highlights the necessity of the participatory governance, systematized pedagogy, moral principles and collaborative policy making to make AI integration responsible and fair in higher education. After all, AI should be positioned not merely as a technical aid but as a transformative component of a humanistic and reflective learning environment.
From Monocentric to Pluricentric Approach in Speaking Class: Exploring Accent Acceptance among Indonesian Pre-service English Teachers Sutarno, Sutarno; Fitriati, Sri Wuli; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Previous research has examined EFL learners' perceptions of diverse accents. However, research focusing on the perspectives of Indonesian English teacher candidates is still rare, particularly in the context of speaking classrooms, where identities associated with accents are most prominent.This qualitative case study investigates the impact of a pluricentric teaching approach on the attitudes and speaking confidence of Indonesian pre-service English teachers. Within Indonesia's vast ELT context, where monocentric, native-speaker ideologies often prevail, pre-service teachers frequently experience significant anxiety and linguistic insecurity regarding their own accents and comprehension of diverse English varieties. This study explores how implementing a pluricentric framework which validates diverse English accents and prioritizes intelligibility over native-like pronunciation in an academic speaking course influences these perceptions. Data was collected through semi-structured interviews with five purposively selected pre-service teachers. Thematic analysis revealed three pivotal findings. First, the pluricentric method catalyzed a profound shift in attitudes, moving participants from frustration and anxiety towards an appreciation and normalization of accent diversity. Second, a strong, symbiotic relationship was identified between increased accent acceptance and growth in speaking confidence, facilitated by the mitigation of "accent anxiety" and the reframing of communication as a collaborative effort. Third, participants' experiences fundamentally reshaped their perception of "accuracy," redefining it from phonological perfection to mutual intelligibility, which solidified their identity as legitimate global English users. The study concludes that pluricentric pedagogy is crucial for preparing Indonesian English teachers for the realities of global communication. It recommends the integration of World Englishes and ELF principles into teacher education curricula, a reform of assessment practices to prioritize intelligibility, and the fostering of critical self-reflection among pre-service teachers to break the cycle of native-speaker ideology and build sustainable, authentic confidence.
Integrating storytelling into speaking assessment for public primary level learners Gultom, Valerina Emma Hasian; Trisanti, Novia
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30605

Abstract

This study reveals the integration of storytelling into the learning and speaking assessment process for students in public elementary schools, aiming to seek advantages and address the challenges of speaking assessments. Speaking skills are important for young learners, yet many face difficulties due to limited opportunities for practice and teacher-centered approaches. While storytelling has been known as an effective method to enhance language skills, its role as a formal speaking assessment tool remains underexplored in Indonesian schools. The research aims to investigate how to improve speaking skills and assess students' speaking abilities using storytelling. This study uses a qualitative and conceptual approach, reviewing relevant literature to gather insights on storytelling's effectiveness in language development and its potential as an assessment tool. The study found that storytelling significantly improves students' fluency, vocabulary, and pronunciation while creating a more relaxed and engaging environment for assessment. However, this study identifies challenges such as varying language abilities and student anxiety. The findings suggest that storytelling can offer a more authentic and dynamic method for assessing speaking skills, providing a valuable alternative to traditional assessments. The findings show that storytelling effectively, improves speaking skills and provides a more engaging and less intimidating method for assessing students' abilities.
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 Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita zulfa Sakhiyya