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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 PROJECT (Professional Journal of English Education) Journal of English Teaching and Learning Issues Language and Education Journal Journal of English Language and Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature The Journal of English Literacy Education
Novia Trisanti
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Multimodal Extensive Reading: Students’ Affective Attitudes towards Reading Comprehension Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti; Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.8

Abstract

Knowing the importance of technology integration brings a new solution for extensive reading class. A multimodal extensive reading was implemented in order to monitor the students’ mental condition towards reading comprehension. Considering multiple analysis on multimodal approach implementations in second language classroom, this current study connects it in extensive reading in order to investigate how students’ affective attitudes towards reading comprehension are shown among students participating in a multimodal extensive reading. The study was designed as quantitative research. The participants were 15 undergraduate students who enrolled in an extensive reading in a private university in Semarang. A closed-ended questionnaire was used to collect the data. Then it was analyzed statistically through SPSS to get the result. The result of the study has revealed that the students showed their affective attitudes positively towards reading comprehension in a multimodal extensive reading. It was proved from the statistical analysis results that 2 statements received 80% strongly agree responses; 2 statements were 73.3% responded as strongly agreed; 2 statements were 66.7% responded as strongly agreed; and 4 statements were 60% responded as strongly agreed. The students show positive attitudes towards reading comprehension as the feeling on multimodal extensive reading implementation.
Optimizing Critical Thinking Skills of Vocational Students: Integrating Project-Based Learning with Learning Style Diversity Inda Annisa; Novia Trisanti
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.457

Abstract

Critical thinking is the 21st-century cognitive competency that current graduates clearly require to adapt to global changes in the world of work and technology. This skill plays a crucial role in helping students process information logically and solve problems rationally. Therefore, a learning model that focuses on developing higher-order thinking skills is needed. This study aims to examine the extent to which project-based learning influences the enhancement of students’ critical thinking skills based on their learning style. This study adopts a quantitative approach with a true experimental design. There were 52 vocational high school students as participants, who were separated into an experimental class and a control class. The study used an independent sample t-test of post-test score and N-gain score to address its research questions with a significance level of 0.05. The result of the t-test showed (t = 3.11; p = 0.003 < 0.05), which means that the post-test score for the experimental class was 84.00 higher than the control class, which was 79.76. Meanwhile, the N-gain score showed a score of 0.67, which means that the effectiveness of the learning model used at the medium level is considered effective enough. These findings emphasized that integrating project-based learning with diverse learning styles contributes significantly to developing critical thinking skills of students, especially for the kinesthetic learning style. Critical thinking skills enhancement is reflected in the project implementation stage, where students actively analyze and compile information in infographic projects that are aligned with their learning styles.
ChatGPT-Based Debate Coursebook for Enhancing Islamic University Students’ Argumentative Skills: Strengths, Challenges, and Alternatives Suciati, Suciati; Sakhiyya, Zulfa; Trisanti, Novia; Arifani, Yudhi
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34960

Abstract

The rapid advancement of generative Artificial Intelligence has opened new possibilities for improving speaking and debate instruction in higher education. This study aimed to investigate the implementation of “ChatGPT-based Debate Coursebook” in a second-semester Debate and Critical Thinking class, focusing on its strengths, challenges, and proposed improvements from both students and classroom observers. This research employed a qualitative case study design, involving 7 student participants and 2 observers from the English Education Department at a State Islamic University in Indonesia. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes. In addition, data analysis involved thematic coding, frequency analysis, and triangulation of data sources to ensure trustworthiness. The findings indicated that the coursebook provided clear structure, strengthened argumentation skills, and increased engagement, particularly through the integration of ChatGPT for independent practice and feedback. Nevertheless, several challenges emerged, including limited class time, initial difficulty understanding the Australasian Parliamentary Debate format, uneven or excessive reliance on ChatGPT, and limited live feedback. Students and observers recommended the addition of multimedia support, clearer scaffolding for ethical AI use, structured practice schedules, improved pronunciation and fluency activities, and more explicit assessment rubrics. Based on these insights, the study recommends developing AI-assisted materials that are multimodal, ethically guided, and supported by stronger lecturer scaffolding to balance AI use and foster deeper critical thinking.
Exploring The Pedagogical Function and Students Perception of Code-Switching in an Indonesian EFL Classroom Honey Ramadhani; Novia Trisanti
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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

Abstract

This study explores the pedagogical functions of code-switching and students’ perceptions of its use in an Indonesian EFL classroom. Using a qualitative case study design, the research involved one English teacher and approximately 30 seventh-grade students at a public junior high school in Semarang, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis. The findings demonstrated that the teacher employed code-switching to explain difficult material, give instructions, manage classroom interaction, and support students’ comprehension. Code-switching occurred most frequently during explanation and instruction stages, especially when students were confused or had trouble understanding English. Although the teacher stated that code-switching was used spontaneously rather than as a planned strategy, classroom observations revealed that code switching consistently appeared in specific teaching contexts. Students generally perceived code-switching positively because it helped them understand the material more easily, reduced anxiety, increased confidence, and encouraged classroom participation. The study suggests that code-switching serves as an effective and responsive pedagogical strategy that supports students’ comprehension and engagement, particularly for learners with low English proficiency in EFL classrooms.
BEYOND ASSESSMENT: DIGITAL PORTFOLIOS AS A PATHWAY TO SPEAKING FLUENCY IN MULTIMEDIA EDUCATION Mailiza Zainiza; Muhammad Haikal Attabik; Novia Trisanti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.105

Abstract

This study investigated the implementation of digital portfolios in supporting students' speaking fluency in procedure-text monologues among multimedia students at a vocational high school. The research aimed to examine how digital portfolios support speaking fluency development and to explore teacher's perceptions of their pedagogical impact. Using a qualitative case study, data were collected from lesson plans and related instructional documents, a questionnaire, and digital portfolio artifacts. The data were analyzed thematically using Braun and Clarke's (2006) framework. The findings indicated that digital portfolios promoted iterative learning through planning, practice, and reflection, in line with project-based learning principles. Teacher questionnaire responses and students' digital portfolio artifacts indicated improvements in students' pronunciation, intonation, and confidence following repeated recording and feedback cycles. The teacher also reported increased learner autonomy and engagement, although time-management and technical challenges remained. In conclusion, digital portfolios function as effective assessment and learning tools that foster reflective practice and support speaking fluency development. These findings highlight the importance of strengthening teacher's digital pedagogical competencies and encourage further research on integrating digital portfolios with formative assessment in vocational English education.
Co-Authors Aenurrifah, Ahmad Aunilah Ainul Hufron, Ainul Dian Pratiwi Didi Sukyadi Fujiono, Fujiono Gabby Allen Vica Isfara Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Honey Ramadhani Inda Annisa Intan Permata Hapsari Isfara, Gabby Allen Vica Isnaini, Linda Isti Nurhayati Mailiza Zainiza Mega Mulianing Maharani Mega Mulianing Maharani Muhammad Haikal Attabik Novia Trisanti Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suciati Suciati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Untari, Maulidya Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita Yudhi Arifani Zainiza, Mailiza zulfa Sakhiyya