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All Journal English Review: Journal of English Education ELLITE: Journal of English Language, Literature, and Teaching Journal of English Language and Pedagogy Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Jurnal Penelitian Humaniora
Indri Astutik
Universitas Muhammadiyah Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
Contextual Clues Effect on Students Reading Comprehension Using The Wonderful Wizard of Oz Novel Yeni Mardiyana Devanti; Agryanda Agryanda; Indri Astutik
ELLITE Vol 7, No 1 (2022): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v7i1.7621

Abstract

The research was pre-experimental research and it was conducted by using one group pre-test post-test design. The subject was the fourth year students of English Language Education Program consisting of 33 students. The text used during the treatment was The Wonderful Wizard of Oz Novel by L. Frank Baum published by World Public Library. It consists of 214 pages but only some parts of the novel that was used during the treatment. The data collected using both of the test above, and the instrument used was a reading comprehension test about The Wonderful Wizard of Oz Novel. The test consists of 20 questions in multiple choices form. T-test was used in order to analyze the data. It was found that the result before and after the treatment were very much different. The t-test score is -6.875 and the t-table is 2.997 in the level of significant 5%. In the t-test the plus and minus signs are not considered so that the value of -6.857 2.997 (ttable). Therefore, the final conclusion can be stated as that there was a significant effect of contextual clues on students’ reading comprehension using The Wonderful Wizard of Oz Novel.
QUESTIONING STRATEGIES IN EFL CLASSROOM: THE TEACHER’S PERCEPTIONS Indri Astutik; Novi Indriani; Nurkamilah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1062

Abstract

A crucial ability expected of EFL students is a critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Because the students are anxious about making mistakes, they remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, was aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know students’ opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.
An Analysis of Students’ English Tenses Mastery Using the Wheel of Grammar Game Nandu Okta Yuniratri; Indri Astutik; Kristi Nuraini
JELP Journal of English Language and Pedagogy Vol. 5 No. 2 (2026): Journal of English Language and Pedagogy
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/jelp.v5i2.4637

Abstract

This study addresses students’ difficulties in mastering English tenses in EFL classrooms, particularly in applying tense forms accurately in context. The objective of this research was to describe students’ English tenses mastery and classroom learning processes through the use of the Wheel of Grammar Game. This study employed a descriptive research design and was conducted at MAN 2 Jember involving 31 eleventh-grade students. The data were collected through classroom observation and grammar tests administered in the form of pre-test and post-test focusing on four basic English tenses: simple present, present continuous, simple past, and past continuous. The findings revealed that the implementation of the Wheel of Grammar Game encouraged active student participation and created a more interactive classroom atmosphere. In addition, the post-test mean score was higher than the pre-test mean score, indicating a tendency toward better understanding of English tenses after the learning activities. This study provides a descriptive contribution to grammar instruction by presenting the Wheel of Grammar Game as an alternative classroom activity to support students’ grammar learning.
THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING ON STUDENTS’ SPEAKING SKILLS. Nino Indiyati Naida; Indri Astutik
Jurnal Penelitian Humaniora Vol. 27 No. 1 (2026): Vol 27, No 1: February 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v27i1.11843

Abstract

This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in enhancing students’ speaking skills. The research is motivated by the observed deficiency in learners’ practical speaking abilities, which limits their communicative competence in real-world interactions. TBLT is proposed as a dynamic instructional method aimed at fostering greater communicative fluency and learner confidence. A quantitative quasi-experimental design was employed, utilizing a pretest-posttest control group approach. Two classes were selected through random sampling: the experimental group received instruction via TBLT, while the control group followed conventional teaching methods. Homogeneity tests confirmed that both groups were statistically comparable, whereas normality tests revealed a non-normal distribution, prompting the use of the Mann-Whitney U test for analysis. The results yielded a significance value of 0.00 (p < 0.05), indicating a statistically significant improvement in the experimental group compared to the control group. These findings support the conclusion that Task-Based Language Teaching has a meaningful and positive impact on students’ speaking proficiency
Co-Authors Agryanda Agryanda Devinta Puspita Ratri Devinta Puspita Ratri Jonathans, Peggy Magdalena Kristi Nuraini Nandu Okta Yuniratri Nino Indiyati Naida Novi Indriani Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah Peggy Magdalena Jonathans Utami Widiati Yeni Mardiyana Devanti Yeni Mardiyana Devanti Zaldi Harfal