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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya PROSIDING SEMINAR NASIONAL LITE: Jurnal Bahasa, Sastra, dan Budaya Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal Jurnal Ilmiah Lingua Idea E-Structural English Language and Literature International Conference (ELLiC) Proceedings Jurnal Surya Masyarakat JALL (Journal of Applied Linguistics and Literacy) English Focus: Journal of English Language Education Madaniya Jurnal Surya Masyarakat Journal of English Education Program (JEEP) Journal of English Education and Linguistics Proceedings Series on Social Sciences & Humanities SIGEH ELT : Journal of Literature and Linguistics JURNAL INOVASI DAN PENGABDIAN MASYARAKAT INDONESIA Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Studies in English Language and Education Surakarta English and Literature Journal Prosiding Seminar Nasional Pascasarjana JR-ELT (Journal of Research in English Language Teaching) Community Empowerment Journal Dinamika: Jurnal Pengabdian Masyarakat Journal of Lesson Study in Teacher Education Journal of Lesson Study and Teacher Education (JLSTE) SEAQIL Journal of Language Education Language Circle : Journal of Language and Literature
Testiana Deni Wijayatiningsih
English Education, Universitas Muhammadiyah Semarang, Indonesia
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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PENERAPAN PROJECT-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT DI KELAS XI-3 SMAN 11 SEMARANG Ratna, Regina; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.171

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Project-Based Learning (PjBL) dalam meningkatkan kemampuan menulis narrative text pada peserta didik kelas XI-3 SMA N 11 Semarang. Berdasarkan hasil observasi awal, ditemukan bahwa peserta didik mengalami kesulitan dalam mengembangkan ide cerita, penggunaan tata bahasa (grammar) yang tepat, dan penyusunan teks yang koheren. Oleh karena itu, pendekatan PjBL diharapkan dapat membantu meningkatkan kemampuan berpikir kritis dan kreativitas peserta didik dalam menulis narrative text. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus melibatkan perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis peserta didik, terutama dalam hal pemahaman generic structure, penggunaan past tense, serta penggunaan direct/indirect speech. Penerapan PjBL juga mendorong peserta didik untuk lebih kreatif dan kolaboratif dalam menyelesaikan proyek mereka. Dengan demikian, penerapan Project-Based Learning dapat dijadikan alternatif pembelajaran yang efektif dalam meningkatkan keterampilan menulis narrative text.
PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS 12 SMAN 11 SEMARANG Fitriyani, Divya; Wijayatiningsih, Testiana Deni; Setyawati, Erna
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : Litbang PWM Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.172

Abstract

This study aims to improve the learning outcomes of 12th-grade students of SMAN 11 Semarang through the application of the Think-Pair-Share (TPS) cooperative learning model. TPS was chosen for its ability to encourage critical thinking, effective communication, collaboration, and confidence building. This classroom action research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data collection included pretest and posttest scores, student activity observations, and documentation. The results showed significant improvements in students' learning outcomes, both cognitively and in 21st-century skills. In Cycle 1, the average pretest score was 48.19, increasing to 66.53 in the posttest, with a completion rate of 52.78%. In Cycle 2, the pretest average rose to 57.92, and the posttest average reached 78.75, with a completion rate of 66.67%. Additionally, the TPS model enhanced critical thinking, communication skills, student collaboration, and confidence. Observations indicated increased student engagement in questioning, sharing ideas, and participating in group discussions. The study concludes that the TPS model significantly improves academic learning outcomes and supports the development of essential 21st-century skills. Teachers are encouraged to adopt TPS as an alternative learning strategy in various subjects. Schools can support this model's success by providing training and resources, while universities are expected to prepare future educators to understand and implement innovative teaching strategies like TPS.
A Literature Review on Culture-Based Digital Storytelling to Enhance EFL Students’ English Writing Skills Arifah, Tanalina; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

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

Abstract

This study explores the potential of culture-based digital storytelling as a pedagogical approach to enhancing English writing skills among learners of English as a Foreign Language (EFL) by integrating multimodal learning features with culturally familiar narratives. Adopting a literature review methodology, the study synthesizes findings from 27 peer-reviewed journal articles published between 2010 and 2024 that examine EFL writing challenges, instructional strategies, digital storytelling practices, and the incorporation of cultural materials in language learning. The synthesis reveals that EFL learners frequently encounter difficulties in idea generation, textual coherence, and linguistic accuracy, challenges that are often exacerbated by cognitive overload and affective barriers. The reviewed studies indicate that digital storytelling supports writing development by providing multimodal scaffolding through the integration of visual, auditory, and textual modes, which enhances learners’ comprehension, engagement, and narrative organization. In addition, the use of culturally familiar narratives, particularly local folklore, facilitates conceptual understanding, reduces cognitive demands, and fosters emotional connection with writing tasks. The findings suggest that culture-based digital storytelling constitutes a mutually reinforcing instructional model in which multimodal support and cultural relevance jointly address both cognitive and affective dimensions of writing. This integrated approach enables learners to construct and express ideas more meaningfully in written form. The study concludes that culture-based digital storytelling offers a pedagogically sound framework for strengthening EFL learners’ narrative writing competence and emphasizes the need for further empirical research to investigate its classroom implementation and effectiveness across diverse educational contexts.
EFL LEARNERS’ SELF-REGULATION SKILLS IN TECHNOLOGY-ENHANCED FACTUAL AND CRITICAL WRITING Fitriati, Sri Wuli; Wijayatiningsih, Testiana Deni; Farida, Alief Noor; Hapsari, Christianti Tri
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102756

Abstract

This study aimed to examine how EFL learners' self-regulation skills manifest during technology-enhanced factual and critical writing. This study combined platforms such as WhatsApp, Zoom meetings, and e-learning to explore students' metacognition, self-concept, self-monitoring, motivation, and strategy formation in writing factual and critical texts. Employing a descriptive approach, this study used a five-point Likert-scale questionnaire to investigate 35 EFL students' self-regulation during writing. A genre-based approach was implemented in class to improve students' self-regulation skills in four stages: creating and activating prior information, talking, modelling, memorizing, supporting, and independent performance. This study found that students' self-regulation of factual and critical writing showed metacognition through preparation, goal setting, and reducing disruptions. Second, critical thinking and learning styles revealed the students' self-concept. Self-monitoring was observed based on students' awareness, activities, and self-management. Students were motivated in terms of driving, willingness, and self-confidence in writing skills. Finally, students' strategy formation involves topic knowledge, student needs analysis, searchability evaluation, feedback, idea generation, writing initiation, outlining, drafting, revision before submission, and proofreading. Self-regulation in factual and critical writing was achieved through staged activities: material activation, interaction, modelling, memorization, support, and independent performance, leading students to cognitive and affective mastery in critical writing. In conclusion, this study confirms that students' success in factual and critical writing is closely linked to their self-regulation. These findings imply that writing instruction should explicitly scaffold self-regulation through sequential activities, as presented in this study.
Membangun Pemahaman Lintas Budaya melalui Folklor Digital Animasi ‘Malin Kundang’ Mulyadi, Dodi; Wijayatiningsih, Testiana Deni; Aimah, Siti; Budiastuti, Riana Eka; Ifadah, Muhimatul; Santoso, Heri Dwi; Winaryati, Eny
Dinamika: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2025): Dinamika: Jurnal Pengabdian Masyarakat
Publisher : Universitas Pasundan, Bandung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56457/dinamika.v3i2.869

Abstract

This study analyzes the effectiveness of digital storytelling based on the folklore "Malin Kundang" in improving the understanding of moral values, bilingual communication skills, and digital skills of elementary school students in SK Senawang, Seremban, Malaysia. The program was designed using a Participatory Action-Based Learning approach and an Experiential Learning framework that emphasizes hands-on experience, reflection, and digital content production. A total of 100 students aged 10–12 participated in animation screenings, bilingual discussions (Malay-English), creative workshops, and moral retelling and reflection activities. Data were collected through observation, visual documentation, student work, and teacher interviews, then analyzed descriptively and qualitatively through source triangulation. The results indicate that digital storytelling effectively clarified understanding of moral values through visualization of conflict and consequences, increased students' confidence in using English through familiar story contexts, and developed creativity and digital literacy through drawing, animation, and voice-over activities. The program also strengthened teachers' pedagogical capacity and institutional collaboration as a model for culture- and technology-based education relevant to the Southeast Asian region.
HOW EFL LEARNERS NOTICE AND CORRECT GRAMMAR ERRORS THROUGH PEER FEEDBACK: A QUALITATIVE EXPLORATION Az Zahra, Olivia; Wijayatiningsih, Testiana Deni; Setiawan, Anjar
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/hk96h650

Abstract

Writing accuracy is one of the most persistent challenges faced by EFL learners, who often struggle with grammatical precision, lexical appropriateness, and the ability to construct coherent and meaningful sentences. These difficulties reduce the clarity and communicative value of students’ writing, highlighting the need for instructional strategies that enhance linguistic accuracy. This literature-based study aims to examine how EFL learners notice and correct grammar errors through feedback by reviewing empirical findings from 14 articles which were published between 2019 and 2025. The article discusses the theoretical foundations of peer feedback, including sociocultural theory, noticing theory, and process writing, and analyzes its effectiveness in four major areas: grammatical accuracy, vocabulary development, learner autonomy, and digital learning environments. The reviewed studies consistently show that peer feedback helps learners identify errors more effectively, promotes deeper revision, and encourages metacognitive engagement, particularly when supported by structured rubrics and teacher guidance. Additionally, digital platforms enhance the quality and clarity of peer comments through features that facilitate real-time editing and transparent documentation. Overall, the findings confirm that peer feedback is an effective and adaptable pedagogical tool for improving writing accuracy in EFL contexts. This study contributes by providing a structured synthesis of recent research and offering implications for instructional practice as well as directions for future investigation.
Beyond Grammar and Vocabulary: A Literature Review on Higher-Order Thinking in EFL Writing Development Az Zahra, Olivia; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 8 No 1 (2024)
Publisher : LPPM Universitas Pancasakti Tegal

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

Abstract

Developing EFL learners’ writing competence requires more than mastering grammar and vocabulary. Recent scholarship highlights the need to integrate higher-order thinking skills (HOTS) such as analysis, evaluation, and creativity to enable learners to construct meaning, respond critically to texts, and express original ideas in written form. This literature review synthesizes empirical and theoretical studies published over the last decade to examine how HOTS contribute to EFL writing development and how instructional practices can effectively foster them. Following a literature review methodology, studies were collected, analyzed, and categorized based on key themes: cognitive processes in EFL writing, pedagogical frameworks that promote HOTS, and challenges in integrating higher-order skills in classroom contexts. The findings show that HOTS-oriented instruction through approaches such as task-based learning, problem-based learning, and genre-based pedagogy significantly enhances learners’ ability to generate ideas, organize arguments, and reflect critically on their writing. However, research also reveals constraints, including teachers’ limited expertise, exam-oriented cultures, insufficient scaffolding, and learners’ low self-regulation. This review concludes that embedding HOTS within writing instruction is essential for preparing EFL learners to meet academic and real-world communication demands. It also underscores the importance of developing teachers’ pedagogical knowledge and designing learning environments that balance linguistic accuracy with critical thinking development.
The Relationship between Google Translate Use, Students’ Writing Accuracy, and Descriptive Text Quality among EFL Learners Arifah, Tanalina; Wijayatiningsih, Testiana Deni
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

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

Abstract

This study investigates the relationship between Google Translate (GT) use, students’ writing accuracy, and the overall quality of descriptive texts among EFL learners. Given that descriptive writing requires precise vocabulary, sensory details, and clear spatial organization, many students struggle with lexical selection, grammatical accuracy, and idea organization. As a result, an increasing number of learners rely on GT as a digital support tool. The purpose of this study was to synthesize existing empirical evidence and identify quantitative patterns regarding how GT influences descriptive writing performance. Employing a quantitative descriptive literature review, this study followed a PRISMA inspired procedure, screening 147 articles from Google Scholar, DOAJ, ERIC, ResearchGate, and SINTA, with 27 empirical studies meeting the inclusion criteria. Data were extracted using a structured matrix focusing on accuracy levels, error types, syntactic complexity, vocabulary use, and descriptive quality indicators. The findings revealed three major trends. First, GT had become a prominent linguistic and affective scaffold that helped students to overcome lexical and syntactic limitations, reducing anxiety and supporting idea generation. Second, GT positively influenced grammatical accuracy, lexical precision, syntactic complexity, and text organization by reducing cognitive load and enabling learners to focus on descriptive elaboration. Third, limitations persisted particularly regarding idiomatic expressions, contextual appropriateness, stylistic nuance, and expressive detail, which may hinder independent writing development when overused. The study concluded that GT is most effective as a complementary scaffold within guided instruction rather than a standalone writing tool.
EXPLORING MORPHOLOGICAL FEATURES OF INSTAGRAM CAMPAIGN SLOGANS Arifah, Tanalina -; Wijayatiningsih, Testiana Deni; Sarah, Siti -; Abror, Muhammad Patu DIva; Khansa, Amara Azmi Addinda
SIGEH ELT : Journal of Literature and Linguistics Vol 6, No 1 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/sigeh.v6i1.4663

Abstract

This study explored the morphological features employed in Instagram campaign slogans and examines how word-formation processes contribute to persuasive digital advertising discourse. Using a quantitative descriptive research design, the study analyzed 27 English-language Instagram campaign slogans selected through a rigorous multi-stage sampling process from campaigns published between 2020 and 2023. The slogans were segmented into individual lexical units, yielding 83 analyzable word items, which were systematically coded using a validated morphological coding scheme. The analysis focuses on key word-formation processes, including compounding, derivation, blending, clipping, acronyms, borrowing, and neologism. The findings revealed that compounding was the most dominant morphological process, followed by derivation, indicating a strong preference for compact and semantically rich lexical constructions in Instagram slogans. Less frequent processes such as blending, clipping, and neologism nonetheless played an important stylistic role by enhancing creativity, brand identity, and platform relevance. The results also show that morphological complexity was strategically balanced with simple lexical forms to maintain clarity within Instagram’s visually driven and text-limited environment. Overall, the study highlighted morphology as a crucial linguistic resource that supported brevity, memorability, and persuasive impact in digital advertising. These findings contributed to linguistic studies on social media discourse and offerred insights into how word-formation strategies were optimized for contemporary marketing communication.
Co-Authors Abror, Muhammad Patu DIva Afni Izzatul Jannah Alief Noor Farida Alvianti Aidarahma Anjar Setiawan Anjar Setiawan Annisa Noerkhalifah Annur Aska Pratama Arifah, Tanalina Arifah, Tanalina - Az Zahra, Olivia Bambang Dalyono Betta Rizq Maulidya Chairunnisa, Nadya Zulfa Chattaphorn Sriprasert Damayanti, Wulan Aprilia Dian Candra Prasetyanti Dian Candra Prasetyanti Dian Candra Prasetyanti Dini Anggraheni Djamaluddin Darwis Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dodi Mulyadi Dwi Ampuni Agustina Dwi Ampuni Agustina Edi Prayitno, Edi Eko Andy Purnomo Eko Andy Purnomo Eldytacia, Valecia Najwa Enny Dwi Lestaringsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih Enny Dwi Lestariningsih, Enny Dwi Eny Winaryati Erna Setyawati, Erna Eva Dina Mareta Fakhrurozi, Muhammad Febriana, Nurani Ayu Fitriani, Syuroya Ayu Fitriyani, Divya Gina Sonia Hairulla, Monera A. Salic Hapsari, Christianti Tri Hartiti, Titi Hascaryo Pramudibyo Heri Dwi Santoso, Heri Dwi Iza Azizatul Baldah Izatunnajah, Hana Izdihar, Fairuz Nadhifah J-Roel B.Semilla Jayawarsa, A.A. Ketut Khansa, Amara Azmi Addinda Khasanah, Dian Ratu Ayu Uswatun Lastari, Siti Lestari Nurjanah, Sri Eka M. Riyanton Maulidina, Yunita Putri Muflikhah, Binti Muhammad Muhibbi Muhammad Muhibbi Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Mustasyfa Thabib Kariadi Nanda Eka Yuniarti Nasywa Kamila Rahmah Noerkhalifah, Annisa Novia Wulan Ari Oktaviani, Estika Berlian Putra, Angga Pratama Armaddi Ratna, Regina Rendy Adityansah Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti, Riana Eka Rossanti Dewi Safira, Nisrina Zatin Sarah, Siti - Setyo Jati, Kukuh Shofiatul Mardliyah Singh, Charanjit Kaur Swaran Siti Aimah Siti Aimah Siti Aimah Siti Aimah Sri Eka Lestari Nurjanah Sri Wuli Fitriati Sucipto, Annisa Widya Sufiyah Dueraseh Suharno, Yusak Sulthan, Faqih Susilowati Susilowati Susilowati Susilowati Syamsiar, Syamsiar Syuroya Ayu Fitriani Wiwik Handayani Yulista, Ageng Wulan