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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) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal Jurnal Ilmiah Lingua Idea E-Structural IRJE (Indonesian Research Journal in Education) 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 JURNAL INOVASI DAN PENGABDIAN MASYARAKAT INDONESIA Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi JELL (Journal of English Language Learning 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 SEAQIL Journal of Language Education International Journal of Language, Education, and Literature (IJLEL) Language Circle : Journal of Language and Literature Journal of Lesson Study and Teacher Education
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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Pemberdayaan Santri di Era Digital Melalui Pembelajaran Bahasa Inggris Berbasis Mobile Testiana Deni Wijayatiningsih; Dodi Mulyadi; Riana Eka Budiastuti; Anjar Setiawan; Hana Izatunnajah; Yunita Putri Maulidina; Olivia Az Zahra; Kikan Laila Arinil Haque
JURNAL INOVASI DAN PENGABDIAN MASYARAKAT INDONESIA Vol 5 No 1 (2026): Januari
Publisher : Fakultas Kesehatan Masyarakat, Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jipmi.v5i1.884

Abstract

Latar belakang: Keterbatasan media pembelajaran, rendahnya kepercayaan diri santri dalam menggunakan Bahasa Inggris, serta minimnya pemanfaatan perangkat mobile sebagai sarana belajar merupakan latar belakang dilakukannya kegiatan pengabdian masyarakat ini. Padahal hampir seluruh santri telah memiliki smartphone yang berpotensi besar menjadi alat pembelajaran yang fleksibel, menarik, dan sesuai dengan gaya belajar generasi digital. Tujuan: Program Pengabdian kepada Masyarakat ini bertujuan untuk memberdayakan santri Pondok Pesantren Darun Najah Semarang melalui pembelajaran Bahasa Inggris berbasis Mobile-Assisted Language Learning (MALL). Metode: Melalui rangkaian kegiatan pelatihan kosakata, pelatihan berbicara, praktik interaktif menggunakan aplikasi Wordwall, Duolingo, Padlet, Google Docs, dan Bamboozle, serta pendampingan intensif selama empat sesi, program ini mendorong terciptanya pengalaman belajar yang lebih komunikatif dan bermakna. Evaluasi dilakukan melalui pre dan post-test, observasi, dan angket kepuasan mitra. Hasil: Hasil analisis menunjukkan adanya peningkatan signifikan dalam penguasaan kosakata dan pemahaman struktur Bahasa Inggris. Rata-rata nilai pre-test santri meningkat dari 63,69 menjadi 85,38 pada post-test, dengan peningkatan kompetensi sebesar 34,05%. Dari aspek afektif, 90% santri menyatakan pembelajaran berbasis aplikasi lebih menyenangkan dan membantu meningkatkan kepercayaan diri mereka dalam berbicara. Mitra juga menunjukkan kepuasan tinggi (skor 4,6 dari 5), terutama pada aspek kebermanfaatan program dan keberlanjutan. Kesimpulan: Secara keseluruhan, program ini berhasil menjembatani dunia pesantren dan era digital melalui pemanfaatan teknologi mobile yang humanis, inklusif, dan adaptif. Pembelajaran berbasis MALL terbukti efektif meningkatkan kompetensi bahasa, motivasi, dan kemandirian belajar santri dalam konteks pesantren. Program ini diharapkan dapat menjadi model pembelajaran berkelanjutan di lingkungan pendidikan berbasis keagamaan. _____________________________________________________________________ Abstract Background: Limited learning media, low student confidence in using English, and minimal use of mobile devices as learning tools are the background to this community service activity. Even though almost all students have smartphones that have great potential to be flexible, interesting learning tools, and in accordance with the learning styles of the digital generation. Objective: This Community Service Program aims to empower students at the Darun Najah Islamic Boarding School in Semarang through Mobile-Assisted Language Learning (MALL)-based English learning. Method: Through a series of vocabulary training activities, speaking training, interactive practice using the Wordwall, Duolingo, Padlet, Google Docs, and Bamboozle applications, as well as intensive mentoring for four sessions, this program encourages the creation of a more communicative and meaningful learning experience. Evaluation was carried out through pre-posttests, observations, and partner satisfaction questionnaires. Result: The analysis results showed a significant increase in vocabulary mastery and understanding of English structures. The average student pre-test score increased from 63.69 to 85.38 in the post-test, with an increase in competence of 34.05%. From an affective perspective, 90% of students stated that app-based learning was more enjoyable and helped improve their speaking confidence. Partners also showed high satisfaction (score 4.6 out of 5), especially regarding the program's usefulness and sustainability. Conclusion: Overall, this program successfully bridges the world of Islamic boarding schools and the digital era through the use of humanistic, inclusive, and adaptive mobile technology. MALL based learning has proven effective in improving students' language competency, motivation, and learning independence in the Islamic boarding school context. This program is expected to become a model for sustainable learning in religious-based educational environments. Keywords: digital literacy, MALL, mobile learning, english language learning, empowerment
EFL Learners’ Listening Strategies and Self-Efficacy in Listening Comprehension: A Descriptive Quantitative Study Chelsea Feriska Putri Munawar; Testiana Deni Wijayatiningsih; Riana Eka Budiastuti
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/kanhdt93

Abstract

Listening comprehension is a fundamental yet challenging skill for learners of English as a Foreign Language (EFL), as it requires real-time processing of spoken input and effective management of cognitive and affective factors. This study aims to describe EFL learners’ listening strategy use and self-efficacy in listening comprehension following listening strategy instruction. A descriptive quantitative research design was employed to capture learners’ reported behaviors and confidence levels in listening activities. The participants were undergraduate students enrolled in a listening-focused English course in an Indonesian higher education context. Data were collected using two close-ended Likert-scale questionnaires: a listening strategy questionnaire and a self-efficacy questionnaire. Descriptive statistical analysis, including frequencies and percentages, was used to illustrate patterns and tendencies in learners’ responses. The findings indicated that learners reported more frequent use of during-listening strategies, such as note-taking, focusing on key words, and monitoring comprehension, than pre-listening strategies, including predicting content and activating background knowledge. In terms of self-efficacy, learners demonstrated moderate to high confidence in understanding spoken English and persisting during listening tasks, although lower confidence was reported when dealing with unfamiliar vocabulary, fast speech, or unfamiliar accents. Overall, the results reveal variation in learners’ listening strategy use and self-efficacy within the same instructional context. The study highlights the importance of addressing both strategic awareness and learner confidence in EFL listening instruction.
PENERAPAN PROJECT-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT DI KELAS XI-3 SMAN 11 SEMARANG Regina Ratna; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study and Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

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 Divya Fitriyani; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study and Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

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.
Learner Perceptions in Using Social Media in Learning Writing Testiana Deni Wijayatiningsih; Silvia Nanda Putri Erito
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13860

Abstract

This research examines how English as a foreign language (EFL) students see social media for learning English, focusing on writing, intrinsic motivation, and self-directed study. Sixty students participated in the quantitative study by filling out a Likert-scale questionnaire. According to the results, most students think social media may help them learn a new language. Perceived benefits include enhanced writing abilities, increased drive, and the encouragement of independent study. Many who took the survey even saw social media as a possible substitute for more conventional forms of education. When it came to motivation and autonomous learning, there was the most significant degree of agreement. Some still think social media material is not rigorous enough for academic writing classes. A few pupils also brought up problems with digital literacy and a lack of contact with native speakers. Despite the promising future of social media in English as a foreign language (EFL) education, the study stresses the need for careful integration to supplement more traditional forms of instruction.
Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Students : A Case Study of Students at Universitas Muhammadiyah Semarang (UNIMUS) Silvia Nanda Putri Erito; Testiana Deni Wijayatiningsih
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16302

Abstract

The integration of generative artificial intelligence (AI) tools, such as ChatGPT, Grammarly, and QuillBot, has transformed the way students develop and refine their writing skills in higher education. This study aims to explore how English Education students at the University of Muhammadiyah Semarang (UNIMUS) perceive and utilize these tools to enhance their English writing competence. Using a qualitative research design, data were collected through an open-ended questionnaire distributed to 23 students who had experience using AI-based writing assistants. The responses were analyzed thematically following Braun and Clarke’s (2021) framework to identify patterns in students’ perceptions, experiences, and challenges. The findings indicate that while students view AI tools as helpful companions for improving grammar, vocabulary, and text organization, they also acknowledge risks such as overreliance and reduced creativity. These insights emphasize the importance of promoting AI literacy and responsible tool usage among future English teachers. Overall, the study contributes to the ongoing discussion on digital transformation in English language education and offers practical implications for integrating AI-assisted writing tools in higher education settings. Keywords: generative AI, English writing skills, English Education students, ChatGPT, qualitative research
Unlocking Reading Comprehension through Flashcards: An Experimental Study Junia Bella Safitri; Testiana Deni Wijayatiningsih; Riana Eka Budiastuti
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v10i1.17631

Abstract

Many students in one private junior high school in Central Java experienced difficulties in reading comprehension, which adversely affected their academic performance. Preliminary observations indicated that only approximately 40% of students demonstrated adequate comprehension skills. This study aimed to examine the effect of flashcard-based instruction in enhancing students’ reading comprehension. A quasi-experimental pretest–posttest design was employed, involving two groups of eighth-grade students: an experimental group receiving flashcard-based instruction and a control group receiving conventional teaching, with 24 students in each group. Data were collected through reading comprehension tests and a structured questionnaire. The findings revealed that the experimental group obtained a higher mean posttest score (M = 81.66) compared to the control group. However, the Mann–Whitney U test indicated that the difference between the groups was not statistically significant (p > .05). Despite the absence of statistical significance, the experimental group consistently demonstrated higher performance trends. Furthermore, questionnaire responses showed overwhelmingly positive student perceptions, highlighting the practicality, engagement, and motivational benefits of flashcards. These findings suggest that flashcard-based instruction has pedagogical value in supporting reading comprehension and learner engagement in private junior high school contexts.
Padlet-Based Collaborative Writing: Enhancing EFL Students’ Paragraph Coherence and Engagement Yusak Suharno; Testiana Deni Wijayatiningsih; Eko Andy Purnomo; Raqib Chowdhury
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 16, No 1 (2026)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.16.1.2026.18-38

Abstract

This current research scrutinized the implementation of collaborative writing on Padlet to enhance students' coherence in writing paragraph and their engagement in the learning process. This current research employed a quasi-experimental one-group pretest-posttest design and a descriptive qualitative approach to examine students' learning processes and interactions. Twenty-five first-year college students at one of the private universities in Indonesia who joined a writing paragraphs course. Quantitative data were gathered via paragraph-writing assessments and analyzed using paired-samples t-tests, whilst qualitative data were collected through observations, questionnaires, and student reflections. According to the study, students' paragraph coherence greatly improved, with mean scores rising from 68.40 to 81.24 (p < 0.05). Additionally, throughout the six-week intervention, engagement data showed a significant shift toward more content-focused peer criticism, as well as increased participation in posting, commenting, and editing activities. The results show that lines written in groups on Padlet are easier to understand and that students are more interested in writing in English as a second language. However, since this study employed a one-group design without a control group, the findings should be interpreted cautiously. Future studies are needed to further the effectiveness of Padlet-based collaborative writing in improving students’ coherence and engagement through more rigorous experimental designs.
Bridging language and nursing proficiency: Technology-enhanced TBLT integrated into CLIL in ESP instruction Dodi Mulyadi; Testiana Deni Wijayatiningsih; Titi Hartiti; Charanjit Kaur Swaran Singh
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

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

Abstract

The research examined the perspectives of ESP learners and lecturers regarding the implementation of technology-enhanced task-based language teaching (TBLT) integrated into content language integrated learning (CLIL) in ESP instruction, and it identified key factors affecting its effective integration. A qualitative research design was employed, involving 95 nursing students and 10 ESP lecturers, who completed an open-ended questionnaire. Moreover, participants took part in focus group discussions (FGDs), including ESP students, heads of the nursing program, ESP lecturers, nursing lecturers, stakeholders, and professional nurses. Thematic data analysis of the open-ended questionnaire and FGDs results revealed that students and lecturers viewed the implementation of technology-enhanced TBLT integrated into CLIL as beneficial for integrating nursing theory with English language proficiency, thereby significantly improving content knowledge and language competence. Nonetheless, substantial obstacles arose, encompassing technology limitations, insufficient instructor preparation, and limited interdisciplinary collaboration. The results indicate that successful implementation necessitates a robust technology infrastructure, continuous professional development for educators, and enhanced collaboration between language teachers and nursing departments. The results of this study also show that technology-enhanced TBLT integrated into CLIL can relate theoretical lessons to real-world applications. These results create a complete learning environment that gives nursing students the skills they need to meet the high standards of the medical field.
Developing and Evaluating the Le-Zoo Board: An Augmented Reality-Based Medium for English Vocabulary Reading among Students with Autism Yunita Putri Maulidina; Testiana Deni Wijayatiningsih; Dodi Mulyadi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10762

Abstract

Students with autism may benefit from structured, visually clear, and multisensory English learning materials. This study developed and preliminarily evaluated the Le-Zoo Board, an interactive learning medium integrating a board game, sensory audio, and augmented reality cards for English animal-vocabulary reading. The study employed a research-and-development approach based on the ADDIE model. Participants were 11 students with mild autism from a special school in Yogyakarta, selected through purposive sampling. Data were collected through material- and media-expert validation, a one-group pre-test–post-test, and a student-response questionnaire. Material-expert validation reached 97.6%, and media-expert validation reached 97%, both categorized as very valid. The paired-samples analysis showed a significant pre–post difference (mean difference = -44.545, SD = 9.342, t(10) = -15.815, p < .001). The student-response score was 480 of 550, or 87.27% of the maximum possible score, indicating a positive practicality response. These findings provide preliminary evidence that the Le-Zoo Board is valid, positively received, and associated with short-term improvement in English animal-vocabulary reading. Because the study involved a small one-group sample, causal and comparative interpretations should be made cautiously.
Co-Authors Afni Izzatul Jannah Alief Noor Farida Alvianti Aidarahma Anjar Setiawan Anjar Setiawan Anjar Setiawan Anjar Setiawan Annisa Noerkhalifah Annur Aska Pratama Arifah, Tanalina Az Zahra, Olivia Bambang Dalyono Betta Rizq Maulidya Chairunnisa, Nadya Zulfa Charanjit Kaur Swaran Singh Chattaphorn Sriprasert Chelsea Feriska Putri Munawar Damayanti, Wulan Aprilia Dian Candra Prasetyanti Dian Candra Prasetyanti Dian Candra Prasetyanti Dini Anggraheni, Dini Divya Fitriyani 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 Setyawati, Erna Eva Dina Mareta Fakhrurozi, Muhammad Faqih Sulthan Febriana, Nurani Ayu Fitriani, Syuroya Ayu Fitriyani, Divya Gina Sonia Hairulla, Monera A. Salic Hana Izatunnajah Hanaizatunnajah Hanaizatunnajah Hapsari, Christianti Tri Hascaryo Pramudibyo Hayati, Mardiyan Heri Dwi Santoso, Heri Dwi Iza Azizatul Baldah Izatunnajah, Hana Izdihar, Fairuz Nadhifah J-Roel B.Semilla Jayawarsa, A.A. Ketut Junia Bella Safitri Khasanah, Dian Ratu Ayu Uswatun Kikan Laila Arinil Haque 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 Olivia Az Zahra Putra, Angga Pratama Armaddi Putri Nur Fadila Raqib Chowdhury Ratna, Regina Regina Ratna Rendy Adityansah Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti, Riana Eka Rossanti Dewi Safira, Nisrina Zatin Setyo Jati, Kukuh Shinta Dwi Rahmania Shofiatul Mardliyah Silvia Nanda Putri Erito Siswahyudianto Siti Aimah Siti Aimah Siti Aimah Siti Aimah Sri Eka Lestari Nurjanah Sri Wuli Fitriati Sucipto, Annisa Widya Sufiyah Dueraseh Suharno, Yusak Susilowati Susilowati Susilowati Susilowati Syamsiar, Syamsiar Syuroya Ayu Fitriani Tanzila Israhayu Titi Hartiti Wiwik Handayani Yulista, Ageng Wulan Yunita Putri Maulidina Yusak Suharno