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All Journal Journal on Education Cakrawala Pedagogik TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Inovasi Pengabdian Masyarakat Journal of Linguistics, Culture and Communication Jurnal Riset Multidisiplin dan Inovasi Teknologi Jurnal Manajemen Pendidikan Islam E-CLUE Journal of English Culture, Language, Literature and Education EDUJAVARE: International Journal of Educational Research EDUJ : English Education Journal J-Shelves of Indragiri (JSI) Multidisciplinary Indonesian Center Journal
Yuli Rohmiyati
English Education Department, Universitas Bina Bangsa, Banten Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Analyzing English with Jennifer YouTube Channel for Developing Discord EFL Users’ Vocabulary Shagita Septianty; Fuad Abdul Baqi; Yuli Rohmiyati
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1745

Abstract

Vocabulary plays a crucial role in supporting speaking skills, yet Indonesian EFL Discord users often experience speaking difficulties due to limited vocabulary, hesitation, and lack of confidence in real-time communication. This research aims to analyze the use of the ‘English with Jennifer’ YouTube channel for vocabulary development, examine its contribution to speaking skills, and identify challenges faced by EFL Discord users in applying new vocabulary in communication. This study employed a descriptive qualitative design involving six Indonesian EFL Discord users selected through purposive sampling. The data were collected through observation and post-observation interviews on Discord. The findings revealed that the ‘English with Jennifer’ YouTube channel contributed positively to vocabulary development through clear explanations, contextual vocabulary presentation, pronunciation modeling, and communicative learning activities for participants. The acquired vocabulary supported users' speaking performance by improving fluency, lexical variety, pronunciation awareness, and communication confidence. The main challenges identified included lexical retrieval difficulties, limited productive vocabulary, pronunciation issues, and speaking anxiety. In conclusion, the integration of the ‘English with Jennifer’ YouTube channel provides an effective digital learning environment for developing vocabulary to support Discord EFL users’ speaking skills.
FIGURATIVE LANGUAGE: A KEY TO UNDERSTANDING IN TAYLOR SWIFT'S "ENCHANTED" LYRICS. Yuli Rohmiyati; Citra Septianingsih; Siti Fauzah
J-Shelves of Indragiri (JSI) Vol 5 No 1 (2023): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v5i1.2623

Abstract

One of the best literary forms is a song. Another crucial fact to be aware of is that a song is a small piece of rhyming music that contains the songwriter's fantasies, ideas, illusions, and messages for the listener. Figurative language is used in song lyrics to help the reader understand the messages being conveyed. Additionally, the purpose of the current study is to identify the figurative language used in Taylor Swift's song "Enchanted" lyrics. The authors employed a descriptive qualitative study approach that included metaphors (379%) and other literary devices such as alliteration ( 21,6%), hyperbole (16,2%), personification (13,5% ), simile (5,4%) and irony (5,4%). The use of figurative language as a non-literal or idiomatic form of expression could increase learners' vocabulary and improve their language's expressiveness and proximity to their feelings.
THE IMPLEMENTATION OF ENGLISH CONVERSATION HABITUATION TO IMPROVE SPEAKING SKILLS IN ELEMENTARY STUDENTS Achmad Firdaus; Fuad Abdul Baqi; Yuli Rohmiyati
Cakrawala Pedagogik Vol. 10 No. 2 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i2.937

Abstract

This study investigates the implementation of English conversation habituation to improve students' speaking skills at Al Madina Elementary School. The research employed a classroom action research design involving 26 students. The intervention consisted of structured daily English conversations over several learning cycles. Data were collected through pre-tests, post-tests, observations, interviews, and questionnaires. The findings revealed significant improvement in students’ fluency, vocabulary use, and confidence in speaking English. The study highlights the effectiveness of repeated English conversation practice in enhancing speaking abilities. It suggests that structured habituation can be an impactful strategy in elementary English language learning
THE INFLUENCE OF KAHOOT APPLICATION TOWARDS STUDENTS’ READING COMPREHENSION: A QUASI-EXPERIMENTAL STUDY AT ELEVENTH GRADE OF SMAN 1 CIKANDE Citra Septianingsih; Fuad Abdul Baqi; Yuli Rohmiyati
Cakrawala Pedagogik Vol. 10 No. 2 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i2.938

Abstract

This study examined the influence of Kahoot application towards students’ reading comprehension at the eleventh grade of SMAN 1 Cikande. A quasi-experimental design was used with two groups: a control group and an experimental group. Both groups were given a pre-test and a post-test, but only the experimental group received instruction using Kahoot. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s homogeneity test, and an independent sample t-test. The findings showed that the average post-test score of the experimental group improved significantly compared to the control group. The independent sample t-test resulted in a significance value (Sig. 2-tailed) of 0.026, which is below 0.05. This means there was a significant difference in the reading comprehension outcomes between the two groups. These findings suggest that using Kahoot in English reading comprehension classes can increase student engagement and lead to better learning results
Students' Perceptions Of Using English With Lucy's Tiktok Videos For Learning Listening Skills  (A Case Study At The Tenth Grade Of MA Miftahul Ulum Kragilan) Nandalia Tira Elita; Fuad Abdul Baqi; Yuli Rohmiyati
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/tk5tjd23

Abstract

This study aims to examine students' perceptions, perceived benefits, and challenges in using English with Lucy's TikTok videos for learning listening skills at MA Miftahul Ulum Kragilan. The research employed a descriptive qualitative case study design with data collected through open-ended questionnaires and semi-structured interviews. The sample consisted of twenty tenth-grade students who completed the questionnaire, with five students selected for interviews using purposive sampling. The analysis results showed that students held highly positive perceptions toward the videos, highlighting their practicality (30%) and enjoyability (30%). The implementation effectively improved students' overall listening skills (30%) and expanded their vocabulary (25%). In terms of language comprehension, pronunciation was the aspect most supported (35%), followed by vocabulary acquisition (30%), understanding main ideas (20%), and understanding details (15%). However, the study concludes that students still encountered challenges during the listening process, primarily due to fast speaking delivery (20%), limited initial vocabulary mastery (20%), and difficult native accents (15%). Based on these findings, it is suggested that teachers provide vocabulary previews before lessons and content creators include interactive quizzes or subtitles to optimize students' listening comprehension.
The Use Of Gemini Artificial Intelligence As A Learning Tool In Students’ Narrative Writing Process (A Case Study At The Tenth Grade Of Ma Miftahul Ulum Kragilan) Desi Nofitasari; Fuad Abdul Baqi; Yuli Rohmiyati
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/ffdtct28

Abstract

This study aimed to investigate the use of Gemini Artificial Intelligence (AI) as a learning tool in students' narrative writing process and to explore students' experiences in using Gemini AI. This study employed a qualitative research design involving 20 tenth-grade students at MA Miftahul Ulum Kragilan. The data were collected through observations, documentation, open-ended questionnaires, and semi-structured interviews, and were analyzed using thematic analysis. The findings revealed that Gemini AI was used during the pre-writing, drafting, revising, and editing stages of the writing process. The use of Gemini AI helped students develop ideas, improve grammar, enrich vocabulary, and organize narrative texts more effectively. In addition, the students expressed positive experiences because Gemini AI made the writing process easier, increased their motivation, and enhanced their confidence in writing. However, the students still needed teachers' guidance to use Gemini AI appropriately and avoid overdependence on technology. In conclusion, Gemini AI can serve as an effective learning tool to support students' narrative writing process when it is used wisely under the guidance of teachers.
Co-Authors Achmad Firdaus Anas Nasrudin Anis Fauzi Arief Yanto Rukmana Arman Paramansyah Ayu Jumaela Citra Septianingsih Citra Septianingsih Davin Pratama Davin Pratama Desi Nofitasari Dika Hilaldi Fuad Abdul Baqi Fuad Abdul Baqi Hanipah Hanipah Hilman Imroatun Imroatun Jihan Camila Jumainah Jumainah Muhammad Hidayat Nandalia Tira Elita Nazwa Sabrina Fatihah Nazwa Sabrina Fatihah Nur Syariatin Nurnaningsih A Putri Solihatunnisa Putri Solihatunnisa Raidah Zahra Selnistia Hidayani Shagita Septianty Siti Chadijah Siti Fauzah Sulis Sawali Sulistyowati Uswatun Hasanah Utomo, Jepri Veni Evawani Natalia Manalu Yoseb Boari Zulfa Latifah Hanum