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All Journal Indonesian Journal of Applied Linguistics (IJAL) Lingua Cultura English Teaching Journal : A Journal of English Literature, Language, and Education Jurnal Pendidikan JEES (Journal of English Educators Society) Dinamika Ilmu Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Journal of English Language Teaching and Linguistics J-REaLL JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan SEMINAR NASIONAL SOSIAL, SAINS, PENDIDIKAN, HUMANIORA
Erlik Widiyani Styati, Erlik Widiyani
Universitas PGRI Madiun
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The impact of task-based activities in reading skill for the students during covid 19 pandemic Styati, Erlik Widiyani; Khasanah, Robingatun
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1532

Abstract

This study aims to investigate the impact of using task-based activities in reading skill for the eight students of junior high school of SMPN 4 MDN. Quantitative research was employed in this research. It was quasi experimental research design which used pre-test – post-test control group design. The population of this research were the eighth grade students of SMPN 4 MDN. The samples of this research were 8B as experimental class and 8C as control class. The sample was taken by using random sampling. In collecting the data, the researchers used reading test. The researcher used independent t-test on SPSS version 21 to analyze data. The results shows that the students who are treated by using task-based activities are more effective than the students who are treated by using conventional teaching. It means that teaching reading by using task-based activities gives a better influence on students’ reading skill. HIGHLIGHTS: Task-based learning affects how students acquire good informational reading skills both during and after the COVID-19 pandemic outbreak. Students in the experimental group learn more than students in the control group. During the tasks, students have the opportunity to share their knowledge about the topic, as well as exchange ideas and information.
Translanguaging on ELT writing classroom during National students' exchange: Perceptions and practices Styati, Erlik Widiyani; Irawati, Lulus
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1795

Abstract

This study aims to investigate translanguaging perceptions and practices in ELT writing classrooms during a national student exchange. It is to identify the perception and to determine the practices of translanguaging in students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception oflanguage choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, a writing test was also used to learn the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the student's writing is 76 based on the indicators of the student's writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing. HIGHLIGHTS : Translanguaging is the process by which bilinguals use diverse linguistic characteristics or modes of what are referred to as autonomous languages in order to enhance their communicative abilities. Translanguaging refers to the use of various languages in writing to improve the development of iintricate concepts. This method encourages authors to use their linguistic arsenal, fusing various languages together to communicate ideas in a richer, more complex way. Language learners consider translanguaging is helpful in educational contexts because it enables them to use their whole linguistic repertoire to improve their communication skills and understanding.
Pengembangan kompetensi kepala sekolah melalui pelatihan penulisan penelitian tindakan sekolah (PTS) sebagai inovasi pendidikan dalam merdeka belajar Irawati, Lulus; Styati, Erlik Widiyani; Damastuti, Awit Mangesti; Rindiani
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 6 No 1 (2023)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v6i1.19275

Abstract

Tujuan melaksanakan kegiatan ini untuk memberikan pelatihan kepada kepala sekolah di lingkup UPTD Kecamatan Kawedanan dan pengarahan pada penelitian Tindakan sekolah yang sesuai dengan publikasi bagi kepala sekolah serta cara dalam menyebarluaskan inovasi penelitian tindakan sekolahnya secara umum. Metode yang digunakan metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif. Peserta pelatihan terdiri dari 30 kepala sekolah di lingkup UPTD kecamatan Kawedanan. Pengumpulan data menggunakan observasi, kuesioner, dan dokumentasi. Hasil kegiatan ini menunjukkan. pelatihan pengembangan kompetensi kepala sekolah yang diadakan di UPTD Kawedanan berlangsung dan berjalan lancar. Materi pelatihan sesuai dengan kebutuhan kepala sekolah dalam pembuatan PTS sebagai best practice. Materi kegiatan pelatihan penulisan PTS sesuai dengan kebutuhan kepala sekolah. Penyediaan modul yang diberikan kepada peserta pelatihan untuk memberikan gambaran dalam menyiapkan ide, rancangan, draft, dan implementasi kegiatan praktik menulis penelitian tindakan sekolah sebagai best practice.
Developing Academic Essay Writing Materials by Incorporating Experiential Learning Cahyono, Bambang Eko Hari; Styati, Erlik Widiyani; Irawati, Lulus
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11392

Abstract

The study focuses on using a research and development strategy to develop materials for academic essay writing materials. It employs a modified version of Borg and Gall's (2003) R&D research design, with phases (1) research and information collecting, (2) developing a primary form of product, (3) validating product, (4) trying out product, (5) revising product, and (6) producing final product. The participants were the students from a private university in Indonesia. Questionnaires, interview guidelines, and an observation checklist were used to gather data. The results are found by descriptive analysis, with an 81% expert validation and an 83% trial success rate. Positive student involvement is seen, and comments emphasize how well the materials fit the goals, concepts, exercises, and group projects. Students report that the materials help the students become better writers. The materials help students write academically and push teachers to try new things in their classrooms. The success of the material points to their potential for broader application and emphasizes how crucial it is to match the materials with syllabuses, course descriptions, and learning objectives for students
Strategies and Media for Enhancing Writing Skills Among ELT Students: A Systematic Literature Review Irvan, Mohammad; Styati, Erlik Widiyani
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24076

Abstract

This systematic literature review examines strategies and media used to enhance writing skills among ELT students in EFL contexts. The review systematically analyzes four key pedagogical strategies—graphic organizers, translanguaging, writing process approach, and pair work—and four types of instructional media—digital photographs, Google Classroom, YouTube videos, and fantasy movies. Drawing from classroom-based experiments, quasi-experimental studies, and descriptive research, findings demonstrate that these interventions significantly improve students' content development, text organization, vocabulary precision, mechanical accuracy, motivation, and classroom engagement. Graphic organizers and process writing provide cognitive scaffolding for idea generation and structuring, while translanguaging and pair work support linguistic and social dimensions of writing development. Digital media deliver authentic multimodal input that enriches writing tasks and fosters digital literacy. However, implementation challenges persist, including students' confidence in target language production, technological access limitations, and digital equity concerns, particularly in post-pandemic educational settings. Compared with broader ELT research trends, the findings underscore the necessity of principled integration between cognitive strategies, collaborative practices, and technology-enhanced media for optimal writing instruction. The review offers practical implications for ELT curriculum design, teacher professional development, and technology implementation strategies, alongside recommendations for future research including longitudinal studies of strategy-media combinations and investigations across diverse educational contexts.
Co-Authors Aries Fachriza Arri Kurniawan Arri Kurniawan, Arri Cahyono, Bambang Eko Hari Damastuti, Awit Mangesti Devi Apriliawati Dhita Wahyu Agustin Elmalianita Rosiana Dewi Irvan, Mohammad Khasanah, Robingatun Khoiriyah Khoiriyah Lathifah, Lathifah Lulus Irawati Lulus Irawati, Lulus Nuraisyah Egilia Rindiani Rojab Siti Rodliyah Rosita Ambarwati Simpol, Wanida Syaputra, Rofi Anwar Tamami, Aulia Ihktiar Theresia Budi Sucihati Uphy Riska Nirmalasari Vita Vendityaningtyas Vita Vendityaningtyas, Vita Yuyun Endang Parwati