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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 Journal of Research on English and Language Learning (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 International Journal of English Learning and Applied Linguistics (IJELAL)
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
Analyzing Students’ Difficulties in Learning to Write Nawang Sukma Yudhistyra; Erlik Widiyani Styati; Arri Kurniawan
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i1.22419

Abstract

Many language learners still have difficulties when learning writing skills even at the college level. Therefore, this research aims to determine (1) students' perceptions of writing skills, (2) students' perceptions of difficulties when learning to write, and (3) students' perceptions of the media they prefer when learning to write at the college level. This research uses a quantitative approach with the types descriptive statistical analysis. The subjects of this research were 4th semester students in the writing class at Universitas PGRI Madiun. Data collection was carried out using a questionnaire adopted in a previous research replica. To analyze the data, the researcher used the SPSS version 26 application. So the researcher found that (1) students had the perception that they disagreed that writing was the easiest skill compared to other skills (listening, speaking, and reading). This means that writing is a skill that is considered difficult by 4th semester students at Universitas PGRI Madiun, (2) students have the perception that grammar is the most difficult aspect when learning to write among other aspects, (3) students prefer the internet or anything on the web for reference when learning to write. Students can find whatever they need when learning to write through this media.
Enhancing EFL Reading Comprehension through Scramble Word Activities: A Qualitative Study in an Indonesian Vocational High School Arri Kurniawan; Bagas Ibra Mahendra Sakti; Erlik Widiyani Styati
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v14i1.25241

Abstract

Reading comprehension is an essential component of English language learning because it enables learners to construct meaning from written texts and supports overall language development. However, many Indonesian vocational high school students continue to experience difficulties in comprehending English texts due to limited vocabulary, low learning motivation, and teacher-centered instructional practices. This study explored the implementation of Scramble Word Activities in teaching reading comprehension to tenth-grade students at SMKN 5 Madiun. Employing a qualitative research design, data were collected through classroom observations, semi-structured interviews with the English teacher, and document analysis. The collected data were analyzed using the interactive model of data condensation, data display, and conclusion drawing, while methodological triangulation ensured the trustworthiness of the findings. The findings revealed that Scramble Word Activities were implemented through pre-reading, while-reading, and post-reading stages that actively engaged students in reconstructing meaningful sentences from scrambled lexical items. The technique promoted vocabulary recognition, sentence organization, collaborative learning, and active participation throughout the reading process. Students demonstrated higher motivation and greater classroom engagement than during conventional reading lessons. Nevertheless, limited vocabulary knowledge and classroom time constraints remained major challenges during implementation. The study concludes that Scramble Word Activities represent an effective interactive strategy for improving reading comprehension in vocational EFL classrooms by fostering meaningful learning and student engagement.
Strategies and Media for Enhancing Writing Skills Among ELT Students: A Systematic Literature Review Mohammad Irvan; Erlik Widiyani Styati
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.
EXPLORING PEDAGOGICAL TRANSLANGUAGING IN EFL CLASSROOM: PRACTICES AND IMPLICATIONS FOR STUDENTS’ WRITING Erlik Widiyani Styati; Riznanda Nur Annisa; Rizqi Husaini; Lulus Irawati
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.4

Abstract

In multilingual EFL situations, pedagogical translanguaging has drawn more attention because it enhances language acquisition and writing skills. However, little study has looked at how teachers use pedagogical translanguaging in junior high school writing classes in Indonesia and how this affects students' writing. This research used a qualitative case study design and was carried out at SMPN 1 Maospati in East Java, Indonesia. Thirty-two eighth-grade students from Class 8D and one English teacher participated. Observations, semi-structured interviews, and documentation were used to gather data. The interactive model of qualitative analysis developed by Miles et al., (2014) was used to examine the data, and Poplack's (1980) typology was used to identify translanguaging techniques. To increase the validity of the results, methodological triangulation was used. The results showed that the teacher used code-switching, code-mixing, translation, and flexible usage of Indonesian and English to implement pedagogical translanguaging. Pre-, while-, and post-writing activities all involved code-switching at both the intra-sentential and inter-sentential levels. These exercises served as scaffolding techniques that helped students understand writing principles and directions. Additionally, educational translanguaging produced a low-stress, encouraging learning environment where students could use their linguistic repertoires to organize texts, come up with ideas, and convey meanings in English. In addition to reporting a positive view of translanguaging, students showed increased confidence, involvement, and proficiency in producing brief functional texts. It can be concluded that pedagogical translanguaging is an useful instructional approach for supporting EFL writing skill in multilingual classroom and should be considered in writing pedagogy, curriculum design, and teachers.
Co-Authors Aries Fachriza Arri Kurniawan Arri Kurniawan Arri Kurniawan, Arri Bagas Ibra Mahendra Sakti Cahyono, Bambang Eko Hari Damastuti, Awit Mangesti Devi Apriliawati Dhita Wahyu Agustin Elmalianita Rosiana Dewi Khasanah, Robingatun Khoiriyah Khoiriyah Lathifah, Lathifah Lulus Irawati Lulus Irawati, Lulus Mohammad Irvan Nawang Sukma Yudhistyra Nuraisyah Egilia Rindiani Riznanda Nur Annisa Rizqi Husaini 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