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All Journal MAJALAH ILMIAH PEMBELAJARAN INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan Bahasa Inggris Journal of English and Education Journal of English Language Studies Al Ishlah Jurnal Pendidikan Journal of English Language and Pedagogy JOLLT Journal of Languages and Language Teaching Lingua Pedagogia Jurnal Masyarakat Madani Indonesia Educaniora: Journal of Education and Humanities Teaching English as a Foreign Language Journal ADJES (Ahmad Dahlan Journal of English Studies) BAHASTRA Metathesis: Journal of English Language, Literature, and Teaching ELLITE: Journal of English Language, Literature, and Teaching The Journal of English Literacy Education
Ella Wulandari
Universitas Negeri Yogyakarta
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Teachers’ Challenges and Strategies in Implementing Cooperative Learning in English Foreign Language Context Ainayya Nabilla; Sukarno; Ella Wulandari
ELLITE: Journal of English Language, Literature, and Teaching Vol. 10 No. 2 (2025): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v10i2.3503

Abstract

Cooperative learning becomes an effective teaching and learning method if the teachers can face challenges by using appropriate strategies. This study aimed to describe the experiences of English teachers in implementing cooperative learning as a teaching and learning method. This study focused on most applicable cooperative learning methods, challenges, and strategies they used for overcoming the challenges itself. The researcher utilized qualitative methods with class micro-ethnography. Two English teachers selected by using purposive sampling with essential criteria applied ethical considerations. Employing a qualitative research design, data was gathered through semi-structured interviews consisting of six questions. The data were analyzed by utilizing thematic analysis. The result found that the participants could define the concepts of cooperative learning derived from their personal experiences. Both of them were focused on using Think-Pair-Share (TPS) as a cooperative learning method. All of the participants consistently answered TPS as the most important models to implement, applicable models, and the easiest model. Both of them had similarities and differences in answering challenges and strategies to overcome the difficulties they faced in the classrooms. The participants suggested exploring more Cooperative Learning models and practicing it into their English classrooms.
Pop-Up Books as Interactive Learning Media: Effects on Eighth-Grade Students' Reading Comprehension Skills Rafida Nurul Azizah; Ella Wulandari
Ahmad Dahlan Journal of English Studies Vol. 13 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i1.2029

Abstract

This study examined the effects of pop-up books as interactive learning media on eighth-grade students' reading comprehension skills. Employing a quasi-experimental nonequivalent comparison-group design, 66 eighth-grade students from a junior high school were divided into experimental (N=33) and control (N=33) groups. The experimental group received instruction using pop-up books, while the control group used conventional worksheets. Data were collected through pre-tests and post-tests, then analyzed using SPSS 22.00 with descriptive and inferential statistics. Results revealed significant differences between groups. The experimental group's mean score increased from 68.03 to 75.76, while the control group decreased from 73.03 to 68.48. Independent t-test results showed t(64)=2.809, p=0.007, indicating significant differences in reading comprehension skills between students taught using pop-up books and those using worksheets. These findings demonstrate that pop-up books effectively enhance students' reading comprehension through their interactive features, visual appeal, and multi-sensory learning experiences, thereby addressing student engagement challenges in narrative text comprehension.
Designing Reading Texts and Tasks for Differentiated Literacy Learning Ella Wulandari; Sukarno Sukarno
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 1 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i1.38

Abstract

This paper presents the findings of the research stage of the research and development project in developing levelled reading tasks for secondary school learning of English. The participants included 305 students and 9 English teachers in 5 schools in Yogyakarta. A needs survey was administered to explore students and teachers’ target and learning needs for reading instructions. A focus-group discussion with the teachers was held to provide confirmation to the results of needs analysis. The findings indicated that both student and teacher participants viewed text comprehension as the foundational skill that improves literacy and hence reading texts (input) must be comprehensible for students to benefit from the activities of reading (procedure). Glossed texts between 250 – 350 words length are most-opted and discussing the text is the most preferred literacy engagement. The students also perceived themselves as an active reader who seeks for meaning clarification either with peers or independently. This view aligned with the teachers’ inclination for promoting higher level reading processing to support literacy. Implications for equipping teachers with text and task adaptation skills to promote higher-level literacy are discussed.
Research Trends of Gamification in EFL/ESL Classrooms Between 2017 and 2024: A Bibliometric Analysis Nurul Amalina; Ella Wulandari; Dyah Setyowati Ciptaningrum
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37214

Abstract

This study maps global research trends on gamification in EFL and ESL classrooms from 2017 to 2024. Using Scopus metadata and following PRISMA procedures, this study compiled a dataset that reduced an initial 300 records to 191 eligible journal articles. Bibliometric analyses were conducted through VOSviewer and Biblioshiny to examine annual publication patterns, productive authors and countries, co-occurrence networks, and dominant keywords. The results show a steady rise in publications, with a remarkable increase from 2023 to 2024. China, Indonesia, and Malaysia emerge as the most productive countries, while Melor Md Yunus stands out as the most productive author. Keyword mapping highlights gamification, game-based learning, motivation, vocabulary learning, Kahoot, and Quizizz as central themes, with clusters indicating links to mobile learning, augmented reality, and various affective variables. The analysis also points to several gaps, such as the concentration of studies on specific tools and the limited exploration of other instructional contexts. Based on these findings, this study suggests that future research should expand the scope of learning environments and investigate a wider range of pedagogical designs to better understand how gamification can support different dimensions of language learning. The overall results provide a systematic overview that can guide researchers and educators in developing more informed approaches to integrating gamified strategies in language teaching.
Analysis of AI integration in English language learning in an International elementary school in Indonesia: A case study Elsa Ro'is Hamzani; Ella Wulandari
Metathesis: Journal of English Language, Literature, and Teaching Vol. 10 No. 1 (2026): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v10i1.3709

Abstract

The use of artificial intelligence (AI) in various sectors, including education, has been widespread. An international school that prioritizes bilingualism, an integrated curriculum, and learning facilities has actively adopted technology in its learning process. This study focuses on (1) understanding how AI is used to support the learning process, (2) the impact of the use of AI on student motivation, and (3) understanding the advantages and disadvantages of AI in English learning. This study uses a qualitative approach with a case study design. Data collection techniques used semi-structured interviews and mini-observation. A participant of this study is a teacher at an international elementary school who used an AI learning process. Data were analyzed using thematic analysis to obtain themes that emerged from the data findings. This study found that the use of AI in international elementary schools is high, with several AI-based applications such as Grammarly, MagicSchool AI, Canva AI, Word Wall, Twinkl, and YouTube. The use of AI in learning can also increase student motivation and enthusiasm. Easy access and abundant references are benefits offered by AI. Although accompanied by the disadvantage that this causes dependence. It is hoped that this research can be a reference source for other schools wishing to implement AI in learning.
Factors contributing to and strategies for reducing Foreign Language Anxiety (FLA): A systematic literature review Diah Palupi; Anita Triastuti; Sukarno; Ella Wulandari
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19992

Abstract

Foreign Language Anxiety (FLA) is a significant obstacle influencing students’ academic performance and participation during the learning process. This paper aims to describe factors contributing to Foreign Language Anxiety (FLA) systematically and its strategies to reduce Foreign Language Anxiety (FLA) through a Systematic Literature Review approach of selected national and international literature (2015–2025). The findings showed that (1) psychological factors such as low self-confidence, fear of making mistakes, and fear of negative evaluation are major causes of FLA. Furthermore, linguistic limitations and sociocultural backgrounds also contributed to worsening students’ anxiety. (2) Coping strategies to overcome FLA are divided into two: individual strategies and instructional strategies. In addition, this paper also found that the relationship between the factors of FLA and coping strategies has rarely been investigated. Therefore, these findings are expected to be a reference for designing more adaptive and contextual English language learning in facing FLA.
Exploration of collaborative partnership models for sustainable teacher education in Indonesia Ella Wulandari; Julianne Moss; Christine Ure
Teaching English as a Foreign Language Journal Vol. 5 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i1.2164

Abstract

Research has shown that the link between coursework preparation and field experience is strong when future teachers work collaboratively with mentor teachers in practicum settings. Collaborative teaching is much needed as future teachers navigate classroom challenges in both online and offline learning. Collaborative teaching is however often seen only as practicum school’s responsibility and not a joint activity with shared goals between university and school that partner to prepare future English language teachers. This paper explores the perspectives of school and university based on the interviews with university supervisors and mentor teachers and related teaching documents. The data were gathered during a six-month practicum implementation in five public schools in Yogyakarta, Indonesia. Guided by Cultural-Historical Activity Theory, a thematic analysis was done to identify points of differences and similarities in the belief and practice of the supervisors and mentor teachers. The results showed that (mis)alignments of the objects, tools, rules, values and roles hamper the goals of the university and school partnership for preparing future teachers. Following CHAT framework, the study recommends that school and university need to align their expectations (object) from practicum activities and set consistent teacher preparation programs (tools, rules) across university and schools.
An application for paraphrasing assisted by artificial intelligence to reduce plagiarism levels in multilingual academic writing Nursaid Nursaid; Yenni Hayati; Tressyalina Tressyalina; Ella Wulandari; Bima Mhd Ghaluh
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA (In Progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i2.2255

Abstract

This research focuses on creating and evaluating the efficacy of Languafrasa aimed at decreasing plagiarism rates in student essays. Beyond lowering similarity scores, the study positions Languafrasa as an educational writing companion that helps students compare alternative expressions, preserve meaning, and practise responsible paraphrasing in Indonesian academic writing. Languafrasa is designed to incorporate AI-powered paraphrasing functionalities in Indonesian and 102 other languages. The study followed an experimental design involving 30 students who were divided into two groups. One group used conventional essay writing methods, while the other utilized the Languafrasa application. The experimental outcomes revealed a significant decrease in plagiarism levels among students using the Languafrasa application. Additionally, students in the experimental group demonstrated higher efficiency than those in the control group. Feedback from the questionnaire administered to all participants corroborated these results, with most students favoring the application over traditional writing methods. Users found Languafrasa enjoyable, user-friendly, and an effective aid in essay-writing instruction. These findings suggest that Languafrasa contributes not only to textual originality but also to students' confidence and engagement in learning how to paraphrase. The application is accessible at https://languafrasa.com.
Co-Authors Ainayya Nabilla Anita Triastuti Awla Akbar Ilma Bima Mhd Ghaluh Christine Ure Darmono Dewi, Ni Luh Putu Meka Diah Palupi Dyah Setyowati Ciptaningrum Elsa Ro'is Hamzani Ena Noveria Ermawati Arief Joko Priyana Julianne Moss Nazira, Arni Ni Luh Putu Eka Sulistia Dewi Novia Tri Ramadani Nunik Sugesti Nurdiyanto, Heri Nursaid Nurul Amalina Nury Supriyanti Praptiwi, Wahyu Kharina Rafida Nurul Azizah Ramadani, Novia Tri Sudaryono Sudaryono Sugirin Sugirin Sugirin Sugirin Suharso Suharso Sukarno Sukarno Sukarno Sukarno Sukarno Susanto, Tofan Tressyalina Tressyalina Yenni Hayati