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All Journal JURNAL SMART Edukasi: Jurnal Pendidikan dan Pengajaran Journal of Language and Literature Studies
Seftika, Seftika
STKIP MUHAMMADIYAH PRINGSEWU LAMPUNG
Education Languange, Linguistic, Communication & Media Other

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ACTION RESEARCH : IMPROVING STUDENTS’ SPOKEN INTERACTIONS THROUGH POSTER SESSION Seftika, Seftika
JURNAL SMART Vol 1, No 2 (2015)
Publisher : JURNAL SMART

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

Abstract

Abstract Spoken interaction is beneficial in learning a language. In fact the classrooom interaction did not take place well. Due to the lack of students’ interaction, this study aimed to improve students’ spoken interaction through Poster Session. A classroom action research was carried out at the English major students at the fourth semester of STKIP Muhammadiyah Pringsewu Lampung.In collecting the data the researcher used observation, test, and documentation. The data collected were analyzed and synthesized both qualitatively and quantitatively, and then meaning and interpretation were built to know clearly the process which was occurred during the research. The results indicate that there is improvement of Students’ spoken interaction using Poster Session. Poster Session facilitates students to practise English spoken interaction, it enhances them to be involved in learner-learner interaction. Due to the fact that their interaction is great, it influences their speaking skill.  Key Words: Interaction, speaking, Poster Session
DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO TEACH READING Seftika, Seftika
JURNAL SMART Vol 2, No 2 (2016)
Publisher : STKIP Muhammadiyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26638/206.203X

Abstract

This study aims to investigate the implemetation of Directed Reading Thinking Activity(DR-TA) in enhancing students’ reading comprehension. The process of DR-TAincludes predicting, reading, and proving. This study employed quasi experimetaldesign. As the lecturer guides the process, the DRTA teaches students to determine thepurpose for reading and make adjustments to what they think will come next based onthe text. The finding shows that students’ reading comprehension increased afterapplying Directed Reading Thinking Activity( DR-TA). By using this strategy studentscan activate their prior knowledge of a topic/content of the text to be read, hypothesizeabout what might be addressed in the text, and establish meaningful purposes forreading the text.Keywords: Directed Reading Thinking Activity strategy, reading, comprehension.
INSTAGRAM AS SOCIAL MEDIA FOR TEACHING WRITING MR, Elvira Rosyida; Seftika, Seftika
Smart Vol 5, No 1 (2019)
Publisher : STKIP Muhammadiyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26638/js.831.203X

Abstract

This study aims to describe students' perceptions of social media - Instagram in learning English, especially writing. This research is a type of qualitative research conducted on even semester students of the English study program at STKIP Muhammadiyah Pringsewu, Lampung. The data collection technique in this study uses questionnaires and structured interviews. Data analysis uses Interactive Model which consists of data collection, data reduction, data display, and conclusion drawing. The result shows that have a positive perception of the use of Instagram as a learning medium.  Instagram creates fun classroom situations and helps students to be creative, communicative, and also collaborative with peers.
Student Voices on Digital Pedagogy: A Case Study of Zoom-Based TOEFL Preparation for Non-English Department Students Tristiana, Novita Eka; Episiasi, Episiasi; Seftika, Seftika
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31149

Abstract

The increasing reliance on synchronous video-conferencing platforms in post-pandemic higher education has transformed the delivery of high-stakes language preparation programs, including TOEFL courses. While previous studies have largely focused on test score improvement and general online learning implementation, limited research has explored students’ reflective experiences in Zoom-mediated TOEFL preparation contexts. This qualitative case study investigates non-English department students’ feedback and reflections on the use of Zoom in a TOEFL preparation program at a private university in Indonesia. Data were collected through reflective journals and semi-structured interviews and analyzed using thematic analysis. The findings reveal two overarching themes. First, students perceive Zoom as facilitating learning effectiveness, flexibility, and real-time interaction, which support their understanding of TOEFL materials and test-taking strategies. Second, although the platform enhances motivation and accessibility, technical constraints such as unstable internet connections and reduced face-to-face interaction remain challenges. By foregrounding student voice, this study contributes nuanced insights into how synchronous digital pedagogy shapes learners’ experiences in test-oriented language instruction. The findings offer pedagogical implications for instructors and institutions seeking to optimize Zoom-based TOEFL preparation programs while addressing technological and interactional limitations.
ListenToFy: Edtech Development Based on the Chatgpt-Voxbox Model for Transforming Listening Skills Yuniarti, Fatma; Seftika, Seftika; Baihaqi, Yasmika; Anggoro, Dani; Fikri, Muhammad Dzul; Alfiro, Muhammad Hidayah; Irfansyah , Fawwaz Rafi
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4932

Abstract

Listening comprehension remains a critical yet persistently underdeveloped skill in English as a Foreign Language (EFL) higher education, particularly in Indonesian universities where authentic materials, native speaker input, and personalized learning pathways are severely limited. Despite growing interest in AI-assisted language learning, few studies have translated proof-of-concept AI integrations into scalable, pedagogically grounded mobile applications. This study aimed to develop, validate, and implement ListenToFy, a mobile EdTech application that integrates ChatGPT for adaptive content generation and VoxBox Text-to-Speech for authentic, native speaker audio, to transform Advanced Listening instruction. Employing a Research and Development (R&D) design using the ADDIE model, the study was conducted across two Muhammadiyah universities in Indonesia involving 34 EFL students and two lecturers. Expert validation yielded an overall score of 85.7%, indicating high validity. Usability testing produced a System Usability Scale score of 82.1, classified as Excellent. Pre- and post-test results demonstrated statistically significant listening comprehension gains (mean gain: +14.0 points; p < .001; Cohen’s d = 0.79–0.84), and qualitative interviews identified four key themes: authentic audio experience, personalized learning pathways, instructor empowerment, and technology integration challenges. ListenToFy represents a replicable, dual-AI EdTech model that meaningfully advances listening instruction reform in Indonesian and comparable Southeast Asian EFL higher education contexts.
Co-Authors Alfiro, Muhammad Hidayah Dani Anggoro Elvira Rosyida M.R Episiasi Fatma Yuniarti, Fatma Fikri, Muhammad Dzul Irfansyah , Fawwaz Rafi Novita Eka Tristiana, Novita Eka Yasmika Baihaqi, Yasmika