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All Journal Jurnal Pendidikan Indonesia English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Edukasi: Jurnal Pendidikan dan Pengajaran JEES (Journal of English Educators Society) ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Literacy Education Al Ishlah Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IRJE (Indonesian Research Journal in Education) Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Elementary Education Voices of English Language Education Society Jurnal Pengabdian Masyarakat Bumi Raflesia PANYONARA: Journal of English Education International Journal of English Education and Linguistics (IJoEEL) JOLLT Journal of Languages and Language Teaching Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) Indonesian Journal of EFL and Linguistics Studies in English Language and Education Taawun: Jurnal Pengabdian kepada Masyarakat
ERYANSYAH, ERYANSYAH
Universitas Sriwijaya
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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How Do EFL Supervisors and Students Perceive the Journey of Thesis Writing? Islami, Azzahra Nanda; Amrullah; Eryansyah
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27821

Abstract

Thesis writing is a critical milestone for undergraduate students, yet it presents unique challenges for EFL learners who must navigate linguistic barriers alongside academic demands. In contexts where English is not the primary language, these challenges become even more pronounced, affecting both students’ writing competencies and the effectiveness of supervisory support. This study aimed to identify the primary challenges in thesis writing and supervision from the perspectives of undergraduate EFL students and their supervisors at a state university in South Sumatra, Indonesia. Additionally, it sought to uncover the reasons behind these difficulties and explore solutions proposed by supervisors to assist students in completing their undergraduate theses. Employing a descriptive qualitative design, the study involved 70 undergraduate students engaged in thesis writing and six lecturers serving as supervisors. Data were collected through questionnaires and interviews, with questionnaire data analyzed using percentage analysis and interview data subjected to thematic analysis. The findings revealed that students face challenges related to writing competencies and perceptions of supervisory support, including issues with topic selection, grammar, and effective communication. Supervisors identified seven key challenges and proposed actionable solutions, such as fostering consistent communication, encouraging extensive literature review, and improving adherence to institutional guidelines. These findings emphasize the need for a collaborative and structured approach to address the multifaceted challenges of thesis writing for EFL students.
FOUR STRATEGIES IN TEACHING SPEAKING DURING COVID -19 PANDEMIC AT SMA N 04 PALEMBANG Rahayu, Aprilia Sari; Eryansyah, Eryansyah; Sitinjak, Margaretha Dinar
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6342

Abstract

Teaching and learning activities for speaking at SMA N 04 Palembang were conducted online, as one of the efforts to suppress the spread of Covid-19. The process of teaching and learning speaking online was conducted was through a web-based application and internet network. In situations like this, teachers had a very important role because they were the ones responsible for motivating, guiding, and correcting mistakes made by students when speaking English. Therefore, teachers of this school had to think critically and use appropriate strategies to ensure that the teaching process during online learning ran well. The purpose of this study was to describe teacher's strategies of SMA N 04 Palembang in teaching speaking during the current Covid-19 Pandemic. This study used a qualitative narrative inquiry method. The participants in this study were four English teachers in SMA N 04 Palembang. Data collection techniques in this study were observation and interviews. The results showed that the teachers at SMA N 04 Palembang used four strategies, namely roleplaying, storytelling, discussion and reporting. Thus, from those strategies, roleplaying and storytelling seemed to be the most commonly used as they were considered to improve students’ English speaking skills during online learning.
MULTIMODAL CONTENT ANALYSIS OF 21ST CENTURY SKILLS IN AN ENGLISH TEXTBOOK Murtadho, Muhammad Ali Arif; Eryansyah, Eryansyah; Silvhiany, Sary
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.7805

Abstract

English textbooks are a valuable tool for promoting the development of 21st century skills. Meanwhile, multimodal texts in textbooks are employed by authors to convey meaning through verbal and visual modes, thus necessitating the adoption of multimodal analysis as the most efficacious method for its elucidation. Regrettably, there exists a dearth of literature concerning the application of this approach for analyzing textbooks. To fill this gap, the study examined 21st century skills in an English textbook. This study used content analysis with multimodal social semiotic approach. The subject of the study was an English textbook “English for Nusantara” for the seventh-grade students. The result shown that critical thinking and problem-solving skill was the most frequent type. However, the study did not find any mention of media literacy, and there were only a few instances of economic literacy and global awareness. It is suggested that future revisions should include them. Moreover, English teachers are urged to actively participate in the process of textbook selection and augment the instructional materials with supplementary resources to mitigate any inadequacies of the textbook.
Instructional Materials of Podcast Scripts in Bridging EFL Students' Awareness of Climate Change: A Need Analysis Faizah, Vivian Azarine; Inderawati, Rita; Eryansyah, Eryansyah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14202

Abstract

The integration of global issues, such as climate change, into English reading materials is crucial in the Independent Curriculum. However, there is a gap in current teaching resources regarding the inclusion of climate change topics in an accessible and engaging format. This study, conducted at SMA Srijaya Negara in Palembang, Indonesia, aims to analyze students' needs for climate change-based descriptive texts integrated into podcast scripts as supplementary teaching materials. Using a mixed-methods approach, the study involved questionnaires and semi-structured interviews with 35 tenth-grade students, their English teacher, and a stakeholder. The findings reveal that students need materials that align with their English proficiency levels and are relevant to global issues, especially climate change. Students expressed a preference for descriptive texts that are not only informative but also simple to understand, allowing them to connect the theme of climate change with their real-life contexts through engaging and relatable materials. This study identifies a significant gap in the existing teaching materials, as they do not fully accommodate students' needs for climate change content presented in accessible descriptive text formats. Based on these findings, the study advocates for the development of climate change-based podcast scripts derived from descriptive texts, designed to match students' English proficiency and be more relevant to their daily lives. This research is expected to contribute to the development of supplementary teaching materials that enhance students' English skills while raising their awareness of climate change issues.
The Relationship Between the Intensity of Watching Netflix Series in English and the Speaking Ability of 3rd Semester English Education Students at Sriwijaya University Dikaprio , Vigo; Eryansyah, Eryansyah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8441

Abstract

This study investigates whether the viewing intensity of English Netflix series correlates with speaking ability among 24 third-semester English Language Education students at Sriwijaya University. Using a quantitative correlational design, data were collected over one semester via a viewing intensity questionnaire and a speaking ability test, and analyzed using Pearson Correlation. The results indicated no significant relationship between viewing intensity and speaking ability (r = 0.123, Sig. = 0.519). The remarkably low coefficient of determination (r2 = 1.51) suggests that variance in speaking ability is almost entirely explained by factors other than the intensity of passive viewing. Consequently, the study concludes that passive viewing of Netflix alone is ineffective as a sole tool for improving speaking ability, and its potential as a language learning medium is only realized when integrated with active learning strategies and productive language tasks.
Theme-based Instruction and Factors Affecting Non-English Major Students’ Motivation and Engagement in EFL Teaching and Learning Activities Eryansyah Eryansyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6195

Abstract

Students’ motivation and engagement are two crucial variables in EFL teaching. One strategy to improve them is via altering teaching approaches. Theme-based instruction was deemed effective in boosting EFL students’ motivation and engagement. The reason for conducting this study was to assess how theme-based instruction affected the motivation and engagement of non-English major students in EFL teaching and learning activities. A mixed-method research approach was employed to uncover elements that boosted students’ motivation and engagement in learning English utilizing theme-based instruction. The respondents employed in this study were students of a history education study program from a state-owned university in South Sumatra, Indonesia. Interviews and questionnaires were utilized to collect data for this study. While data from interviews were evaluated thematically, data from questionnaires were analyzed using SPSS. The results of the questionnaire demonstrated higher mean scores for attitude toward the approach, affect, motivation, self-confidence, and sense of improvement before and after the students' EFL teaching and learning activities were intervened with a theme-based instructional approach. These statistics demonstrated positive impact of theme-based educational approach. Findings from interviews revealed three elements affecting students’ motivation and engagement in EFL teaching with the approach. These included teacher factors, peer and teacher impact, and sense of improvement in English learning. In summary, theme-based instruction increased non-majoring-in-English students' performance in EFL teaching and learning activities.
Developing of Palembang-Local-Culture Narrative Reading Materials for the Eleventh Grade of Senior High School Silvia Indri Triani; Eryansyah Eryansyah; Margaretha Dinar Sitinjak
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1529

Abstract

The objectives of this study were to find out the validity, practicality, and potential effect of the developed Palembang-local-culture narrative reading materials about Palembang food. This study was designed as research and development involving three phases including analysis, design, and evaluation and revision phases. The formative evaluation was done through one-to-one evaluation, small group evaluation, and field trial. The subjects of this study were eleventh grade of senior high school in  Palembang. The validity was done in expert review. The validity score of the developed product was 3,20 which was categorized as high validity level. The practicality was conducted in one-to-one and small group evaluation. The practicality of one-to-one evaluation was 3,6 which was at very high practical level and the practicality in small group evaluation was 3,7 which was at very high practical level. The result in field trial was categorized as effective. It showed that there were 18 students (78,26%) out of 23 students in field trial reached the MMC (Minimum Mastery Criterion) which was 75.
Peningkatan Kemampuan Bahasa Inggris Mahasiswa FKIP Universitas Sriwijaya Melalui Pelatihan Toefl Eryansyah, Eryansyah; Putera Jaya, Hariswan; Erlina, Erlina; Fiftinova, Fiftinova; Kurniawan, Dedi; Wahyuni Anggraini, Hesti; Maharrani, Dwi; Ratna Wulan Dari, Tita; Lingga Pitaloka, Nova
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 6 No. 2 (2023): Agustus : Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

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

Abstract

Peran Bahasa Inggris sebagai bahasa pengantar pendidikan di Indonesia dipandang penting dalam kemajuan dan perkembangan ilmu pengetahuan. Walaupun Bahasa Inggris masih berkedudukan sebagai bahasa asing pertama di Indonesia, Bahasa Inggris dijadikan sebagai sarana pengembangan dan pemanfaatan ilmu pengetahuan, teknologi dan seni. Maka dari itu, diperlukan penguasaan Bahasa Inggris, khususnya penguasaan TOEFL, di dunia pendidikan bagi mahasiswa. Kegiatan ini bertujuan untuk meningkatkan kemampuan mahasiswa dalam menjawab tes Bahasa Inggris ekuivalensi TOEFL.  Jumlah peserta pada kegiatan ini adalah 41 orang yang berasal dari seluruh program studi Strata-1 di lingkungan FKIP Universitas Sriwijaya. Model yang digunakan adalah pendampingan, dimana tim memberikan pelatihan kepada peserta mengenai keterampilan menyimak, struktur, dan membaca. Adapun metode kegiatan yang dilakukan adalah presentasi. Sebelum penyampaian materi, peserta menjawab tes awal (pre-test) dan di akhir peserta menjawab tes akhir (post-test).  Peserta terlihat antusias dalam mengikuti kegiatan ini. Berdasarkan wawancara singkat dengan peserta, diharapkan kegiatan ini dapat berlanjut di tahun berikutnya. Kendala yang terjadi selama berlangsungnya kegiatan tidak menganggu pelaksanaan kegiatan. Kata Kunci: Bahasa Inggris, pendampingan, pre-test, post-test, TOEFL
The Impact of AI Tools on EFL Students’ Self-Efficacy in Academic Writing: A Qualitative Study Erliani, Nys. Nabilah Putri; Eryansyah; Amrullah
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/s75mbm13

Abstract

This study investigates the impact of artificial intelligence (AI) tools on students' self-efficacy in academic writing. Using a qualitative approach, the data were collected through semi-structured interviews by targeting the seventh semester of English education study program students from Sriwijaya University who had experienced in using artificial intelligence (AI). The data analysis was analyzed by using thematic analysis. The results indicated that AI tools are significantly contribute to students' self-efficacy, writing efficiency, and motivation. Moreover, students noted that the improvements in academic performance, reduced anxiety, and enhanced learning engagement. However, concerns regarding over-reliance and reduced critical thinking were also identified. The findings suggest that while AI tools can be transformative in fostering writing self-efficacy, their integration must be balanced with pedagogical strategies that promote independent thinking. The study recommends curriculum integration of AI writing tools and continued research on their long-term effects on learning outcomes.
Integrating Augmented Reality and Zero Waste Content in EFL Instruction: A Need Analysis Study Fasya, Nadira Mutiara; Silvhiany, Sary; Eryansyah, Eryansyah
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.v13i1.33749

Abstract

Environmental literacy is crucial to overcome sustainability issues such as zero waste, especially in educational environments. This study evaluates the needs of students for augmented reality (AR) based zero waste content to improve environmental literacy in an English as a Foreign Language (EFL) context at MAN 2 Palembang. A descriptive quantitative design was employed using a needs analysis approach with 92 eleventh grade students. Data were collected through a questionnaire assessing environmental knowledge, attitudes, material needs, familiarity with AR technology, and the demand for AR-based learning media. Descriptive statistical analysis revealed distinct patterns across five indicators: Environmental Material Needs had the lowest mean score (M = 3.02, SD = 0.73), followed by Environmental Attitude and Responsibility (M = 3.41, SD = 0.34), and Environmental Knowledge and Awareness (M = 3.63, SD = 0.42). In contrast, AR-related indicators received higher mean scores, with AR Technology Knowledge attaining the highest (M = 3.88, SD = 0.39) and the Need for AR Based Learning Media showing strong support (M = 3.78, SD = 0.50). Furthermore, 58.7% of respondents indicated a high need for AR based learning media, while only 6.5% expressed low needs. These findings suggest that integrating zero waste content with AR based learning media can effectively support environmental literacy in EFL education. Practically, the results offer educators and curriculum developers evidence based guidance for creating contextually relevant and enhanced environmental learning materials that align students' technological readiness with their need for meaningful environmental content.
Co-Authors Alhenri Wijaya Amiroh, Rizqi Amrullah Amrullah Amrullah Anisa Rhahima Annisa Luthfia Dayu Rahmah Aprilia Sari Rahayu Aprilia Sari Rahayu ARI NURWENI Daniel Parulian Sipahutar Dedi Kurniawan Dedi Kurniawan Didi Suhendi Didi Suhendi Dikaprio , Vigo Dwi Maharrani Dwi Maharrani Elsya Agesty Erliani, Nys. Nabilah Putri Erlina Erlina ERLINA ERLINA Ernalida Ernalida Fairuz Putri Khalisa Faizah, Vivian Azarine Fasya, Nadira Mutiara Fiftinova Fiftinova FIFTINOVA FIFTINOVA Fiftinova Fiftinova, Fiftinova Hukama Rizky Yusriyah Ida Rosmalina Ida Rosmalina, Ida Islami, Azzahra Nanda Ismail Petrus Karwandi Karwandi Koller, Muthia Zahranisa Larasati, Ade Putri Lesia, Eza Septy Lingga Agustina Suganda LINGGA PITALOKA, NOVA Lumei Haryanti Kumbara Machdalena Vianty Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak, Margaretha Dinar Masayu Lely Mutmainnah Maya Anjela Meilinda Meilinda Mitra Afriadeni Mona Monika Murtadho, Muhammad Ali Arif Muthmainnah Muthmainnah Nia Dayanti Novrianti, Bolivani Nurfadila, Sari Nurmantara, Loga Nyimas Larasati Utami Pertiwi, Hanna Pratami, Silvia Putera Jaya, Hariswan Putri, Ermalati Rahayu, Aprilia Sari Ratna Wulan Dari, Tita Raudhatul Jannah Rita Hayati Rita Hayati Rita Inderawati Rolita, Nita Sardianto Markos Siahaan Sardianto Siahaan Sary Silvhiany Silvia Indri Triani Sinta Octaviana Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Soni Mirizon Sri Indrawati Sri Susanti Susanti, Sri Tisa, Fatimah Tita Ratna Wulan Dari Tita Wulandari Ummy Wahyuni WAHYUNI ANGGRAINI, HESTI Wahyuni, Ummy Wijaya, Alhenri Yenni Anggraini Zuraida Zuraida