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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) 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 Jurnal Kreativitas PKM Voices of English Language Education Society Jurnal Pengabdian Masyarakat Bumi Raflesia 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 The Journal of English Literacy Education ELT Echo: The Journal of English Language Teaching in Foreign Language Context
ERYANSYAH, ERYANSYAH
Universitas Sriwijaya
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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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.
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.
Impact of Micro Teaching Program on English Education Fresh Graduates' Teaching Skills Apriani Shinta; Eryansyah Eryansyah
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.v11i1.32

Abstract

Microteaching must give important teaching skills to EFL students. Some studies have investigated its impact on EFL students’ teaching skills but no study has been focused on fresh graduates. This study was a descriptive qualitative study with the aim to find out the impact of micro teaching on teaching skills of the fresh graduates of the English Education study program of Sriwijaya University. The participants were six of the fresh graduates in English Education study program of Sriwijaya University. The instruments were a questionnaire on Google Form and a semi-structured interview. The collected data were analyzed descriptively in the form of percentages for the questionnaire and the data from interview were analyzed through the methods of data reduction, data display, and conclusion drawing or verification. The findings showed that the microteaching class had given positive impacts on the teaching skills of the fresh graduates. The program improved the teaching skills and teaching set such as (lesson plan, material, teaching media, students’ worksheet and assessment. It also enhanced the way the class is managed and handled effectively, including how to open and close it. To put it briefly, this program helped freshly graduated students adjust to life in the real classroom.
Using Quizizz in Improving Students’ English Learning Outcomes of Narrative Text Loga Nurmantara; Sri Susanti; Eryansyah Eryansyah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 8 No. 1 (2023): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v8i1.14055

Abstract

This research is a Classroom Action Research aims to improve English learning outcomes on Narrative Text material for students in class X.6 which amounted to 32 people at SMAN 11 Palembang. This research activity aims to help improve knowledge and develop skills in the selection of learning media so as to improve student learning outcomes, in order to support the improvement of the quality of education and the quality of graduates at SMA Negeri 11 Palembang. This research was conducted in two cycles and used data such as observation and Pre-Test and Post-Test. The average score obtained by students in the first cycle was 50 with a percentage of Learning Objective Completeness Criteria of 28.12% which was still below the desired percentage of 80%. While the average value of cycle 2 was obtained 81 with a percentage of 81.25% which was categorized as "very good" because it experienced a very significant increase of 53.13% compared to the previous cycle.
Implementation of CTL Model to improve Students’ English Learning Achievement Hanna Pertiwi; Sri Susanti; Eryansyah Eryansyah
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 3 No 2 (2023): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v3i2.248

Abstract

The objective of this research was to improve students’ learning achievement after being taught using contextual teaching and learning model by using an assessment media conducted online, namely Google Form. This research was conducted at tenth grade students at SMAN 11 Palembang that consisted 35 students in the academic year 2022/2023. This research was collaborative classroom action research with two cycles. The data were collected through Qualitative and Quantitative analysis. Qualitative data were obtained through observations which was carried out during the learning process in the classroom where teacher and students were observed and interviewed to the English teacher after teaching and learning process was completed. In addition, Quantitative data were obtained through tests carried out by students in each learning cycle. The test was in the form of multiple-choice tests. The findings indicated that the implementation of contextual teaching and learning model could improve students’ learning achievement from its average 62,5 in the first cycle to 90,8 in the second cycle. Meanwhile the needs of using technology such as Google Form in the assessment in beneficial factors to support this contextual teaching and learning model.
Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration Rita Inderawati; Eryansyah Eryansyah; Machdalena Vianty; Zuraida Zuraida; Rita Hayati; Muthmainnah Muthmainnah; Ermalati Putri
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35993

Abstract

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembangs heroic tale of Ratu Bagus Kuning. Using the universitys LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual dramas transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.
Pelatihan Penggunaan Culturally Responsive Teaching bagi Guru untuk Penguatan Pembelajaran Literasi Fiftinova Fiftinova; Sofendi Sofendi; Soni Mirizon; Eryansyah Eryansyah; Ismail Petrus; Zuraida Zuraida; Hariswan Putera Jaya; Alhenri Wijaya; Nova Lingga Pitaloka; Lianasari Lianasari; Yentri Anggeraini; Fitria Aprilia
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 8 (2026): Volume 9 Nomor 8 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i8.26927

Abstract

ABSTRAK Literasi merupakan kemampuan penting bagi siswa yang dapat menunjang keberhasilan belajar, pertumbuhan individu dan berkomunikasi. Sekolah berperan penting untuk berkontribusi pada upaya peningkatan kemampuan literasi siswa, dan salah satu caranya adalah dengan menerapkan pendekatan Culturally Responsive Teaching (CRT). Pelatihan ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan CRT pada pembelajaran literasi serta memfasilitasi guru mengembangkan materi berbasis budaya. Metode pelaksanaan adalah pendampingan teknis (Participatory Action Research), dengan 7 sesi luring/daring, evaluasi pre dan post survey, observasi dan dokumentasi tugas. Sebanyak 81,25% guru menunjukkan peningkatan kompetensi; seluruh materi ajar yang dihasilkan berada pada kategori baik hingga sangat baik. Pelatihan CRT berhasil meningkatkan pemahaman konseptual, keterampilan literasi berbasis budaya, dan kemampuan merancang materi ajar kontekstual bagi guru di Desa Tanjung Baru, Ogan Ilir. Kata Kunci: Literasi, Kemampuan Literasi, Pengajaran Literasi, Culturally Responsive Teaching.  ABSTRACT Literacy is an important skill that can support students’ learning success, personal growth, and communication. Schools, alongside homes, play an important role in improving students’ literacy skills, and one way to do this is by implementing Culturally Responsive Teaching (CRT). This training aims to improve teachers’ understanding and skills in integrating CRT into literacy learning and facilitate teachers in developing culture-based materials. The implementation method is technical assistance (Participatory Action Research) with 7 face-to-face/online sessions, pre and post surveys, observation, and task documentation. 81.25% of teachers showed improved competence; all teaching materials produced were rated as good to excellent. CRT training successfully improved conceptual understanding, culture-based literacy skills, and contextual teaching material design abilities for teachers in Tanjung Baru Village, Ogan Ilir. Keywords: Training, Literacy Skills, Literacy Teaching, Culturally Responsive Teaching.
Implementation of Differentiated Learning by Leading Teachers Andini Nurul Khotimah; Machdalena Vianty; Eryansyah
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.87030

Abstract

The implementation of differentiated learning by driving teachers is one of the strategic efforts in realizing education that is student-centered in accordance with policy Merdeka Belajar. Each student has differences in terms of abilities, interests, learning styles, and learning needs. Differentiated learning is a learning approach that can accommodate students' learning needs. In differentiated learning, there are four aspects such as content, process, product, and learning environment. This study aims to determine the application of differentiated learning, challenges in implementing differentiated learning, and strategies to overcome challenges in implementing differentiated learning by English Teachers of Public High Schools. The selected sample was two English Teachers of Public High Schools in Palembang. In this study, semi-structured interviews were used to collect data. This research is a qualitative study. Furthermore, thematic analysis was used to analyze the data. Based on the results of the study, it shows that English Teachers of Public High Schools in Palembang use cognitive and non-cognitive diagnostic assessments to determine students' readiness, interests, and learning styles before implementing differentiated learning after which they use differentiated learning content, process, and product in the teaching and learning process. The implications of this study can contribute to improving the quality of learning by emphasizing that differentiation is not just an additional strategy, but a primary approach in creating inclusive and student-centered learning.
Co-Authors Alhenri Wijaya Amiroh, Rizqi Amrullah Amrullah Amrullah Andini Nurul Khotimah Anisa Rhahima Annisa Luthfia Dayu Rahmah Apriani Shinta Aprilia Sari Rahayu Aprilia Sari Rahayu ARI NURWENI Daniel Parulian Sipahutar Dedi Kurniawan Didi Suhendi Didi Suhendi Dwi Maharrani Dwi Maharrani Elsya Agesty Erliani, Nys. Nabilah Putri Erlina Erlina ERLINA ERLINA Ermalati Putri Ernalida Ernalida Fairuz Putri Khalisa Faizah, Vivian Azarine Fasya, Nadira Mutiara Fiftinova Fiftinova FIFTINOVA FIFTINOVA Fiftinova Fiftinova, Fiftinova Fitria Aprilia Hanna Pertiwi Hariswan Putera Jaya Hesti Wahyuni Anggraini Hukama Rizky Yusriyah Ida Rosmalina Ida Rosmalina, Ida Islami, Azzahra Nanda Ismail Petrus Karwandi Karwandi Koller, Muthia Zahranisa Larasati, Ade Putri Lesia, Eza Septy Lianasari Lianasari Lingga Agustina Suganda Loga Nurmantara Lumei Haryanti Kumbara Machdalena Vianty 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 Nova Lingga Pitaloka Novrianti, Bolivani Nurfadila, Sari Nurmantara, Loga Nyimas Larasati Utami Rahayu, Aprilia Sari 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 Sri Susanti Susanti, Sri Tisa, Fatimah Tita Ratna Wulan Dari Tita Wulandari Ummy Wahyuni Wahyuni, Ummy Wijaya, Alhenri Yenni Anggraini Yentri anggeraini Zuraida Zuraida