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All Journal Language Circle : Journal of Language and Literature Lingua Cultura OKARA: Jurnal Bahasa dan Sastra REFLEKSI EDUKATIKA Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra Indonesian EFL Journal Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society Indonesian Journal of Community Services Jurnal Prakarsa Paedagogia CALL Prominent : Journal of English Studies JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) INOPENDAS: Jurnal Ilmiah Kependidikan Jurnal Kebidanan Muria Jurnal Layanan Masyarakat Proceeding of the International Conference on Family Business and Entrepreneurship (ICFBF) JEELS (Journal of English Education and Linguistics Studies) TOFEDU: The Future of Education Journal Lead Journal Jurnal Muria Pengabdian Masyarakat Educalingua Journal International Journal of Research in Education (IJRE) Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal on Learning and Advanced Education (IJOLAE)
Rusiana
Universitas Muria Kudus
Religion Arts Humanities Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Improving Students’ Vocabulary Mastery through TPR Storytelling Nuraeningsih, Nuraeningsih; Rusiana, Rusiana
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i1.3

Abstract

Teaching English for primary school students highly emphasizes on vocabulary. It is understandable since they are at the first stage of learning the language. Unfortunately, in many teaching practices, vocabulary is taught in an isolated way without the presence of meaningful context. Vocabularies are often given in the form of long list to be memorized. Actually, the aim of learning vocabulary is to equip the students to be ready to use the language (i.e. speaking). Therefore, here, Total Physical Response Storytelling (TPRS) is to meet with the students’ need. TPR Storytelling is one of foreign language teaching methods proposed by Blaine Ray of Bakersfield, California. Using TPR Storytelling (TPRS), teachers told two stories, Crocodile Tears and The Very Hungry Caterpillar and students acted those stories out. The research was conducted to know the influence of TPR Storytelling on the student’s vocabulary mastery. It elaborates what works and what does not work in implementing Total Physical Response Storytelling to teach vocabulary. To achieve the purpose of this research, a Classroom Action Research consisting of two cycles was conducted. The subjects of the research were Second Graders of SD in Kudus, Centra Java, Indonesia, with the number of 20 students. Three instruments were used to collect the data, i.e.: test, observation, & questionnaire. The result of the research shows that the use of TPRS can improve the students’ vocabulary mastery. The students’ responses on the use of TPRS are also positive. Therefore, teachers are expected to make use of other stories by considering vocabularies that meet with the syllabus and the students’ need with the support from the institution.
COMMUNICATIVE STYLES IN CLASSROOM MATERIALS: A LINGUISTIC ANALYSIS OF ELEMENTARY EFL TEXTBOOK CONVERSATIONS Jihananda Cahya Bagaskara; Ahdi Riyono; Rusiana
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.10976

Abstract

This study investigates the language styles used in the dialogues of the “Look and Say” section in the "My Next Words Grade 5 Student’s Book for Elementary School.". the author conducted this study due to the rarely explored language styles in elementary school student books, particularly within the context of the Merdeka curriculum. Through this study, the author aimed to identify and describe the language styles and their functions in the dialogues of the specified textbook section. A qualitative methodology was employed, utilizing the language style theory of Joos and Holmes's theory on language functions. Data were collected through documentation analysis using content analysis. This study revealed that all 23 dialogues used a casual language style (100%). The functions identified were expressive (57%), referential (22%), directive (17%), and phatic (4%). In this study, the author concluded that the dialogues predominantly used a casual style, emphasizing emotional engagement and information delivery. It suggests incorporating more diverse language styles to enhance educational dialogues. Keywords: Language Style; Language Function; Student Book; Dialogue.
The Concept of Leader and Leadership in the Qur'an: A Thematic Interpretation Study Idris Harahap, Mardian; Rusiana, Rusiana; Fizria, Bunga; Mumtaz, Hafiizhah; Nurhalimah, Nurhalimah; Hasibuan, Nur Khomisah
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1462

Abstract

The Qur’an as the primary source of Islamic teachings not only provides guidance on worship and creed but also establishes fundamental principles governing social, political, and governmental life. One of the central themes emphasized in the Qur’an is leadership (imāmah), which is understood not merely as political authority but as a moral and spiritual mandate that entails accountability before both society and Allah. This study aims to analyze the concept of leaders and leadership in the Qur’an through a thematic interpretation approach. Employing qualitative library research, data were collected from classical and contemporary Qur’anic commentaries, scholarly books, and reputable journal articles relevant to Islamic leadership. The study focuses on key Qur’anic leadership terminologies such as khalīfah, imāmah, and ulū al-amr, as well as the ethical principles underlying leadership, including faith, justice, trustworthiness, deliberation (shūrā), and responsibility. The findings reveal that Qur’anic leadership is characterized by moral integrity, justice, and accountability, with obedience to leaders being conditional upon their adherence to divine values. The Qur’an positions leaders as role models tasked with safeguarding public welfare and upholding justice. This study concludes that revitalizing Qur’anic leadership principles is essential for addressing contemporary leadership crises and for building governance systems that are ethical, trustworthy, and oriented toward societal welfare.
Book Clubs as a Pedagogical Tool for Developing Critical Thinking: Evidence from an English Education Program in Indonesia Rusiana Rusiana; Nuraeningsih Nuraeningsih; Titis Sulistyowati; Muh. Syafei; Farid Noor Romadlon; Agung Dwi Nurcahyo; Loreen P. Agulan; Natthanan Thongmark; Sibhekinkosi Anna; Havva Kurt-Taşpınar; Abdurrahman Ahmed Milad
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23664

Abstract

In higher education, critical thinking skills are essential for students to develop their ability to explore problems, questions, or situations, find a solution, and justify their positions. Such skills can be cultivated through sustained, authentic dialogue with peers or in groups. To provide a supportive environment for dialogue and interaction among students, a book club was utilized as an alternative and extension activity of Extensive Reading course within the English Education Study Program at a private university in Indonesia. The book club enables students to connect with others, expressing and exchanging ideas and thoughts, thereby sharpening their critical thinking skills. This mixed-method study investigated the students’ reading and critical thinking skills after participating in the book club, the effectiveness of book club in developing these skills, and the ways in which the book club fostered critical thinking skills. Twenty-three freshmen from one class participated in the study. The instruments used were a reading test, a survey of critical thinking skills, and students’ work. The reading test and critical thinking survey were administered sequentially after the treatment, while students’ work was qualitatively analyzed. The findings reveal that book club is effective in developing student’s critical thinking skills, particularly in terms of creating alternative t endings to a given story.
Transforming Reading into Digital Performance: Instagram-Based Oral Retelling for EFL Reading Comprehension Nuraeningsih; Rusiana; Muh. Syafei; Sibhekinkosi Anna Nkomo; Kurt Havva Taspinar
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.32967

Abstract

Reading comprehension in EFL contexts requires students to move beyond locating explicit information toward actively reconstructing and communicating textual meaning. This study investigated the effectiveness of Instagram-based oral retelling in improving EFL students’ reading comprehension and explored students’ perceptions of the learning experience. Using a mixed-methods design, the study employed a pre-experimental one-group pre-test and post-test design supported by open-ended reflective questionnaire responses. The participants were 32 second-semester EFL undergraduate students from a private university in Kudus, Central Java, Indonesia. During a five-week intervention, students read narrative texts, prepared oral retellings, recorded videos, posted them on Instagram, and received feedback from the lecturer. Quantitative data from the reading comprehension pre-test and post-test were analyzed using a paired-sample t-test, while qualitative responses were analyzed thematically. The results showed a significant improvement in students’ reading comprehension, with the mean score increasing from 71.25 in the pre-test to 82.66 in the post-test. The paired-sample t-test confirmed a statistically significant difference, t(31) = -9.397, p < .001. Students’ reflective responses indicated that Instagram-based oral retelling made reading more engaging, purposeful, and interactive. The activity encouraged repeated reading, vocabulary awareness, pronunciation practice, confidence building, creativity, and peer interaction. However, students also reported challenges, including unstable internet connections, long video-uploading times, unfamiliar vocabulary, pronunciation difficulties, and initial embarrassment when posting videos publicly. These findings suggest that Instagram-based oral retelling can transform reading comprehension practice into a more active, multimodal, and audience-oriented learning experience when supported by clear guidance, technical flexibility, and appropriate linguistic scaffolding.
THE USE OF CODE SWITCHING IN RAYMOND CHIN’S PODCAST “INDONESIAN SCHOOLS ARE BROKEN, THIS IS THE RADICAL FIX” Aulia Putri; Ahdi Riyono; Rusiana Rusiana
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17305

Abstract

This study aims to analyze the patterns, functions, and impacts of code switching in Raymond Chin’s podcast episode entitled “Indonesian Schools Are Broken, This Is the Radical Fix.” The research focuses on identifying the dominant types of code switching used, how they function in conveying messages, and the communicative impact on the audience. The theory of code switching patterns is based on Poplack (1980), the functional classification adopts Hoffmann’s framework, and the impacts of code switching used Das's theory. This study uses a qualitative descriptive method, with documentation and transcription as data collection techniques. The data were analyzed by categorizing code-switching occurrences and interpreting their functions in the context of the conversation. The results show that the most dominant pattern used is intra-sentential switching, reflecting the speakers’ natural bilingual ability. The primary function of code switching was to express social identity and adapt to the context. The impact observed was the demonstration of a multilingual identity and enhanced audience engagement. These findings highlight the role of code switching as a communicative strategy in modern digital media and how it reflects broader aspects of language and society.
Exploring Students’ Perception of Speech Practice in Academic Speaking Subject for Fifth-Year Students Ila Wulan Windari; Farid Noor Romadlon; Rusiana
International Journal of Research in Education Vol. 6 No. 1 (2026): Issued in January 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i1.2567

Abstract

In the era of globalization, public speaking is becoming increasingly important in various fields, especially for EED students as future educators, where they must present material and lead class discussions effectively. However, many struggle to develop it, such as with anxiety and a lack of confidence. This research aims to describe the perceptions of EED students at Muria Kudus University regarding speech practice in the Academic Speaking subject during the 2024/2025 academic year, in terms of the activities, benefits, and challenges. This research uses a qualitative method with a phenomenological approach. Data were collected from 10 fifth-semester students of the English Education Department (EED) at Muria Kudus University through open-ended questionnaires and analysis of the academic speaking syllabus (RPS) regarding speaking activities, learning outcomes, and teaching methods. Thematic analysis was used to examine the data, and credibility was ensured through data triangulation by comparing questionnaire results with the syllabus content. The findings indicate that overall, students have positive perceptions, highlighting increased confidence, fluency, and organization of their ideas, after participating in speech practice using repetition strategies. Additionally, five aspects of verbal behavior were found to align with Skinner's theory, while two aspects did not. However, there are challenges such as nervousness, limited vocabulary, and fear of making mistakes, but this does not hinder the improvement of skills. 
The Students' Perception on Using YouTube Channel "Learn English with Jessica" in Learning Speaking Anastasya Wilujeng Hayuningsari; Sri Surachmi W; Rusiana Rusiana
Prominent Vol. 8 No. 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.14097

Abstract

YouTube channel are helpful for students, offering videos, tutorials, and helpful content to make learning easier and explain difficult topics, like “Learn English with Jessica”. This study aimed to describe the students’ perception on using YouTube Channel “Learn English with Jessica” in learning speaking. The method used in this study is qualitative. The questionnaire and focus group discussion were conducted with 29 eleventh-grade students from the Beauty and Spa class at SMK PGRI 1 Mejobo, Kudus. The findings showed that students have a positive attitude toward the YouTube channel “Learn English with Jessica,” as it helps improve their speaking skills. The findings align with research showing that YouTube enhances pronunciation, fluency, and confidence. Students also rely on the channel for homework and exam preparation.  Students prefer the YouTube channel over traditional textbooks because of their visual and interactive nature, which keeps them engaged. For beauty and spa students, the content is particularly valuable in helping them explain treatments and communicate with customers effectively, supporting studies on multimedia's benefits for learning. The channel is also a helpful tool for self-study, with students watching videos both in and outside the classroom. This flexibility allows them to review lessons and practice speaking skills at their own pace. Furthermore, it supports homework by providing extra explanations and examples to complement classroom learning.
Pelatihan English for Tour Guide bagi Pelaku Sektor Pariwisata Lokal Agung Dwi Nurcahyo; Rusiana Rusiana; Mutohhar Mutohhar
Muria Jurnal Layanan Masyarakat Vol. 7 No. 1 (2025): Maret 2025
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/mjlm.v7i1.14908

Abstract

The development of Desa Wisata is one alternative to improve the community’s economy, including Desa Japan in Kudus Regency, Central Java. To support this, improving human resources—especially foreign language skills—is essential. This community service aimed to provide “English for Tour Guide” training for tourism activists in Desa Japan. The training focused on practical English for guiding tourists, particularly foreigners. Participants practiced spoken English relevant to tourism settings. The training outcomes included: (1) increased confidence in speaking English, (2) improved tourism knowledge, (3) enhanced public speaking skills, and (4) better understanding and use of English for tour guiding. Through this activity, tourism activists are expected to become role models in using simple and practical English within the community.Pengembangan Desa Wisata merupakan salah satu alternatif untuk meningkatkan perekonomian masyarakat, termasuk Desa Japan di Kabupaten Kudus, Jawa Tengah. Untuk mendukung program ini, diperlukan peningkatan sumber daya manusia, khususnya dalam keterampilan berbahasa asing. Kegiatan pengabdian ini bertujuan memberikan pelatihan “English for Tour Guide” bagi para pelaku wisata di Desa Japan. Pelatihan difokuskan pada penggunaan Bahasa Inggris praktis dalam konteks pariwisata. Hasil kegiatan ini antara lain: (1) meningkatnya kepercayaan diri pelaku wisata dalam berbahasa Inggris, (2) meningkatnya pengetahuan dan keterampilan di bidang pariwisata, (3) meningkatnya kemampuan public speaking, serta (4) meningkatnya pemahaman dan penggunaan Bahasa Inggris sebagai pemandu wisata. Melalui kegiatan ini, pelaku wisata diharapkan dapat menjadi panutan dalam penggunaan Bahasa Inggris yang sederhana dan praktis di lingkungan masyarakat Desa Japan.
Incorporating Indigenous Content to Develop English Materials for Primary School Levels: The Teachers' Voices Nuraeningsih; Rusiana; Titis Sulistyowati; Richma Hidayati
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5025

Abstract

The present research explores primary school teachers’ perceptions of the possibility of integrating indigenous content in English instruction in Indonesia. The current curriculum, Kurikulum Merdeka, allows teachers to develop materials related to essential content. With that image in mind, this research tried to shed light on the opportunities and challenges of incorporating indigenous content, such as local folktales, songs, games, and traditions, to develop English materials. The research employs a qualitative research method. The participants were five teachers from different subdistricts in Kudus, Central Java, Indonesia. They were purposively selected and voluntarily participated in the research. A focus group discussion was carried out to gain the teachers’ insights. The questions address three main points: the objectives of English teaching in primary schools, the incorporation of indigenous content into English materials, and the challenges faced when integrating this content into those materials. The triangulation was conducted by collecting the teachers’ written responses on the same topic with more detailed questions. Thematic analysis was used to analyse the data. The research findings reveal that teachers have a positive view of the inclusion of indigenous content in English instruction, as it is relevant to students’ real-life contexts. The challenges that might emerge are limited resources, insufficient training, and lack of experts and authority.  support. Practically, teachers can introduce indigenous content into the teaching materials. In wider contexts, curriculum designers are recommended to consider addressing indigenous content in the English curriculum for primary school students.
Co-Authors Abdurahman Ahmed Milad Abdurrahman Ahmed Milad Agulan, Loreen P. Agung Dwi Nurcahyo Ahdi Riyono Ahdi Riyono Ahriyana S Pattiwael Anastasya Wilujeng Hayuningsari Anesti Budi Esmerawati Anggraeni, Mesfari Dwi Anna, Sibhekinkosi Aulia Putri Christina Lhaksmita Anandari Desmayanti, Fitria Dian Novita Sari Dian Novita Sari Fajardo, Ana Cecillia Farid Noor Romadlon Fitri Budi Suryani Fizria, Bunga Hajimia, Hafizah Harahap, Mardian Idris Hasibuan, Nur Khomisah Havva Kurt-Taşpınar Hayuningsari, Anastasya Wilujeng Hendi Septian Majid Hilal, Achmad Idris Harahap, Mardian Ila Wulan Windari Irfan Rifai Jihananda Cahya Bagaskara Jingwangsa, Piyada Kurt Havva Taspinar Kurt-Taşpınar, Havva Lanoke Intan Paradita Loreen P. Agulan Mamik Indaryani Milad, Abdurahman Ahmed Minarosa, Putri Montales, Cherry Love B Muh Syafei Muh Syafei Muh. Syafei Muhamad Arzak Hidayatullah Muhamad Arzak Hidayatullah Mumtaz, Hafiizhah Mutohhar Natthanan Thongmark Nickyta Yudhisaputri Nickyta Yudhisaputri Nilam Wahyu Safira Nisrina Lutfiyah Nuraeningsih Nurhalimah Nurhalimah Parida Hanum Putri Minarosa Richma Hidayati Rismiyanto, Rismiyanto Salha Hamidah Salha Hamidah Sayidatun Nisa Sunjaya Sayidatun Nisa Sunjaya Sibhekinkosi Anna Sibhekinkosi Anna Nkomo Sitepu, Erlita Siti Anisa Slamet Utomo Sri Surachmi W Sugeng Santoso Thongmark, Natthanan Titis Sulistyowati Tono Suwartono Turnip, Lasmaida Tutuarima, Zulfa Ulya Maliyatika Utami, Tri Niswati Utomo, Slamet Utomo, Slamet