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All Journal Jurnal Pendidikan Bahasa Inggris LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Jurnal Dimensi ELT Echo Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Al Ishlah Jurnal Pendidikan JELLT (Journal of English Language and Language Teaching) UICELL Conference Proceeding Minda Baharu LANGUA: Journal of Linguistics, Literature, and Language Education Jurnal Eduscience (JES) Journal of Innovation in Educational and Cultural Research Journal of English Teaching and Learning Issues Language and Education Journal ELP (Journal of English Language Pedagogy) Journal of English Education Program (JEEP) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Madiun Spoor : Jurnal Pengabdian Masyarakat Jurnal Puan Indonesia Majalah Ilmiah Inspiratif Journal of Language and Literature Studies Jurnal Pemberdayaan Masyarakat Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Prosiding Temu Ilmiah Nasional Guru Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Panicgogy International Journal Langua: Journal of Linguistics, Literature, and Language Education
Desi Surlitasari Dewi
Universitas Riau Kepulauan
Arts Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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TEACHER'S STRATEGIES IN OVERCOMING LEARNING BARRIERS IN EFL CLASSROOM Pakpahan, Sirintin; Azeva, Dian Zahira; Simanjuntak, Azzura Annisa; Herlina, Herlina; Bahri, Dwi Ichwanul; Deswandra, Ilham; Dewi, Desi Surlitasari; Sugiharti, Sri; Abra, Emy Hajar; Perwira, Andika
JURNAL DIMENSI Vol 13, No 3 (2024): JURNAL DIMENSI (NOVEMBER 2024)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v13i3.8193

Abstract

The purpose of this study is to identify the strategies that EFL teachers use to overcome learning barriers in the classroom. A mixed methods approach was used to collect data through a Likert-scale questionnaire with 30 teachers and interviews with three teachers from various regions in Indonesia. Quantitative findings revealed that teachers frequently employed strategies such as differentiated instruction, motivational support, and digital media integration. Through thematic coding, the qualitative analysis further revealed specific techniques, including simplifying materials, employing collaborative learning, managing student focus, and encouraging passive learners through praise and rapport building. These results underscore the importance of adaptive, student-centered teaching practices for addressing the diverse challenges in EFL classrooms. The study suggests that a combination of cognitive, emotional, and technological strategies is essential for improving learning outcomes.
THE RELATIONSHIP BETWEEN LEARNING STYLE PREFERENCES AND INTEREST IN YOUTUBE FOR LEARNING ENGLISH AT UNIVERSITAS RIAU KEPULAUAN Chairiah, Annisa Melfida; Ramadhani, Nursyahidah Suci; Aqilla, Dhiya Veeza; Aguspriawan, Muryadi; Navisa, Sayyida; Syahrila, Farah Dieba Nashwa; Dewi, Desi Surlitasari; Ratnasari, Sri Langgeng; Ciptono, Ciptono; Niko, Triyanda Desma
JURNAL DIMENSI Vol 13, No 3 (2024): JURNAL DIMENSI (NOVEMBER 2024)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v13i3.8194

Abstract

Advances in digital technology in the 21st century have changed the way students access and interact with learning materials, particularly through platforms like YouTube. This study aims to examine the relationship between students' learning style preferences—based on the VARK (Visual, Aural, Read/Write, Kinesthetic) model—and their interest in using YouTube as an English language learning medium. The research design employed a quantitative correlational approach applied to a sample of 20 sixth-semester students from the University of Kepulauan Riau. Data were collected using the VARK questionnaire and a Likert scale instrument adapted from validated research to measure interest in YouTube-assisted English language learning. The results of the normality test indicated that the data for the variables of interest were normally distributed (p = 0.148). However, due to the categorical nature of the learning style variables, Spearman's Rank Correlation was used. The findings revealed a weak and insignificant negative correlation (ρ = -0.266, p > 0.05) between learning style preferences and students' interest in YouTube-based English language learning. This suggests that YouTube, as a multimodal learning platform, can attract a diverse range of learners, regardless of their preferred learning styles. This study recommends integrating YouTube into teaching practices and conducting further research with broader variables and larger samples.
EXPLORING THE SELF-CONFIDENCE OF SIXTH SEMESTER STUDENT PRESENTING PROPOSAL DURING THE PROPOSAL SEMINAR COURSE Kristina, Geofani; Novelita, Naomi Mars; Panjaitan, Angels Dermika; Monika, Tiara; Zahara, Nasyiva; Situmorang, Citra Betha; Dewi, Desi Surlitasari; Manurung, Sulastri; Susanti, Ervin Nora; Sirait, Sindy Deswita Natalia
JURNAL DIMENSI Vol 13, No 3 (2024): JURNAL DIMENSI (NOVEMBER 2024)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v13i3.8197

Abstract

This study aims to explore sixth semester students' self-confidence in presenting research proposals in the Proposal Seminar course. Using a mixed methods approach, data was obtained from 19 students through a self-confidence questionnaire and semi-structured interviews. The questionnaire results showed that most participants had a high level of self-confidence, with an average score of 79.61%. Analysis of the interview transcripts revealed six main themes: strengths in presenting, presentation challenges, preparedness, coping strategies, audience influence, and self-reflection. Although many students experienced nervousness, they demonstrated an awareness of their strengths and applied strategies such as deep breathing, positive thinking, and rehearsal as ways to manage anxiety. The presence of an evaluative audience, especially lecturers, proved to be a major influence on students' confidence levels. Overall, the results show that students' self-confidence is dynamic and shaped by readiness, experience, audience context, and reflective practice. This study emphasizes the importance of a supportive academic environment to foster confidence in oral academic presentations.
PROJECT-BASED LEARNING WITH AI-INTEGRATION TO FOSTER CRITICAL THINKING SKILLS AND SELF-EFFICACY OF PRE-SERVICE TEACHERS Harahap, Dahrul Aman; Faizin, Muhammad; Erydani, Vinsensia Anisa Citta; Lestari, Sri; Dewi, Desi Surlitasari; Ardhi, Mega Aulia
JURNAL EDUSCIENCE Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.7851

Abstract

Purpose – This study aimed to evaluate the usefulness of Project-Based Learning (PjBL) combined with artificial intelligence (AI) tools in enhancing pre-service teachers' critical thinking and self-efficacy inside an instructional design course.Methodology – A pre-experimental one-group pretest-posttest design was applied. The study involved 46 pre-service teachers engaged in an instructional design course at a private university in Indonesia, chosen using purposive sampling. Two instruments were used: a 25-item critical thinking questionnaire and a 10-item self-efficacy scale. Normality tests were conducted, followed by paired-sample t-tests to determine differences between pre-test and post-test scores.Findings – The findings showed a statistically significant improvement in both critical thinking (t = -116.464, p < .001) and self-efficacy (t = -56.328, p < .001) after the AI-supported PBL intervention. The normality assumptions were met, and the effect size was notably strong for both variables. These results suggest that incorporating AI technologies into project-based learning can significantly improve pre-service teachers' cognitive and emotional preparedness for future teaching practices.Contribution – This study contributes to the teacher education literature by providing empirical evidence for the integration of AI technologies in project-based learning, promoting critical thinking and self-efficacy. It offers practical insights for instructional designers and educators seeking to equip future teachers with the competencies required in technologically rich educational environments.
THE CORRELATION BETWEEN STUDENT’S MOTIVATION AND READING COMPREHENSION IN UNIVERSITAS RIAU KEPULAUAN Zhamasar, Aisha; Siregar, Alifa Rahmauli; Simanjuntak, Khewin Exando; Dewi, Desi Surlitasari; Amanda, Fid’dia; Reza, Muhammad Khoirul; Az-Zahra, Qanita; Ruslan, Ruslan; Wibowo, Agung Edy; Achmad, Amsakar
JURNAL DIMENSI Vol 14, No 3 (2025): JURNAL DIMENSI (NOVEMBER 2025)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v14i3.8191

Abstract

This study uses a correlational research method, which aims to determine whether there is a significant relationship between motivation and reading comprehension among students at the University of Riau Islands. The participants were 20 students at Universitas Riau Kepulauan, specifically in the English Education Study Program. The study focused on sixth-semester students, as they are expected to have more experience in reading academic texts and are more likely to show clear patterns of motivation and reading comprehension. In this study, two measurement tools were used: a questionnaire and a reading test administered by the teacher to measure students' reading motivation and reading comprehension. In analyzing the data, the questionnaire was scored using a Likert scale. The Shapiro-Wilk test confirmed normal data distribution, and Pearson’s Product-Moment Correlation analysis revealed a negligible negative relationship (r = -0.021, p = 0.930), indicating no significant correlation between motivation and reading comprehension. These results suggest that although motivation is still a crucial aspect of learning, it might not have a direct impact on reading comprehension in this particular situation. In order to obtain deeper insights, future research is encouraged to examine this link using larger samples and a wider range of methodologies.
Bridging Theory and Practice Through Real-World Language Assessment Design Dewi, Desi Surlitasari; Manurung, Sulastri; Manuhutu, Natalia; Saputro, Isnaini Eddy; Widhiyanto, Widhiyanto; Wahyuni, Sri; Ardhi, Mega Aulia
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
INDONESIAN ENGLISH ACCENT: PRIDE, PREJUDICE, AND INTELLIGIBILITY Adam, Adam; Ratnasari, Sri Langgeng; Dewi, Desi Surlitasari; Ardhi, Mega Aulia; Yudani, Nadia Putri
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 20, No 2 (2025): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v20i2.33019

Abstract

This narrative examines the Indonesian English (IE) accent as a complex site of sociopolitical and linguistic negotiation within the broader context of the global expansion of English and the increasing diversification of its users, where the status of localized English varieties has become a central concern in contemporary sociolinguistics and applied linguistics. Framed by the grand theories of World Englishes and decolonial thought, this study explores Indonesian English beyond mere linguistic features. It examines the intersection of IE with identity, power, and historical legacies as well as responds to ongoing debates concerning linguistic legitimacy, ownership of English, and the persistence of colonial language ideologies in modern communication practices. Employing a narrative review methodology, this research synthesizes and analyzes scholarly literature published between 1990 and 2024, integrating foundational theoretical contributions with recent empirical developments to ensure both historical depth and contemporary relevance. The analysis is applied through the lenses of decolonial and World Englishes frameworks to examine the linguistic, sociolinguistic, educational, and technological aspects of Indonesian English. This approach enables a comprehensive understanding of how IE is constructed, evaluated, and contested across institutional and social domains. The study identifies distinctive IE phonological traits as legitimate linguistic innovations, not errors, and notes their emergence as a marker of cultural identity that reflects processes of nativization and creative adaptation rather than linguistic deficiency. Findings reveal systemic prejudice against Indonesian English in various domains, with a persistent preference for Inner Circle norms. This prejudice operates through educational policies, professional practices, and digital communication technologies that continue to privilege particular accents in global communication. Evidence challenges traditional concepts of intelligibility and supports shared responsibility in communication. It emphasizes the collaborative nature of meaning-making between speakers and listeners in international contexts, rather than placing the burden of understanding solely on Indonesian English speakers. Accent discrimination against IE is linked to colonial legacies and the neoliberal commodification of English, where particular accents function as symbolic capital within global markets and reinforce unequal power relations and linguistic insecurity among non–Inner Circle speakers. This review advocates for Indonesia-led educational reforms, inclusive technologies, and pluricentric standards. It positions Indonesian English as both a linguistic system and an act of postcolonial resistance. This perspective challenges global English pedagogical norms and contributes to broader efforts to democratize global communication and reimagine English as a shared, diverse, and ethically grounded resource.
Enhancing ESP Students’ Critical Thinking and Communication skills through AI-Supported Case-Based Learning Saputro, Isnaini Eddy; Dewi, Desi Surlitasari; Ria, Tiara Nove; Mahdi, Mohammed Abbas
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.708

Abstract

This study examined the effectiveness of Case-Based Learning (CBL) integrated with artificial intelligence (AI) tools in enhancing critical thinking and communication skills among English for Specific Purposes (ESP) students in higher education. The study was motivated by the growing need for ESP students to develop advanced reasoning and practical communication skills to meet academic and professional demands. Using a quasi-experimental pre-test–post-test control-group design, 237 ESP students participated, with 119 assigned to the experimental group and 118 to the control group. Over six weeks, the experimental group engaged in AI-supported CBL, while the control group received conventional CBL without AI tools. Data were collected using a critical thinking test adapted from the Watson–Glaser framework and a communication skills rubric and analyzed using Welch’s t-tests. The results showed statistically significant improvements in critical thinking (t = 25.567, p .001) and communication skills (t = 24.981, p .001) in the experimental group compared to the control group. The findings confirm that AI-supported CBL has a substantial impact on students’ higher-order thinking and communicative performance. This study contributes to ESP pedagogy by providing empirical evidence that integrating AI tools into CBL serves as an effective instructional model.
Developing Local Culture-Based Listening Materials through Digital Storytelling Sinaga, Juwita Boneka; Saputro, Isnaini Eddy; Yulianingsih, Lilik; Dewi, Desi Surlitasari; Subrata, Doni; Ardhi, Mega Aulia
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i2.2836

Abstract

This study aims to develop and evaluate digital storytelling-based listening materials that integrate the local culture of Riau Islands to enhance students' listening comprehension. The research employed a Design-Based Research (DBR) approach involving iterative cycles of design, development, implementation, and evaluation. The participants consisted of 35 university students, three lecturers, and three experts in material, language, and media validation. Data were collected through questionnaires, expert validation forms, and pre-test–post-test assessments. The design phase resulted in audiovisual storytelling materials featuring local cultural narratives and interactive comprehension activities. Expert validation indicated that the materials were highly feasible, with mean scores above 85% across material, language, and media aspects. The implementation results revealed a significant improvement in students' listening comprehension, as shown by an increase in the mean score from 61.31 (pre-test) to 80.89 (post-test) with a mean gain of 19.57 points (p .001). The findings suggest that digital storytelling enriched with local culture can serve as an effective and engaging alternative medium for listening instruction. This study contributes to the integration of culturally grounded digital pedagogy in language learning and supports the contextualization of English instruction in multicultural settings.
An Analysis of Feminism in Brave Movie: A Perspective on Gender Construction and Woman's Independence Sari, Nur Ramidah; Adam, Adam; Dewi, Desi Surlitasari
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4353

Abstract

This study analyzes the representation of gender constructs and female independence in the film Brave (2012) from a feminist perspective. This Pixar film is important to study because it presents a narrative that differs from traditional Disney princess films, in which female characters tend to be portrayed as passive, waiting to be rescued, and their happiness dependent on male characters. Brave, on the other hand, presents female characters who actively determine their own destinies, making it an interesting case for feminist analysis in children's animated films. The research uses a descriptive qualitative method with documentation techniques through observation of scenes and dialogues relevant to gender issues. The data is analyzed through the stages of identification, thematic classification, and interpretation using bell hooks' (2000) feminist theoretical framework, particularly the concept of feminism as a transformative movement and the importance of solidarity between generations of women.. The results of the study show three main findings. First, the film depicts a rejection of traditional gender constructs through Merida's refusal to be married off and her claim to the right to determine her own destiny. Second, female independence is represented as the ability to make decisions and take responsibility, rather than dependence on men. Third, the mother-daughter relationship becomes a space for negotiating gender values between generations. The film emphasizes that women's independence can be achieved through dialogue and relationship transformation, not isolation from the family. These findings have important implications for media representation and gender equality, showing that animated children's films can be a medium for spreading accessible feminist values and influencing the way children, especially girls, understand gender roles and develop expectations about women's independence from an early age. Brave offers a more inclusive feminist perspective in the discourse on gender in popular media. 
Co-Authors Achmad, Amsakar Adam Adam Adam Ade Safrinal Aguspriawan, Muryadi Amanda, Fid’dia Aqilla, Dhiya Veeza Ardhi, Mega Aulia Aulia Putri Aulia Putri Aulia Putri Az-Zahra, Qanita Azeva, Dian Zahira Bahri, Dwi Ichwanul Chairiah, Annisa Melfida Ciptono Ciptono, Ciptono Dahrul Aman Harahap Deswandra, Ilham Doni Subrata Eka Wilany Emy Hajar Abra Ervayuni, Anggia Ervin Nora Susanti, Ervin Nora Erydani, Vinsensia Anisa Citta Fadilla, Hilda Hartono, Rudi Herlina Herlina Indah Lestari, Indah Juwita Boneka Sinaga Kristina, Geofani Kustanto, Jaka Septian Lanlan Muhria Lilik Yulianingsih Mahdi, Mohammed Abbas Manuhutu, Natalia Mega Aulia Ardhi Megawati Megawati Mohammed Abbas Mahdi Monika, Tiara Muhammad Faizin Mursid Saleh Mursid Saleh Navisa, Sayyida Niko, Triyanda Desma Novelita, Naomi Mars Novriza Nizami Putri Oktavia, Wahyuni Pakpahan, Sirintin Panjaitan, Angels Dermika Perwira, Andika Premini, Deviany Putri Nurus Sakina Putri, Aulya Rachman, Natriya Faisal Rahma, Feby Fatika Ramadhani, Nursyahidah Suci Ramadhani, Riska Reza, Muhammad Khoirul Rudi Hartono Ruslan Ruslan Safnidar Safnidar Safnidar Siahaan, Safnidar Saicindo, Shita Aulia Saputra, Benny Saputro, Isnaini Eddy Sari, Nur Ramidah Shalehoddin Shalehoddin, Shalehoddin Shella Gherina Saptiany Sidabutar, Isak Steven Simanjuntak, Azzura Annisa Simanjuntak, Khewin Exando Sirait, Sindy Deswita Natalia Siregar, Alifa Rahmauli Situmorang, Citra Betha Sri Langgeng Ratnasari Sri Lestari Sri Purwaningsih Sri Sugiharti Sri Wahyuni Sulastri Manurung, Sulastri SUMADI SUMADI Suswanto Ismadi Megah Suswanto Ismadi Megah S. Suswanto Iswandi Megah Syahrila, Farah Dieba Nashwa Syamsul Arifin Tabrani ZA Tiara Nove Ria Vinsensia Anisa Citta Erydani W, Widhiyanto Wahyuni, Sri Wibowo, Agung Edy Yudani, Nadia Putri Zahara, Nasyiva Zainul Arifin, Muhammad Zhamasar, Aisha