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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Pendidikan (Teori dan Praktik) Journal of English for Academic and Specific Purposes (JEASP) ELITE Journal: Journal of English Linguistics, Literature, and Education LISANAN ARABIYA: Jurnal Pendidikan Bahasa Arab Journal of English Language Teaching and Learning (JETLE) English Edu: Journal of English Teaching and Learning
Dian Arsitades Wiranegara
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media

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Implementing Whatsapp Video Calls for Listening and Speaking Class (Students’ Perception) Wiranegara, Dian Arsitades; Az Zahra, A’i Mulyani
ELITE JOURNAL Vol 5 No 4 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

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Abstract

ABSTRACT The use of technology and the dynamics of virtual and non-virtual learning as a form of mixed teaching and learning process has been developed and can also be practiced for English listening-speaking classes. Nonetheless, the use of this virtual learning needs to be selected in order to meet the necessity of using it in practice. This study aims to determine the perception of PKPBI students of the Informatics engineering of UIN Maulana Malik Ibrahim Malang on the use of video calls in the practice of English-speaking classes. This type of research is descriptive and qualitative. The data was obtained from questionnaires via google from 35 research subjects, namely PKPBI students of the Informatics Engineering of UIN Maulana Malik Ibrahim Malang class. They studied Listening and Speaking skills in the third semester of the 2021/2022 academic year. The data is processed using a Likert scale and is equipped with tables and pie charts. The result showed that (1) the use of video calls was easily used as well as accessible from the WhatsApp application, (2) the use of video calls was easier to use during practice and get corrections from friends and lecturers than other platforms, such as G-meet and zoom, and (3) video calls were more effectively used in the practice of speaking with a total number of a limited number of students while google meet is effectively used in the practice of group speaking in large groups/one class in a longer duration of time. Keywords: WhatsApp video calls, google meet, zoom & Intensive English class
ENHANCING STUDENTS' READING COMPREHENSION ABILITY ON NARRATIVE TEXT THROUGH STORYTELLING AND JIGSAW TECHNIQUE Hafifah, Nuzul; Wiranegara, Dian Arsitades
English Edu: Journal of English Teaching and Learning Vol 2 No 2 (2023): English Edu: Journal of English Teaching and Learning
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetl.v2i2.3244

Abstract

Reading comprehension ability is the foundation of students in mastering the various abilities and knowledge of English needed by students. Having good reading comprehension ability skills helps students in understanding the meaning of the reading contained in a reading. In this study, the researcher conducted a study that aimed to analyze and enhance students' reading comprehension ability of narrative texts when storytelling and jigsaw techniques were applied and students' perceptions when these two things were applied. Here, the researcher applied a case study research design using a qualitative descriptive analysis method in which the researcher described and analyzed how students' reading comprehension ability of narrative texts when storytelling and jigsaw techniques are applied, as well as students' perspectives on it. For data collection, researchers used observation and interviews as research instruments. The results showed that when the teacher applied storytelling and jigsaw techniques in learning reading comprehension ability of narrative texts, students’ reading comprehension ability of narrative texts were enhanced. Students can understand the general structure and elements of narrative text well. In addition, students can also identify the main ideas, factual information, references, and inferences contained in the text that has been presented by the teacher. The application of these two things in learning reading comprehension ability of narrative texts also gets a positive perspective from students. The students explained that they liked group discussions regarding the narrative text material given to them by the teacher and the storytelling activities carried out by their group mates.
A Teaching Framework for Using Austerity Media Discourse in Large EAP classrooms Wiranegara, Dian Arsitades; Basori, Muchamad Adam
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32253

Abstract

This study proposes a pedagogical framework for integrating media discourse into English for Academic Purposes (EAP) instruction in large classes, grounded in Entman’s framing theory and Van Dijk’s critical discourse analysis. Using authentic texts on Indonesia’s austerity policy—specifically, the suspension of civil servants’ 13th and 14th salaries—the framework enhances students’ academic literacy, rhetorical awareness, and critical thinking. Over six weeks, learners engaged in discourse-analysis tasks, small-group discussions, and digital collaboration (e.g., Quizizz, Google Docs). Instruction focused on identifying framing elements (e.g., problem, cause, evaluation, solution) and linguistic features (e.g., modality, evaluative language, passive voice) to show how language shapes ideology. Data from reflections, discussions, field notes, and assignments were thematically analyzed. Findings showed students gained critical awareness of bias, expanded academic vocabulary, and improved syntactic control (e.g., nominalizations, passives). They also demonstrated stronger argumentation and rhetorical organization in essays and debates. The study presents a replicable model for critical, technology-enhanced EAP instruction that supports multilingual learners in higher education
Implementing Question-Answer Relationship (QAR) Strategy in Teaching Reading on Practical English Course Wiranegara, Dian Arsitades; Purbasari, Prima; Hairi, Sohibul
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i1.26526

Abstract

Reading is one of the four language skills that should be mastered in language learning. It is usually taught in integration with one of the other language skills (listening speaking, and writing) in the new trends of language instruction. Generally, the teaching of reading as a foreign language (EFL reading) in PTKIN aims at enabling students to read and comprehend texts and other materials written in English.  The study is conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The strategy offers four levels of questions (i.e., Right There, Think and Search, Author and Me, and On My Own) to help students answer each level of questions. This strategy comprises three phases: prereading, during-reading, and post reading activities. It is applicable for teaching reading comprehension since it can help and guide the students in comprehending a text well based on the levels of questions.
Reforming English language teaching through the Merdeka curriculum: A case study on policy, pedagogy, and practice Wiranegara, Dian Arsitades; Badriyah, Ima Mutholliatil; Jayanti, Septia Dwi
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.33083

Abstract

This study explored the implementation of Merdeka Curriculum in English language learning at the senior high school level in Indonesia. The objective was to examine the policy, pedagogical practices, and challenges when implementing this curriculum. As a qualitative case study, it employed purposive sampling involving English teachers, school principals, and students from a senior high school in East Jaya, Indonesia. The instruments used were semi-structured interview, classroom observation and focus group discussion. Thematic analysis was conducted to identify the patterns and themes related to curriculum implementation and its impact. The results showed that the Merdeka Curriculum is supported by policies that encourage student independence, student-centeredness, and contextualization, thus enabling schools to adapt the curriculum to the needs of their students. Pedagogical strategies such as project-based learning, the use of authentic materials, and technology integration increase students' motivation, engagement, and language proficiency. However, challenges such as limited teacher readiness and lack of development of teacher professional resources hinder optimal implementation. This study highlighted the importance of systemic support through training, resource allocation, and collaborative professional communities to realize complete curriculum implementation.
Co-Authors AA Sudharmawan, AA Asis Wahyudi Az Zahra, A’i Mulyani Hafifah, Nuzul Hairi, Sohibul Halimatus Sa`diyah Ima Mutholliatil Badriyah Jayanti, Septia Dwi Krisdiana Putra Bagus Muchamad Adam Basori Prima Purbasari Sa`diyah, Halimatus Sohibul Hairi