Article Per Year (5 Year)
p-Index From 2021 - 2026
4.664
P-Index
This Author published in this journals
All Journal Al-Lisan AT TA´DIB English Review: Journal of English Education English Teaching Journal : A Journal of English Literature, Language, and Education An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya Dan Sosial Journal of Foreign Language Teaching and Learning JET (Journal of English Teaching) Adi Buana PINUS: Jurnal Penelitian Inovasi Pembelajaran TEKNOSASTIK Jurnal Review Pendidikan dan Pengajaran (JRPP) INTERACTION: Jurnal Pendidikan Bahasa Pioneer: Journal of Language and Literature Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Research on English and Language Learning (J-REaLL) SAGA: Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Learning (JETLE) Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Research on Language Education Nusantara: Jurnal Pendidikan Indonesia Journal of Educational Management and Instruction (JEMIn) Al-Lisan: Jurnal Bahasa Journal of Nusantara Education ETAM: Jurnal Pengabdian kepada Masyarakat International Journal of English Learning and Applied Linguistics (IJELAL) Darussalam English journal INTERACTION: Jurnal Pendidikan Bahasa ELLITE: Journal of English Language, Literature, and Teaching International Journal of English Learning and Applied Linguistics (IJELAL)
Diska Fatima Virgiyanti
Universitas Darussalam Gontor
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Contextualizing Top-Down and Bottom-Up Approaches in Teaching Academic Listening at a Pesantren-Based University : - Aries Fachriza; Nirmala Wulaningrum; Diska Fatima Virgiyanti; Dian Nashrul Munif Nashrul Munif
Darussalam English Journal (DEJ) Vol. 5 No. 1 (2025): June 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i1.3752

Abstract

Listening is one of the essential skills in learning English. A person cannot speak or express their opinions without first listening. This research aims to identify the strategies used by lecturers in teaching listening and how these strategies are implemented. Specifically, this study investigates the application of top-down and bottom-up listening strategies. Top-down listening involves using prior knowledge, context, and background information to understand spoken language, while bottom-up listening focuses on decoding sounds, words, and grammatical structures to derive meaning. Understanding how lecturers incorporate these approaches can provide insights into effective listening instruction. This study employs a descriptive qualitative method using several instruments, including interviews and documentation. The participants in this study were students from the Department of English Language Education program at Darussalam Gontor University. The findings reveal that the lecturer employs an integrated three-stage approach—pre-, while-, and post-listening—while considering student factors. Pre-listening activates prior knowledge and top-down processing, while-listening combines top-down and bottom-up strategies, and post-listening enhances comprehension through interactive activities. Student motivation, interest, and participation play a crucial role in improving listening comprehension. These insights highlight the importance of a structured approach and learner engagement in teaching listening skills effectively
Reframing Professionalism: English Teachers’ Digital Competence and Identity in Modern Pesantren Fadia Nasywa Umnia; Diska Fatima Virgiyanti; Faiz Rizki Muhammad
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 2 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i2-3

Abstract

Purpose – This study examines how English teachers in modern pesantren redefine professionalism by integrating digital competence with Islamic educational values. While digital competence has been widely studied, its role in shaping teacher identity in faith-based contexts, particularly Indonesian pesantren remains underexplored. This study investigates how digital literacy is negotiated alongside moral and spiritual responsibilities. Methods – A qualitative design was employed using semi-structured interviews with 12 English teachers from five modern pesantren across Indonesia. Participants were purposively selected to ensure diversity in institutional context, gender, and teaching experience. Data was analysed thematically using Braun and Clarke’s (2019) six-phase framework to identify patterns related to digital integration and teacher identity. Findings – Digital competence is not treated as a neutral technical skill but is interpreted through the normative framework of pesantren education. This process constructs a hybrid form of professionalism in which pedagogical innovation is balanced with spiritual accountability. Technology adoption is therefore guided not only by efficiency or innovation but also by moral considerations such as appropriateness, discipline, and institutional values. As a result, teachers apply digital tools selectively, enhancing learning while restricting practices perceived to conflict with the pesantren’s ethical ethos. Research Implications – The study is limited by its small qualitative sample and focus on selected pesantren, which may constrain generalizability. However, it underscores the need to integrate digital competence with value-based professional development in Islamic educational contexts.
MORPHOPHONOLOGICAL BEHAVIOR OF -ize AND -ify SUFFIXATION IN ENGLISH VERBAL DERIVATION: A CORPUS-BASED STUDY Abd Jabar; Zeny Luthvia; Diska Fatima Virgiyanti; Ervin Yudianto; Alif Cahya Setiyadi; Moses James Olenyo Malande
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.21

Abstract

This study examines the morphophonological behavior of the English derivational suffixes -ize and -ify, focusing on their influence on primary stress placement in derived verbs. Using a descriptive corpus-based approach, the study analyzes English words ending in -ize and -ify retrieved from Sketch Engine, with phonetic transcription and stress placement verified through Oxford dictionary entries. The data were classified based on suffix type, base form, derived form, and the phonetic transcription of both the base and suffixed forms. The findings show that -ize is largely stress-neutral, as most derived verbs preserve the stress pattern of their base forms. By contrast, -ify tends to be more stress-sensitive, frequently leading to stress reassignment toward the antepenultimate syllable. Although the two suffixes differ in their degree of stress sensitivity, both display a strong tendency toward antepenultimate stress in derived verbs. The study also identifies several irregular patterns, indicating that stress placement in English derivation is shaped not only by suffixation but also by lexical, prosodic, and historical factors. These findings underline the close interaction between morphology and phonology in English word formation and offer useful implications for pronunciation instruction and morphological awareness in English Language Teaching.
Co-Authors 'Aina Parahida, Tsaltsa Nakita Abd Jabar Alif Ahsanuddin Alif Cahya Setiyadi Andi Nur Fadhila Mahdiyah Anggun Rakhmalia Aniesa Aniesa, Aniesa Annisa Ramadhani Ardiyanti, Dwi Aries Fachriza Aries Fachriza Arifah, Nesa Nur Asri, Annisa Kurnia Bekti Galih Kurniawan binti Haji Abd Karim, Norhayati Dian Nashrul Munif Dinar Dipta DINAR DIPTA Eka Indah Nuraini Ervin Yudianto Eta Lica Hanan Nadifa Fadia Nasywa Umnia Faiz Rizki Muhammad Febrian Arif Wicaksana Fika Megawati Hafiz, Latifa Annisa Hesti Rokhaniyah, Hesti Ida Susilowati Imam Kamaluddin Irawan Hadi Wiranata Karimah, Rihlatul Khuza Tri Wahyu Kurniawan, Ahmad Ramadani Latifa Annisa Hafiz M. Hilmy Hidayatullah Mafruudloh, Naajihah Mahastu, Puput Jianggi Marsudi, Kenlies Era Rosalina Mohammad Luthfi Moses James Olenyo Malande Muhammad Alfan Rumasukun Muhammad Haikal Muhammad, Faiz Rizki Musdalifah Musdalifah Niko Fediyanto Nirmala Wulaningrum Novrika Nartiningrum Nurin Farzana Purbasari, Verbena Ayuning Pusfika Rayuningtya Rahmatika, Nadia Salsa Nabila Sasongko, Yogi Banar Sheila Agustina Suharmanto Triwijayanti, Adinda Zahra Utami Widiati Wulaningrum , Nirmala Yogaiswari, Kautsar Akhdan Yusuf Al Manaanu Zeny Luthvia