Article Per Year (5 Year)
p-Index From 2021 - 2026
6.31
P-Index
This Author published in this journals
All Journal PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Sriwijaya University Learning and Education International Conference English Education Journal JELLT (Journal of English Language and Language Teaching) English Community Journal Loquen: English Studies Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Voices of English Language Education Society JEES: Journal of English Educational Study Jurnal Gema Ngabdi English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) English Focus: Journal of English Language Education JOLLT Journal of Languages and Language Teaching IJORER : International Journal of Recent Educational Research International Journal of English and Applied Linguistics (IJEAL) Dikdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat Journal of English Language Teaching and English Linguistics International Journal of Education Research and Development Journey: Journal of English Language and Pedagogy Indonesian Journal on Learning and Advanced Education (IJOLAE)
Asti Gumartifa
Universitas Muhammadiyah Palembang
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 2   3   4   5   6 
Reading Practices and Perceived Speaking Development among Indonesian EFL Undergraduates Asti Gumartifa; Indah Windra Dwie Agustiani
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 1 (2026): Volume 6 Nomor 1 April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i1.9458

Abstract

Reading provides sustained language input and may support the lexical resources needed for communication, yet university students increasingly encounter English through mixed print and digital sources. Objective of this study is to describe Indonesian English education undergraduates’ reading practices and examined how those practices were perceived to contribute to speaking development. 52 students from the first and final semesters of an English education study program participated in a descriptive mixed-data approach. A four-item reading-practices questionnaire, classroom interviews, and accessible speaking class records were used to gather data. Questionnaire responses were calculated using frequencies and percentages, while interview notes were used to interpret patterns without making causal claims. As a result, most participants liked English reading to some extent, but regular book reading was limited. Comics were also the most frequently selected material (28.8%), followed by novels and course books (23.1% each). Half of the students reported reading English books much less frequently (46.2%), whereas only 5.8% read daily. Although 51.9% reported that English texts were generally understandable, students with comparatively stronger speaking performance did not consistently report reading books frequently. This study claims that students perceived speaking development emerged from the interaction of various literacy and communicative practices rather than from book-reading frequency. Books remained a relevant source of vocabulary and language patterns, but the contribution depended on learners noticed, recycled, and activated the acquired language through speaking practice. Social media, online articles, audiovisual materials, and everyday communication expanded the sources from which students constructed the speaking resources. Therefore, it is cannot be claimed that reading is unrelated to speaking, but reading contributes indirectly and conditionally within a broader multimodal input, interaction, and output process
Integrating Digital Tools into ESP Reading for Informatics Students: A Semi-Systematic Review of Theory, Practice, and Research Trends Asti Gumartifa; Dita Adawiyah
English Language in Focus (ELIF) Vol. 9 No. 1 (2026): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.9.1.73-86

Abstract

Digital tools are increasingly used in language learning, but their integration into English for Specific Purposes (ESP) reading for informatics students remains underexplored. Informatics students need to understand specialized texts, such as technical documentation and procedural information, while research on digital support for these reading needs remains fragmented. This study examines how digital tools can support ESP reading instruction for informatics students through a semi-systematic review of 30 studies published mainly between 2019 and 2026. The studies were identified through Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar and were thematically analyzed based on disciplinary needs, reading functions, digital support, pedagogical practices, and research gaps. The findings show that digital tools are most useful when they support specific reading functions rather than serve as technological additions. Four main trends emerged: the growth of digital and hypertext reading, the use of mobile and computer-assisted tools for vocabulary and comprehension, the increasing role of AI in reading support, and the need for discipline-specific scaffolding. However, direct empirical research on ESP reading for informatics students remains limited. Based on the synthesis, this study proposes a disciplinary function-matching framework that connects disciplinary needs, text demands, reading functions, digital scaffolds, teacher mediation, and independent reading. The study concludes that digital tools can strengthen ESP reading when they are aligned with authentic informatics texts, technical vocabulary, reading strategies, and responsible AI use.
Co-Authors Adawiyah, Dita Agustiani, Indah Windra Dwie Amanah Nurussakinah Andreamella Elfarissyah ANDRIAMELLA ELFARISSYAH Anggreany Hustia Astri Puspita Sari Aurelia, Syafira Ayu Wulandari Bengawan Alfaresi DarmaSaputra, Yuda Mahrom Della Liyundzira Dita Adawiyah Dita Adawiyah Febri Aditiya Finza Larasati Houtman Indawan Syahri Islami, Maharani Putri Kurnia Saputri, Kurnia Lesi Agusria Lidya Zalfa Nabila Marliasari , Sherly Marliasari, Sherly Masagus Sulaiman Muhammad Tarmizi Nabila Insani Arif Norazmie Yusof Nurrahmi, Maftuhah Nyimas Nabila Nyimas Nabilah Putri Erliani Parwanti, Sri Rini Susanti Rusdy A Siroj Rusdy A Siroj SOFENDI SOFENDI, SOFENDI Soni Mirizon Sri Hartati Sri Yuliani Sri Yuliani Syapitri Syapitri Tengku Riza Zarzani N Yaman, Herasni Yaman Yuda Mahrom DarmaSaputra Yusof, Norazmie