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p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal ENGLISH FRANCA : Academic Journal of English Language and Education ENGLISH FRANCA : Academic Journal of English Language and Education Journal of Nusantara Education PEDAGOGIC: Indonesian Journal of Science Education and Technology
Masita Arianie, Masita
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Authentic Material and Interactive Activities in EFL Classroom Arianie, Masita
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 2 (2017)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i2.289

Abstract

Abstract Actively engaging EFL learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. Yet, some teachers of English are having problem to engage students’ attention. Incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.The purpose of this paper is to highlight interactive activities which can motivate students and increase their interest in leaning English in EFL classroom. Keyword: authentic material, interactive activities and EFL classroom
Authentic Material and Interactive Activities in EFL Classroom Arianie, Masita
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 1 No. 2 December (2017): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i2.289

Abstract

Abstract Actively engaging EFL learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. Yet, some teachers of English are having problem to engage students’ attention. Incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.The purpose of this paper is to highlight interactive activities which can motivate students and increase their interest in leaning English in EFL classroom. Keyword: authentic material, interactive activities and EFL classroom
The Future Landscape of English Language Teaching through Gamification Pratama, Aryawira; Kusmaningrum, Melli; Arianie, Masita; Khoirunnisa
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.209

Abstract

The rapid development of digital technology has significantly influenced the transformation of English language teaching practices. One of the emerging approaches is gamification, which integrates game elements into learning environments to enhance student engagement. However, despite its growing popularity, there is still limited comprehensive synthesis of recent research examining the future direction and effectiveness of gamification in English language teaching. Therefore, this study aims to explore the future landscape of English language teaching through gamification and to identify its impacts on learner motivation, engagement, and language proficiency. This research employed a Systematic Literature Review (SLR) using the PRISMA framework to systematically identify, screen, and analyze relevant studies. The literature search was conducted in the ERIC digital database with publication years limited to 2025–2026. The inclusion criteria consisted of studies focusing on English language learning, the application of gamification, and EFL/ESL contexts. After the screening and eligibility process, 14 relevant articles were selected for qualitative synthesis. The findings indicate that gamification significantly enhances students’ motivation, engagement, and participation in English learning. Gamified activities also contribute to the improvement of language skills such as speaking, vocabulary, and grammar, while reducing learning anxiety. Furthermore, the integration of emerging technologies such as artificial intelligence strengthens the effectiveness of gamified learning environments. Overall, gamification has strong potential to transform English language teaching into a more interactive, personalized, and technology-supported learning experience in the future.
Examining the Interrelationships Between Reading Self-Concept, Reading Motivation, and Reading Comprehension in Yayasan Islamiyah Palembang Putri, Meidiana Eka; Arianie, Masita; Kusmaningrum, Melli; Khoirunnisa; Rahayu, Aprilia Sari; Aulia, Wela; Pratama, Aryawira
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5370

Abstract

This study aims to analyse the relationship between reading self-concept and reading comprehension, the relationship between reading motivation and reading comprehension, and the contribution of reading self-concept and reading motivation to students’ reading comprehension. This study employs a quantitative approach with a correlational design. The research subjects consisted of 264 students from MTs Negeri Palembang who were selected as the research sample. Data were collected through a reading self-concept questionnaire, a reading motivation questionnaire, and a reading comprehension test. Data analysis was conducted using Pearson’s Product Moment correlation and regression analysis. The results of the study indicate that reading self-concept has a positive and significant correlation of moderate strength with students’ reading comprehension. Reading motivation also shows a positive and significant correlation of moderate strength with reading comprehension. Furthermore, the results of the regression analysis indicate that reading self-concept and reading motivation together account for 7.9% of the variance in students’ reading comprehension. These findings suggest that although the direction of the relationship between the two independent variables is positive, the strength of the correlation is relatively low, meaning their influence on reading comprehension remains limited. Therefore, other, more dominant factors influencing students’ reading comprehension should be considered.
Co-Authors Aulia, Wela KHOIRUNNISA Melli Kusmaningrum, Melli Pratama, Aryawira Putri, Meidiana Eka Rahayu, Aprilia Sari