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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Komunikasi Pendidikan Jurnal Wahana Pendidikan Prominent : Journal of English Studies Jurnal Abadimas Gorontalo Journal of English Language and Education Tamansiswa International Journal in Education and Science (TIJES) Journal of English Language Teaching, Linguistics and Literature (JETLEE) Journal of Education, Language Innovation, and Applied Linguistics Research and Innovation in Applied Linguistics
Rozanah Katrina Herda, Rozanah Katrina
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Classroom Praxis of Applied Oral Communication Strategies in Enhancing English Speaking Skills in Indonesian Secondary School KAFABIH, Abdullah; HERDA, Rozanah Katrina; MONTEZA, Ana Mae M
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5526

Abstract

Speaking is widely recognized as one of the most challenging skills for EFL students to acquire, due to its demand for real-time language processing, confidence, and adequate linguistic resources. This mixed-method study investigates students’ perceived difficulties in speaking English, combining questionnaire data from 91 participants and semi-structured teacher interviews as the instruments. Quantitative findings reveal that learners experienced significant affective barriers, including low self-confidence, fear of making mistakes, and nervousness when speaking in front of others. Linguistic limitations, particularly restricted vocabulary and pronunciation challenges, were also found to disrupt fluency and promote reliance on first-language translation. Furthermore, insufficient opportunities to practice speaking and limited support outside the classroom emerged as additional constraints. The qualitative data reinforced these issues, pointing to motivational gaps and institutional limitations. The findings provide valuable insights into the multifaceted nature of speaking difficulties and suggest actionable pedagogical responses. Drawing on theories of Foreign Language Classroom Anxiety and sociocultural learning, the study emphasizes the need for learner-centered instruction that fosters emotional security, meaningful interaction, and increased speaking opportunities. These include the integration of digital tools to reduce anxiety, implementation of peer interaction activities, pronunciation-focused tasks, increased speaking time in lessons, and more structured teacher feedback practices. The study also points to the potential of longitudinal research to track the development of speaking proficiency over time. Keywords: EFL learners, speaking anxiety, linguistic challenges, classroom interaction, language learning
Investigating AI Usage in English Language Learning: Frequency, Preferences, and Perceived Effectiveness on Speaking and Writing Skills Andika, Jeffri Dian; Andreevna, Karelina Natalya; Herda, Rozanah Katrina; Savitskaya, Elina S; Titania, Fani Nabila; Ivashova, Elizaveta
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18734

Abstract

Inspired by the different usage patterns, preferences, and perceived effectiveness of AI tools to support English productive skills, the study provides their comparative analysis among students in Indonesia and Russia. The study used a mixed-methods approach with a convergent parallel design to conduct the research.  While the researcher employed online questionnaires containing ordinal scales using Likert-type items to collect quantitative data, interviews with open-ended questions were used to get qualitative data. There are 175 students from each country as the research sample. The study results confirm that Russian students access AI weekly or monthly, and Indonesian students use AI tools daily. Students in both countries admit that chatbots and language learning apps are their preferred AI tools. In terms of perceptions, while Indonesian students consider AI a beneficial tool to support their writing, Russian students classify AI tools as a valuable companion in speaking. They also stated their neutrality due to excessive accuracy and dependency. To develop AI tools, students highlighted the essence of more tailored, interactive, and attainable features. In conclusion, although AI tools support English productive skills, there is a need to incorporate pedagogical guidance and ethical considerations in their implementation. 
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Herda, Rozanah Katrina; Anggoro, Kiki Juli; Monteza, Ana Mae M.; Putro, Nur Hidayanto Pancoro Setyo; Islami, Maida Cinta; Wardoyo, Eko; Sugesti, Nunik
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
The Use of Mendeley Application to Avoid Plagiarism: A Case Study in Indonesia’s Tertiary Educatio Sharizan, Sharizan; Rahmasari, Alissa; Eiden, Kheisen; Yulia, Yuyun; Herda, Rozanah Katrina; Ivashova, Elizaveta
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18424

Abstract

The Mendeley and other automatic citation applications are used to help make the writing process more effective and avoid plagiarism. It is used massively in this digital age. Then, this case study aims to explore the motives behind plagiarism and the role of the Mendeley application and other online tools in avoiding plagiarism in Indonesia’s tertiary education. The primary data was gathered by interviewing five master's students from one of the public universities in Indonesia. Then, the data is processed by transcribing, coding, selective, and axial coding. The results show five primary motives for plagiarism based on the interview: the lack of awareness and understanding of plagiarism, negative personal attitude, the ease of internet access, pressure from several aspects, lack of competency, and institutional factors. In terms of the role of Mendeley's application to avoid plagiarism, it is adequate to confirm, justify, and claim the issue conveyed in scientific work, highlight a particular idea, criticize or approve the premise of others, and build the argument. It can be concluded that there are various reasons scholars commit plagiarism, and the Mendeley application, as well as some other artificial intelligence tools, can help to avoid it. However, scholars need to uphold academic integrity and understand the use of the Mendeley application for educational purposes
Instructors’ voice on giving students provisional grades: the case of a state university in Southern Philippines Puno, Sheen Marie S.; Travero, Arnel S.; Abao, Jackielyn U.; Widyastuti, Ima; Herda, Rozanah Katrina
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 10 No 2 (2024): August 2024
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v10i2.17022

Abstract

During the course of the COVID-19 pandemic, universities and colleges opted to give students provisional (P) grades instead of directly failing the students who had not complied with academic requirements. This study presents the voices of the instructors of a University in Southern Philippines on giving students provisional grades. The participants of the study were the instructors from the three colleges of the University. The study was qualitative, and open-ended questions were used to gather data through interviews. Content analysis was used to analyze the data gathered. Themes generated from the participants include challenges in interacting with students, students’ lack of concentration, students’ lack of compliance, and students taking advantage of provisional grades. With this, the researchers recommend that the University should provide training and seminars to the instructors and students on topics such as mental health awareness, advocacy, and digital literacy. Moreover, whenever the University comes up with a new policy, it is beneficial to ask for feedback from stakeholders to gain insights into how the policy might affect them and ensure that their rights will be respected and upheld. This is to ensure that the policy is fair, transparent, and equitable
Revolutionizing English Teaching: A Systematic Literature Review on the Role of Technology in Communicative Language Teaching Wardoyo, Eko; Herda, Rozanah Katrina; Kozuka, Yoshitaka; Majid, Sheikha
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2025): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v5i2.6474

Abstract

English teaching has changed from traditional methods such as memorization to communicative approaches such as Communicative Language Teaching (CLT), where many teachers are now adapting technology to CLT. Over the past decade, numerous studies have been conducted to investigate the application of technology in CLT; however, comprehensive research on this topic remains scarce, particularly when considering the scope of the timeframe. To address this gap, the current study systematically reviews the academic literature published on the application of technology in CLT in articles from 2010 to 2025. This study aims to investigate research trends over the past 15 years and identify key findings from the reviewed studies after applying inclusive and exclusive criteria. A total of 40 articles published and indexed in Scopus were included, and this study follows the PRISMA guidelines and thematic content analysis. The authors identified research trends and discussed key findings. In terms of research trends on this topic, the highest number of articles was published in 2024 (n=5). Then, the country contributing the most to this topic was the United Kingdom (n=6). We also found challenges in the implementation of CLT and discussions on the learning media used and the pedagogical approaches employed for teaching English. Based on this review, it is hoped that it will serve as a reference for future research.
Teaching Vocabulary Using Flash Cards in Indonesian ESP Classroom: A One-Shot Case Study Hardiyanti, Rani Linggar Purga; Herda, Rozanah Katrina
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 1 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i1.6466

Abstract

It can be denied that teaching vocabulary to ESP students is challenging since they need treatment to learn it on the right target. 21st-century learning requires the students, no exception the ESP students, to fulfill the demands of the 4Cs (Collaboration, Communication, Creativity, and Critical Thinking), which makes students show language competence in the right target. This quantitative study with a one-shot case study aims to explore the knowledge level regarding vocabulary learning using Flash Cards and reveal the students' activities during learning using Flash Cards. Thirty-one participants from one vocational high school were involved in this study. The researchers used two types of instruments, namely, test and observation. The results of this study showed that students’ scores in vocabulary testing indicating their knowledge of language word level were categorized ‘good’ by the mean score of 73.97. Additionally, they showed enthusiasm in learning vocabulary using Flash Card. The role of Flash Cards in teaching vocabulary in ESP classrooms benefits students in grasping the meaning of L2 words that can be used or applied in the language context. Keywords: Teaching Vocabulary; ESP; Flash Card.
Voicing Philippines and Indonesian Students' Needs of Automated Written Corrective Feedback in EFL Writing Classrooms Herda, Rozanah Katrina; Principe, Regine Aguilar; Travero, Arnel S.; Pratama Harahap, Muhammad Fadhly; Viantika, Salma; Hamidi, Mohammad Arif
Journal of Education, Language Innovation, and Applied Linguistics Vol 3, No 1 (2024): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v3i1.8920

Abstract

In EFL writing classrooms, students learning L2 need correction or feedback for their writing. However, the teachers' limitation in time management becomes one of the reasons students can not gain detailed feedback. In line with that, the growth of the digital platform in the 21st-century learning era brings a thought that corrective feedback for L2 writing can be accessed and gained through automated written corrective feedback (AWCF) to ease students' learning and improve their writing ability. This quantitative study aimed at revealing students' need for automated written corrective feedback. The participants of this study were 532 students from the Philippines and Indonesia. The questionnaire was used to collect data and analyzed using the SPSS version 25 to know the percentage and descriptive statistics. The study's findings revealed that students from two states need technology tools to provide written corrective feedback to improve their writing proficiency in the L2 context while solving their problems of vocabulary and grammar limitations. Furthermore, the feedback can grow their confidence to provide L2 writing. The findings of the student's needs can be used as the basis for creating ideal writing scenarios.
Psycholinguistics Angle of Interaction Model Using Classical Music in ESL Reading Herda, Rozanah Katrina; Kozuka, Yoshitaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i1.10542

Abstract

When introduced into English as a Second Language (ESL) reading classrooms, it has the potential to assist students in becoming more immersed in the language. The complex melodies and emotionally charged compositions characteristic of classical music have the potential to produce an atmosphere better suited to the comprehension of language in ESL reading classrooms. This mixed-method study that involved 33 students from one university in Indonesia was aimed to (1) investigate the significant difference between the mean scores of the pretest and the posttest in ESL reading using classical music and (2) describe the students' reflections on using classical music in the reading classroom. This study used pretest-posttest and students' reflection sheets as data collection instruments. The pretest and posttest results indicated that classical music significantly improved students' reading skills in ESL classrooms. The written reflections showed students were highly motivated to join the reading activity, as classical music was beneficial for enhancing students' mood and concentration, affecting their comprehension, vocabulary collection, and cognitive skills.Keywords: learning experiences, classical music, ESL reading, psycholinguistics
A Praxis of Reading Strategies in Twenty-First Century Learning: Beyond the Group Work Herda, Rozanah Katrina; Leong Jin Jee
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 5 No 2 (2024): April 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The multifaceted problems in EFL reading classrooms are due to the limitation of students' L2 mastery. One of them is EFL students, who are expected to be lifelong readers and must always be ready to face the challenges of the global society. As one of the core skills of 21st-century learning, collaboration is emphasized in reading classrooms to teach the EFL students learning English texts. This study was a quasi-experimental study with a One-Group Pretest-Posttest design with two research questions: 1) What is the EFL students need in reading class? 2) Is there a significant difference between the mean scores of the pretest and the posttest in reading performance obtained by EFL students using CSR? The participants of this study were 68 students in a Senior High School in Yogyakarta, Indonesia. Online questionnaires and Pretest-Posttest were used to collect the data. As a result, the need analysis revealed three crucial things: needs for the atmosphere and strategy in reading class, a situation in their typical reading class, and a desire to have collaborative reading. Therefore, the pretest and posttest showed that the use of CSR significantly improved their reading skills in a collaborative atmosphere. Furthermore, their perspectives on using CSR were positive, for they experienced reading collaboratively. Each reading phase has a relevant comprehension strategy: Preview, Click and Clunk, Get the Gist, and Wrap up. The study gives pedagogical effect to the EFL teachers who want to innovate their reading class and help students overcome their problems, especially struggling readers.
Co-Authors Abao, Jackielyn U. Andika, Jeffri Dian Andreevna, Karelina Natalya Anggoro, Kiki Juli Avi Meilawati Del Mundo, Rose Ann Eiden, Kheisen Eni Juniastuti Fitri Rahmawati Hakiki, Farrij Imam Hamidi, Mohammad Arif Harahap, Muhammad Fadhly Pratama Hardiyanti, Rani Linggar Purga Hasti Robiasih, Hasti Ima Widyastuti, Ima Imam Ghozali Islami, Maida Cinta Ivashova, Elizaveta Kafabih, Abdullah Koeswoyo, Alfatih Widiyadi Kozuka, Yoshitaka Leong Jin Jee Majid, Sheikha Margana Margana MONTEZA, Ana Mae M Monteza, Ana Mae M. Nagal, Cyril John Natalia, Bonifasia Ekta Fima Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Pratama Harahap, Muhammad Fadhly Principe, Regine Aguilar Puno, Sheen Marie S. Rahmasari, Alissa Reswari, Cinthia Sain, Zohaib Hassan Santiana Santiana Saputro, Eko Prasetyo Nugroho Sari, Risma Novita Savitskaya, Elina S Savitskaya, Elina S. Sharizan, Sharizan Sri Harti Widyastuti Sulistyowati, Nina Teguh Setiawan Titania, Fani Nabila Travero, Arnel Travero, Arnel S. Tyas Gita Atibrata Viantika, Salma Wahidah, Nikmatul Wardoyo, Eko Yuyun Yulia