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All Journal Language Circle : Journal of Language and Literature EDULITE: Journal of English Education, Literature and Culture English Education Journal SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Lexeme : Journal of Linguistics and Applied Linguistics Frasa: English Education and Literature Journal Proceeding of International Conference Health, Science And Technology (ICOHETECH) Community Empowerment Journal ACCELERATION: Multidisciplinary Research Journal ETERNAL: English Teaching Journal
Abdul Ayiz
Universitas Duta Bangsa Surakarta
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences

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Enhancing Public Speaking Skills among EFL Learners through the Peer Teaching Method: A Mixed-Methods Study Ayiz, Abdul; Tauchid, Ahmad
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1124

Abstract

This research investigates the effectiveness of the Peer Teaching Method (PTM) in improving public speaking skills among English as a Foreign Language (EFL) learners in a tertiary education setting. A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis methods. The research involved 25 EFL learners who participated in a peer teaching intervention, which was evaluated through pre- and post-intervention speaking assessments and in-depth interviews. The results showed significant improvements in pronunciation accuracy, vocabulary usage, fluency, and confidence levels and lowering the public speaking anxiety among the participants. The qualitative findings highlighted the supportive and collaborative nature of the peer teaching environment, which fostered a sense of shared responsibility for learning, reduced anxiety, and promoted confidence in public speaking. The research 's findings contribute to the growing body of literature on collaborative learning methods in language education, suggesting that the Peer Teaching Method is a valuable approach for enhancing public speaking skills and promoting psychological readiness among EFL learners.
Optimalisasi metode Peer Teaching dalam meningkatkan kemampuan pidato dakwah berbahasa Inggris di sekolah kesetaraan SMA Pesantren Ayiz, Abdul; Hadi, Nur; Yudhi Nugroho, Kurniawan; Cahya Angraini, Dwi
Community Empowerment Journal Vol. 3 No. 4 (2025)
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/cej.v3i4.292

Abstract

Keterampilan berbicara di depan umum dalam dakwah berbahasa Inggris menjadi semakin penting bagi para santri pesantren, seiring dengan arus globalisasi dan dinamika baru dakwah di era digital. Pengabdian ini bertujuan untuk mengkaji efektivitas metode peer teaching dalam meningkatkan kemampuan pidato dakwah berbahasa Inggris pada santri di Sekolah Kesetaraan Pondok Pesantren. Latar belakang pengabdian ini didasarkan pada kebutuhan untuk memperkuat keterampilan public speaking santri sejalan dengan tantangan globalisasi dakwah kontemporer. Pengabdian ini menggunakan pendekatan kualitatif deskriptif-partisipatoris dengan melibatkan 30 santri sebagai partisipan. Data dikumpulkan melalui observasi kelas, wawancara mendalam, dokumentasi video, dan analisis dokumen pidato dakwah. Instrumen yang digunakan meliputi lembar observasi, rubrik penilaian public speaking, dan pedoman wawancara terstruktur. Hasil pengabdian menunjukkan bahwa penerapan peer teaching secara signifikan meningkatkan kepercayaan diri, partisipasi aktif, serta kemampuan menyusun dan menyampaikan pidato dakwah berbahasa Inggris di depan audiens. Para santri menjadi lebih proaktif dalam proses diskusi dan lebih kolaboratif dalam penyusunan materi, dengan kontribusi tutor sebaya yang membuat suasana pembelajaran lebih nyaman dan interaktif. Selain meningkatkan performa pidato, ditemukan pula adanya motivasi intrinsik yang lebih kuat serta tumbuhnya karakter kepemimpinan santri. Sebagai kesimpulan, peer teaching merupakan strategi yang efektif dan inovatif untuk memperkuat keterampilan dakwah berbahasa Inggris di lingkungan pesantren, serta relevan dalam membangun ekosistem pembelajaran kolaboratif yang responsif terhadap tantangan global. Public speaking skills in delivering Islamic preaching in English are becoming increasingly important for Islamic boarding school students, in line with the currents of globalization and the new dynamics of preaching in the digital era. This community service aims to examine the effectiveness of the peer teaching method in improving the ability of da'wah speech in English in students of the Equality School of Islamic Boarding School. The background of this community service is based on the need to strengthen the public speaking skills of students in line with the challenges of contemporary da'wah globalization. This community service uses a descriptive-participatory qualitative approach, involving 30 students as participants. Data were collected through classroom observations, in-depth interviews, video documentation, and document analysis of da'wah speeches. The instruments used include observation sheets, public speaking assessment rubrics, and structured interview guidelines. The results showed that the implementation of peer teaching significantly increased confidence, active participation, and the ability to compose and deliver da'wah speeches in English in front of the audience. Students were more proactive in the discussion process and collaborative in the preparation of material, with the contribution of peer tutors who make the learning atmosphere more comfortable and interactive. In addition to improving speech performance, it was also found that there were stronger intrinsic motivation and the growth of student leadership character. In conclusion, peer teaching is an effective and innovative strategy for strengthening English-language da'wah skills in the pesantren environment, as well as being relevant to building a collaborative learning ecosystem and responsive to global challenges.
AN ANALYSIS OF FLOUTING MAXIM IN SCHIZOPHRENIC CHARACTER FOUND IN BEAUTIFUL MIND MOVIE Aris Hidayatulloh; Abdul Ayiz
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 5 No. 1 (2024): Vol. 5 No. 1 March 2024
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v5i1.3806

Abstract

Conversational implicature was proposed by Grice (1989) into four maxims. Those are: 1) quantity maxim, 2) quality maxim, 3) relation maxim, and 4) manner maxim. It is affects in the communication in society. It is also occurred in the communicative impairment. One of the phenomena is on the schizophrenia which affect on the deficit pragmatic and the ability to comprehend the implied meaning. The data of this research is from the representative utterances from John Nash which deals with something the speaker believes. The reason in specify the data is due to the limitation of this research in order to get more details about the pattern of the implicature in the believe of schizophrenic character. The data is classified into the classification by Searle and Vanderveken which is concentrated in the representative speech act before analysing it in implicature. The theory by Grice about the four maxims is used in this research to know about the conversational implicature by the main character who is diagnosed with schizophrenia. The results shows that most dominant flouting maxim is on the relation maxim. 13 chosen data which deals with the floating maxim shows the result as follows: 3 data in quantity maxim; 1 datum in quality maxim; 6 data in relation maxim; and 3 data in manner maxim. In flouted quantity maxim utterances do not deliver well in the conversation due to schizophrenia. It deals with the ability from speaker to have in line in the topic. The flouting maxim in quantity maxim and manner maxim has the same percentage. From flouting quantity maxim, Nash does over utterance in delivering the message so that the hearers do not understand what Nash mean. The flouted manner maxim indicates the inability of the speaker in delivering in a good manner and has a sufficient meaning in the utterance. While the fluted quality maxim does not affect to the conversation.
THE REPRESENTATIONS OF GREG GARRARDS ECOCRITICISM CONCEPTS IN DONT LOOK UP MOVIE Ana Shofiana Jamilah; Abdul Ayiz
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 5 No. 2 (2024): Vol. 5 No. 2 September 2024
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v5i2.4028

Abstract

The relationship between humans and nature serves as a pivotal theme in literature and film, often mirroring societal concerns about the environment and offering profound insights into the dynamics between humanity and the natural world. Adam McKay’s film Don’t Look Up prominently explores this theme. This study employs Greg Garrard’s ecocritical framework to conduct a qualitative descriptive analysis of the film. The primary objective is to investigate how the film portrays environmental issues such as pollution, wilderness, apocalypse, dwelling, and animal, as outlined in Garrard’s ecocritical theory. By closely examining the film's monologues, dialogues, and scenes, this research seeks to uncover the nuances of these themes and their implications for contemporary environmental discourse.
Attitudes and graduation in play store's review about Mobile Legend: Bang-Bang Rahmaditya Khadifa Abdul Rozzaq Wijaya; Ratini Setyowati; Winarti Winarti; Aris Hidayatulloh; Abdul Ayiz
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.v10i2.16947

Abstract

This research is descriptive qualitative research. This research aims to describe the Attitude System and Graduation System that appear in reviews of Mobile Legend on the Play Store platform. The data in this research are utterances containing the Attitude System and Graduation System. The data source for this research was taken from reviews on the Play Store's Review of Mobile Legend: Bang-bang. Next, the data collection technique uses content analysis. Then, data analysis techniques use domain analysis, taxonomic analysis and componential analysis. In this research, researchers found 157 appreciation data, 115 judgment data, and 99 affect data. In conclusion, from all the data, appreciation data is the highest data. This is because reviewers evaluate the mechanical elements in the game more. For example, matchmaking, bugs / lag, reward system, season changes, and so on.  
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Abdul Ayiz; Arif Suryo Priyatmojo; Zanuwar Hakim Atmantika; Ahmad Tauchid; Nahla Hilyatul Karima
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.166-185

Abstract

English proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation.
Students' Voices on the Implementation of Gen-AI Feedback in EFL Writing Classroom Abdul Ayiz; Ahmad Tauchid; Riyadh Ahsanul Arifin; Nani Hidayati; Muhammad Reza Ainun Najib; Ismi Islamia R Iswari
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3644

Abstract

The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Co-Authors Ahmad Tauchid Ahmad Tauchid Ana Shofiana Jamilah Arif Suryo Priyatmojo Arifin, Riyadh Ahsanul Aris Hidayatulloh Aris Hidayatulloh Aryono Aryono Cahya Angraini, Dwi Carreon, Jonathan Rante Hidayatulloh, Aris Indah Fitriani, Annisaa Ismi Islamia R Iswari Jamilah, Ana Shofiana Khadifa Abdul Rozzaq Wijaya, Rahmaditya MARGININGSIH Muhammad Reza Ainun Najib Nahla Hilyatul Karima Nani Hidayati Nur Hadi Rahmaditya Khadifa Abdul Rozzaq Wijaya Ratini Setyowati Warsono Warsono Winarti Yanottama, Fourica Yudhi Nugroho, Kurniawan Zanuwar Hakim Atmantika