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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture English Education Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Eduscience (JES) FOSTER: Journal of English Language Teaching Cakrawala: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Eduvest - Journal of Universal Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Metathesis: Journal of English Language, Literature, and Teaching Language Circle : Journal of Language and Literature Jurnal Bina Desa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal of Computer Science and Technology Application English Review: Journal of English Education Indonesian EFL Journal
Wahyuni, Sri
Universitas Negeri Semarang
Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP KETERAMPILAN MERUMUSKAN SOLUSI INOVATIF ISU SDA LOKAL PADA SISWA SEKOLAH DASAR Sri Wahyuni; Erni Suharini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35589

Abstract

This study was motivated by the necessity to enhance students' skills in problem-solving and formulating innovative solutions for local natural resource (SDA) issues, which are fundamental to environmental citizenship. Initial observations indicated that while students possess basic knowledge of SDA (air, soil, plants, animals), their understanding and application of sustainable management, analysis of exploitation impacts, and proposal of creative solutions were still diverse and needed improvement. This research aims to investigate the influence of the Project-Based Learning (PjBL) model on the ability of fifth-grade students to formulate creative and innovative solutions for local SDA problems. The study employed a Quasi-Experimental design with a sample of fifth-grade students from SD Negeri Gayamsari 02. The PjBL model was implemented through a project titled "Local SDA: Between Benefits and Our Responsibility," where students identified local SDA problems and designed creative action plans. The primary instrument used was a Performance Assessment Rubric focusing on Creativity (DPL 4) and Citizenship (DPL 2) through the presentation of action plans and product creation (posters/infographics). The results showed a significant improvement in the experimental group's ability to formulate innovative solutions (DPL 4) and demonstrate responsible citizenship (DPL 2). Specifically, the average score for the "Creativity and Originality" aspect increased by 25% compared to the baseline group. The PjBL model effectively provided a meaningful and collaborative learning experience, enabling students to connect conceptual knowledge with procedural skills in analyzing problems and creating practical, original solutions for sustainable SDA management. The study concludes that the Project-Based Learning model significantly influences the skill of formulating innovative solutions for local SDA issues in elementary school students.
PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS PROJECT-BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN SENI DAN KREATIVITAS SISWA KELAS SATU SD Sri Wahyuni; Eka Titi Andaryani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35591

Abstract

This research was conducted due to the low artistic skills and creativity of early grade students in grade I of Elementary School. Initial observations conducted at the pre-development stage showed that many students had difficulty in expressing ideas visually and lacked originality in their artwork, as well as the lack of learning media that could integrate interactive technology with real project experiences at the elementary level. This research took 28 grade I elementary school students as subjects. This research aims to: (1) describe the process of developing PjBL-based Interactive E-Modules, (2) describe the level of feasibility (validity and practicality) of PjBL-based Interactive E-Modules, and (3) describe the results of testing the effectiveness of PjBL-based Interactive E-Modules in art learning to improve students' artistic skills and creativity. The research methodology used a mix methods method. Research Results: (a) The process of developing PjBL-based Interactive E-Modules follows the PjBL steps: Syntax 1: Determining Basic Questions. Syntax 2: Preparing Project Planning (Project Design). Syntax 3: Schedule Preparation. Syntax 4: Implementation (Monitoring Students). Syntax 5: Assess the Outcome. Syntax 6: Evaluate the Experience. (b) The developed Interactive E-Module received a very good validation score from material and media experts, and was deemed very good by teachers and students. (c) The effectiveness test results showed a 61% increase in average art skills scores and a 30% increase in average creativity scores compared to before the module was used. The implementation of the Project-Based Learning (PjBL)-based Interactive E-Module in art learning created an active, digital, and product-oriented learning environment, thereby increasing students' motivation, participation, and artistic skill achievement. This study concluded that the Project-Based Learning (PjBL)-based Interactive E-Module was effective in improving artistic skills and creativity in first-grade elementary school students.
STUDY LITERATUR: UPAYA DETEKSI DINI DAN PENCEGAHAN NPD (NARCISSISTIC PERSONALITY DISORDER) DI SEKOLAH TAHUN 2020-2025 Sri Wahyuni; Panca Dewi Purwati; Ali Formen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35593

Abstract

This paper discusses the increasing attention to the mental health of elementary school-aged children, particularly regarding the potential for the emergence of Narcissistic Personality Disorder (NPD) symptoms at an early age. The school environment plays a crucial role in shaping a child's personality and social behavior, making early detection and prevention of NPD crucial. This paper aims to review research trends on early detection and prevention strategies for NPD in schools between 2020 and 2025, encompassing psychological approaches, the roles of teachers and school counselors, and the effectiveness of implemented interventions. This research method uses a systematic literature review approach by analyzing 20 Google Scholar-indexed journal articles relevant to the topic of NPD in elementary school-aged children during that time period. The results of the study indicate that (1) research on NPD in the school environment has begun to increase post-pandemic with a focus on children's mental health and social behavior, (2) early detection strategies utilize behavioral observation, simple psychological assessments, and parental involvement, and (3) effective prevention efforts are carried out through character education, empathy building, and emotional management in the classroom. The conclusion of this study confirms that early detection and prevention of NPD in students at school is very important for building an emotionally healthy learning environment, and can be a basis for developing psychological intervention programs in schools in the future.
INTEGRATING E-PORTFOLIOS IN FLIPPED ENGLISH CLASSES: IMPACTS ON NURSING ESP SPEAKING Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto Widhiyanto; Sri Wahyuni
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10775

Abstract

This study examines the effectiveness of integrating e-portfolios into a flipped English classroom to enhance English for Specific Purposes (ESP) speaking performance and speaking self-efficacy among nursing students. Grounded in ESP pedagogy, communicative language teaching, and self-efficacy theory, the study addresses the persistent gap between students’ linguistic knowledge and their ability to perform professional oral communication in healthcare contexts. A quasi-experimental one-group pre-test-post-test design was implemented with 40 second-year nursing students at a private health sciences college in Central Java. The instructional intervention combined pre-class input, in-class communicative practice, and iterative speaking development through e-portfolio-based recording, feedback, and reflection over one academic semester. Speaking performance was assessed through task-based ESP speaking tests, while self-efficacy was measured using a Likert-scale questionnaire. The findings revealed statistically significant improvements in both speaking performance and speaking self-efficacy, with large effect sizes indicating substantial educational impact. The results suggest that integrating e-portfolios within a flipped classroom expands opportunities for structured practice, fosters reflective learning, and strengthens learners’ confidence, thereby supporting both linguistic and psychological dimensions of professional communication. The study underscores the pedagogical value of technology-supported, contextually grounded speaking instruction in health sciences education and recommends the combined use of flipped learning and e-portfolio-based formative assessment to promote sustainable ESP speaking development.
IMPLEMENTING GOOGLE DRIVE–BASED E-PORTFOLIOS IN A FLIPPED ENGLISH CLASSROOM: A QUALITATIVE STUDY OF NURSING STUDENTS’ SPEAKING PERFORMANCE Bridgita Berlian Budiani; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.266

Abstract

This study qualitatively investigates the implementation of a Google Drive–based e-portfolio in a flipped English classroom, aiming to enhance nursing students’ English for Specific Purposes (ESP) speaking proficiency. The study examines the integration of flipped learning and digital portfolios into instructional practice, considering the communicative demands faced by nursing students in professional healthcare settings. It evaluates student engagement with the learning model and identifies the benefits and challenges that developed during the process. A qualitative research design was utilized, involving twenty sixth-semester nursing students participating in an English for Specific Purposes (ESP) speaking course at a private college of health sciences in Indonesia. Data were gathered from various sources, including recorded speaking samples from students, semi-structured interviews, classroom observations, and survey responses. Thematic analysis yielded four principal findings: noticeable enhancement in speaking performance, heightened engagement and participation in classroom activities, favorable perceptions of Google Drive–based e-portfolios as instruments for practice and reflection, and preliminary challenges concerning adaptation, technology, and time management. The results show that using e-portfolios in a flipped classroom is a structured and useful way to help nursing students improve their professional speaking skills. The study provides pedagogical insights into the practical application of technology-enhanced English for Specific Purposes (ESP) instruction within health sciences contexts.
MEASURING THE IMPACT OF VIDEO DUBBING ON EFL LEARNERS’ INTELLIGIBILITY: A WER-BASED ANALYSIS OF NON-NATIVE ENGLISH PRONUNCIATION IN ZOOM’S AI-POWERED ASR Ateng Kurnia; Nizar Alam Hamdani; Rudi Hartono; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.268

Abstract

This study investigates the impact of Video Dubbing (VD) on the intelligibility of English pronunciation among Indonesian EFL learners from Sundanese and Javanese backgrounds. Using a convergent parallel mixed-methods design, the research analyzes non-native English pronunciation via Word Error Rate (WER) metrics from Zoom's AI-powered Automatic Speech Recognition (ASR) system. Data from Chapter IV of the dissertation covers pre- and post-VD assessments, following an Analyzing–Tailoring–Modeling (ATM) protocol that integrates audiovisual modeling, ASR-generated captions, and acoustic feedback. Quantitative analysis showed a significant improvement in intelligibility. Pre-intervention WER averaged 28.5%, reflecting L1 interference. Post-VD implementation, WER decreased by 42% to 16.6%, a large effect (Cohen's d = 1.12), and listening comprehension scores rose from 62% to 85% accuracy (η² = 0.34, p < 0.001). Acoustic analysis, performed using Praat, revealed enhanced vowel reduction (schwa durations shortened by 35%, from 120 ms to 78 ms) and improved prosodic alignment (mean F0 variation reduced by 18 Hz). Praat parameters included LPC (Linear Predictive Coding) analysis (order 10–12, window 0.025 s) for formants and autocorrelation (75–600 Hz range) for pitch, ensuring precise segmentation of 45 target words per participant against native speaker benchmarks. Qualitative data from interviews (n=24) highlighted increased learner engagement and confidence, with the "JEger–jeGER" mnemonic aiding stress placement. Observations confirmed VD's motivational appeal, aligning with Indonesia's educational policies. In conclusion, VD significantly boosts EFL learners' intelligibility through substantial WER reductions and prosodic gains, offering a scalable, technology-mediated model for pronunciation pedagogy that enhances communicative competence.
THE EFFECT OF VOWEL REDUCTION DUBBING PRACTICE ON WORD ERROR RATE (WER) OF ASR-GENERATED CAPTIONS IN ZOOM PRESENTATIONS BY EFL LEARNERS Ateng Kurnia; Rudi Hartono; Mursid Saleh; Sri Wahyuni
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/vpg9r361

Abstract

This study investigates the effect of vowel-reduction dubbing practice on the Word Error Rate (WER) of automatic speech recognition (ASR)-generated captions in Zoom-based English presentations. Employing a convergent mixed-methods design, the research examines how misarticulation related to vowel reduction—particularly the realization of schwa—shapes ASR performance and caption accuracy. Twentyseven English teacher candidates completed structured dubbing tasks followed by ASR transcription analysis using Zoom’s auto-captioning system. WER was calculated using standard computational formulae, and both quantitative data (percentages, accuracy ratios, and error rates) and qualitative data (error types, substitution patterns, and prosodic deviations) were systematically analyzed. Results indicate that substitution errors remained the most dominant ASR error type, especially when vowel reduction occurred without adequate prosodic support. A substantial improvement was observed following the intervention: the average WER decreased by approximately 52% (from 27.4% to 13.2%), demonstrating a strong effect of targeted dubbing practice on caption intelligibility. Participants who maintained clearer vowel quality and rhythmic timing achieved consistently lower WER scores, while those applying excessive or inconsistent vowel reduction produced higher rates of substitution and deletion errors. The study highlights the pedagogical value of integrating ASR-based feedback with dubbing activities to strengthen learners’ pronunciation intelligibility and schwa awareness. It further underscores the importance of TPACK-informed instruction that cultivates learners’ sensitivity to both human comprehensibility and machine recognition. Overall, these findings contribute to ongoing developments in pronunciation pedagogy by bridging technology-enhanced learning with EFL teacher education. 
Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
IT-BISA on English proficiency and digital literacy skills: Delving into students’ views and teacher’s reflections Didit Kurniadi; Issy Yuliasri; Sri Wahyuni; Zulfa Sakhiyya
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.7195

Abstract

This study introduces IT-BISA (IT-Based Integrated Skills Approach), an innovative pedagogical approach to improve EFL university students’ English proficiency and digital literacy. IT-BISA integrates all four language skills with digital tools, creating a learning environment that supports language development and digital competence. This study aims to explore how IT-BISA was implemented in a TEFL course and examine its perceived impact from both the teacher’s and students’ perspectives. A qualitative research design included students’ views and the teacher’s reflective journals (early, middle, and end-of-semester). While simple percentage data were used to describe student responses, the primary analysis involved thematic analysis of reflections and survey comments. The findings revealed that 86% of students reported improvement in speaking confidence, 80% perceived progress in reading comprehension, and 90% indicated increased ability to use digital tools for academic purposes. Additionally, 88% described the learning experience as engaging and motivating. The students showed notable growth in English proficiency and confidence, particularly in speaking and reading. Moreover, their ability to use digital tools for learning also improved. Students viewed the IT-BISA-based learning as engaging, practical, and motivating. Thematic findings further reveal increased classroom interaction, stronger learner agency, and greater responsibility for independent learning. Teacher reflections also identified challenges related to technological adaptation and varying levels of digital readiness. The approach contributes to ongoing conversations about meaningful technology integration and an integrated skills approach in language education.
The Implementation of Project Based Learning Through Two-Stay Two Stray Technique to Promote Students Creative Thinking Skill In Procedure Text Opan Siroj; Sri Wahyuni
Eduvest - Journal of Universal Studies Vol. 6 No. 1 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i1.52140

Abstract

Students’ creative thinking skills were in the low category, as they were only able to meet the indicators of fluency and flexibility, while the indicators of originality and elaboration still needed improvement. This study aims to analyze the implementation of the Project Based Learning (PjBL) model through the Two-Stay Two-Stray Technique to promote creative thinking skills in procedure text material. The research method used was a mixed-method approach with a one-group pre-test–post-test design. The research sample consisted of 30 ninth-grade junior high school students. The instruments used included a creative thinking skill test in the form of essay questions and a student response questionnaire. Data analysis involved a paired sample t-test to compare students’ mean scores before and after the treatment, followed by an N-Gain analysis with the assistance of SPSS version 25. The results of the study showed an increase in the average score of creative thinking skills from the “fair” category to the “excellent” category, with an N-Gain score in the medium category (0.673). The creative thinking indicators that showed improvement with a high N-Gain category were fluency, flexibility, and originality, whereas the elaboration indicator obtained a low N-Gain category. The average percentage of students’ responses to the learning ranged between 87%–89%, which fell into the “excellent” criteria. Based on these findings, it can be concluded that the implementation of the PjBL model through the Two-Stay Two-Stray Technique was able to equip students with creative thinking skills in procedure text material, achieving an N-Gain category of medium.
Co-Authors Abdurachman Faridi Ali Formen Asnawi, Asnawi Asti Veto Mortini Aswadi Jaya Ateng Kurnia Ateng Kurnia Bridgita Berlian Budiani Candra Puspitasari Desi Surlitasari Dewi Didit Kurniadi Dila Charisma Dwi Rukmini Dwi Setyorini Edmundus Bouk Eka Titi Andaryani Erni Suharini Fahmi Al Fiqri Fatwadika Adinia Dakoranis Frimadhona Syafri Hari Bakti Mardikantoro Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Hermansyah Hermansyah Hermansyah Ida Zulaeha Imanuel Kamlasi Isnaini Eddy Saputro Issy Yuliasri Lanlan Muhria Lanlan Muhria Marta Rodriguez Masrurotul Ajiza Mega Aulia Ardhi Much. Fadli Putra Syaeli Muhamad Rifqi Bakhtiar Muriyah Muriyah Mursid Saleh Mursid Saleh Natalia Manuhutu Nizar Alam Hamdani Nugroho, Kurniawan Yudhi Nurul Khasanah Opan Siroj Panca Dewi Purwati, Panca Puji Astuti R. M Teguh Supriyanto Rahayu Puji Haryanti Rudi Hartono Salsabilla Brita Maharani Seful Bahri Solihin, Rully Khoeru Sri Wuli Fitriati Sulastri Manurung Suwandi Suwandi Suwandi Suwandi Tahtida Niska Zahriya Treenuch Chaowanakritsanakul W, Widhiyanto Wandha Nur Handayani Yuliati zulfa Sakhiyya