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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 KREDO : Jurnal Ilmiah Bahasa dan Sastra QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Mimbar Ilmu Aptisi Transactions on Technopreneurship (ATT) 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 ELT Forum: Journal of English Language Teaching 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 Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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The Application of Multimodal Approach in the “English for Nusantara” Coursebook for 8th Graders Dwi Herwindha Mahanani; Sri Wahyuni; Zulfa Sakhiyya
Language Circle: Journal of Language and Literature Vol. 20 No. 3 (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26825

Abstract

The use of multimodal resources is increasingly essential in the developing field of education, particularly in foreign language learning. Textual materials alone can hardly meet the varied needs of learners; the principle of multimodality gives a richer experience through text, pictures, color, and symbols as well as layout. It is out of this requirement that the Indonesian government issued the English for Nusantara coursebook for 8th graders under the Merdeka Curriculum. This study discovered how multimodality is applied in the coursebook, focusing on Chapter 2, Kindness Begins with Me. Using descriptive qualitative methods and documentation techniques, the analysis applies Kress and van Leeuwen’s (2006) framework of visual grammar consisting of representational, interactive, and compositional aspects. Results indicate that the coursebook has systematically put in multimodal elements towards guiding and getting students engaged. Human and non-human visuals deliver moral values; interactive elements evoke an emotional connection; strategic layout pushes message clarity. Such mode works hand-in-hand to better both language skills and character education. The study recommends similar multimodal approaches be adopted in other educational materials for creating learning experiences that are more inclusive and meaningful for junior high school students.                                            
The Implementation of the School Literacy Movement to Build Students’ Reading Habits Fani Hindun Muawanah; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.26909

Abstract

This research is motivated by the phenomenon of low literacy culture in Indonesian society. The real step to building a reading habit from an early age is a program that can motivate students to read. As a formal learning environment, Madrasah context in Indonesia plays an important role in creating a community of readers. This study aims to determine how the School Literacy Movement (SLM) is implemented at a private primary school called MI Darul Ulum, Wates, Semarang, Indonesia and to determine the students' perceptions of implementing the SLM to build students' reading habits. The study included the school principal, three teachers, and 109 students. The study used a descriptive qualitative design with a case study design. Data was collected using observation, interviews, documentation, and questionnaires. The data analysis method used the stages such as data reduction, data display, and conclusion. The results show that the character of students' reading habits was still low due to being constrained by COVID-19 pandemic for two years. The literacy program was halted so the existing pre-designed literacy activities could not be fully implemented. Moreover, the facilities and infrastructure of the literacy program were damaged because they lacked maintenance. Only SMS (Sabtu Membaca Senyap) or silent reading program and regular school library visits could be executed among the scheduled activities. Based on the results of this study, literacy programs need to be held intensively. There is also a need for innovation or renewal in literacy programs and infrastructure to support the running of the literacy program and improve students' reading habits.
The Implementation of Differentiated Instruction in English Classroom at Junior High School Level Amrina; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 20 No. 3 (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26918

Abstract

This study aims to examine the implementation of Differentiated Instruction in English classrooms at SMP Negeri 14 Pekalongan and students' perceptions of the implementation of differentiated Instruction. The researcher employed a qualitative method. This research involved a class of 8 grade, 21 students, and an English teacher at SMP Negeri 14 Pekalongan during the academic year 2022/2023. This data was obtained using observation sheets, interviews, and questionnaires. The research findings show that Differentiated Instruction's approach involves adjusting content, processes, and products to cater to diverse learning preferences, leading to better academic performance and language acquisition. Positive student perceptions of DI indicate its success, with most students feeling they study consistent material and align with lesson plans. However, there is a need for improved support systems to ensure all students feel adequately supported. Thus, this research further examines the development, implementation, and evaluation steps, although differentiated learning is implemented in English classes.
THE ANALYSIS OF STUDENTS’ DIFFICULTIES AND LEARNING MOTIVATION IN LEARNING SPEAKING PRONUNCIATION AT THE TENTH GRADE OF MA AT-TADZKIR KALIAREN Lyana Rohmawati; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 20 No. 3 (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31202

Abstract

This study aims to investigate the students’ difficulties and students’ motivation in learning speaking pronunciation. The type of research in this study is descriptive research which aims to describe an information in the current state. This research was conducted at MA At-Tadzkir Kaliaren. The research subjects are students of 10th grade with total subjects in this research are one class, 19 students consist of 14 males and 5 females. Data collection methods used in this study were questionnaires and interviews. The result of this study indicates the learning difficulties in learning speaking pronunciation for students of 10th grade MA At-Tadzkir Kaliaren have a high category and students' motivation is in the medium category. In addition, I also found some factors that influence the students' difficulty in speaking (1) confidence, (2) lack of vocabulary, (3) pronunciation, and (4) media while the factors that influence learning motivation 1) seriousness in learning English, (2) the influence of friends in doing assignments, (3) boredom.
Think Pair Share and Google Classroom in Teaching English for Young Learners: A Literature Review Monica Ratna Irmawati; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 20 No. 3 (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31214

Abstract

This research paper examines the evolution of English language education in Indonesian elementary schools, particularly the transition from the 2013 Curriculum to the Merdeka Curriculum, and connects this shift to the current educational emphasis on deep learning. The Merdeka Curriculum promotes greater flexibility, student-centered learning, and competency-based assessment — all of which align with the principles of deep learning, which prioritizes critical thinking, creativity, and the meaningful application of knowledge rather than rote memorization. The paper highlights the need for effective English instruction for young learners, underscoring the significance of the critical period for language acquisition in children aged 2–13 and advocating for tailored teaching methodologies that address their unique characteristics. It emphasizes the challenges of teaching English to young learners compared to adults and proposes cooperative learning strategies, specifically the Think-Pair-Share technique, integrated with digital tools such as Google Classroom, to foster engagement, collaboration, and higher-order thinking skills. Using a literature review methodology, the study reviewed 25 peer-reviewed articles and reports published between 2015 and 2024, selected based on their relevance to English language teaching for young learners, cooperative learning strategies, technology integration, and the Indonesian or comparable contexts. The synthesis of these studies demonstrates that innovative teaching methods aligned with deep learning principles can improve language skills, participation, and teamwork among elementary students. Ultimately, the research offers actionable insights, including recommendations for integrating collaborative learning techniques and educational technology to advance deep learning and effective English instruction in Indonesian elementary schools.
Leveraging Questioning Techniques to Foster Students' Cognitive and Metacognitive Development Hermansyah Hermansyah; Rudi Hartono; Rahayu Puji Haryanti; Sri Wahyuni
Mimbar Ilmu Vol. 30 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.103672

Abstract

Cognitive and metacognitive skills are essential aspects of learning that determine students’ ability to think critically, regulate their learning processes, and develop a deeper understanding of content. However, classroom practices often remain limited to low-level questioning that focuses only on factual recall, thereby providing insufficient opportunities for higher-order thinking development. This study aims to systematically analyze the effectiveness of questioning strategies in fostering students’ cognitive and metacognitive skills. The research employed a Systematic Literature Review (SLR) by identifying, evaluating, and synthesizing relevant scholarly articles. Data were collected through literature searches based on specific inclusion criteria and analyzed using thematic classification and descriptive synthesis. The findings reveal that questioning strategies particularly open-ended, probing, and reflective questions significantly contribute to enhancing students’ analytical, evaluative, and synthetic abilities, while simultaneously fostering metacognitive awareness through planning, monitoring, and self-evaluation activities. The results also emphasize that higher-order questions are more effective than lower-order ones in cultivating critical thinking and problem-solving skills. The study concludes that structured questioning strategies can create active learning environments, enhance learner autonomy, and prepare students to address complex challenges in both academic and real-life contexts. The implication highlights the necessity for teachers to design questions oriented toward higher-order thinking skills and to cultivate reflective practices within the learning process.
Cadets’ Psychological Needs Satisfaction and AI Literacy in EFL: The Mediating Role of Writing Motivation Nesia Oktania; Rudi Hartono; Sri Wahyuni; Novi Rahmania Aquariza; Nyayu Yayu Suryani
Language Circle: Journal of Language and Literature Vol. 21 No. 2 (2026): Reguler Edition of October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v21i2.50101

Abstract

The growing importance of AI literacy within education context has prompted questions regarding the psychological factors that support its development in EFL contexts, particularly in a military-style higher education, where such relationships remain underexplored. Framed within Self-Determination Theory, this study investigates the levels of cadets’ basic psychological needs satisfaction, writing motivation and AI literacy. It further examines the relationships between psychological needs satisfaction, writing motivation, and AI literacy, and probes the mediating role of writing motivation. A quantitative design was employed involving 69 third-year police cadets enrolled in an English language course. Spearman’s rank-order correlation and mediation analysis using PROCESS Model 4 with 5,000 bootstrap samples were utilized to analyze the data. The findings revealed cadets demonstrated high levels of basic psychological needs satisfaction, writing motivation and AI literacy. Additionally, significant positive correlations were found among the variables (rₛ = .453–.594, p < .001), and writing motivation partially mediated the relationship between psychological needs satisfaction and AI literacy (indirect effect = 0.1738, 95% CI [0.0573, 0.3285]). These results suggest that fulfillment of psychological needs plays an important role in enhancing student motivation and, in turn, promotes AI literacy in EFL learning environments.
Comparing AI-Assisted Feedback and Collaborative Digital Writing for Improving Argumentative Writing among Indonesian EFL Students Galih Narendra Adhiatna; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 21 No. 2 (2026): Reguler Edition of October 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v21i2.58110

Abstract

Digital technologies offer EFL learners new forms of feedback and collaboration in writing instruction, yet empirical evidence comparing AI-assisted feedback and collaborative digital writing remains limited, particularly in secondary-school contexts. This study compared the effectiveness of AI-assisted feedback and collaborative digital writing in improving Indonesian EFL students’ argumentative writing and explored the learning experiences underlying the quantitative outcomes. An explanatory sequential mixed-methods design was employed with 37 tenth-grade students from two intact classes. Students in the AI-assisted feedback group revised their argumentative essays using Grammarly, while those in the collaborative digital writing group worked collaboratively through Google Docs. Quantitative data were analyzed using paired- and independent-samples t-tests, while interview data were analyzed thematically to explain the observed patterns. Both groups demonstrated significant improvement in argumentative writing performance, with the AI-assisted feedback group showing greater overall improvement. However, qualitative findings indicated that the two approaches supported different dimensions of writing development. AI-assisted feedback facilitated immediate revision, linguistic accuracy, and independent monitoring, whereas collaborative digital writing promoted idea generation, negotiation of meaning, peer interaction, and argument development. These findings suggest that although AI-assisted feedback produced stronger overall learning outcomes, collaborative digital writing provided complementary pedagogical benefits. Teachers may therefore select or combine digital writing approaches according to specific instructional objectives and learners’ needs.
Incidental Vocabulary Learning through Beauty Influencer Content on TikTok: Experiences of Indonesian EFL Students Tahtida Niska Zahriya; Sri Wahyuni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.489

Abstract

Although TikTok has increasingly been discussed in EFL learning, limited attention has been given to how non-educational beauty influencer content supports incidental vocabulary learning. This study addresses this gap by exploring Indonesian EFL students’ experiences and perceived benefits of encountering English vocabulary through beauty content on TikTok. Using a qualitative survey design, data were collected from 12 English Language Education students through open-ended questionnaires, followed by semi-structured interviews with three selected participants. The data were analyzed thematically. The findings show that students encountered English vocabulary incidentally while watching makeup tutorials, skincare and beauty product reviews, product recommendations, and Get Ready with Me videos. Vocabulary noticing and understanding were supported by captions, subtitles, repetition, product demonstrations, visual context, and influencer explanations. Students also used strategies such as re-watching videos, checking dictionaries or translation tools, reading comments, and searching online to clarify unfamiliar words. The study reveals that beauty TikTok content can provide meaningful, interest-driven, and low-pressure vocabulary exposure outside the classroom. It contributes to EFL learning by highlighting the pedagogical potential of everyday digital content as a supplementary resource for contextual vocabulary development.
Keterlibatan Kognitif Mahasiswa EFL dalam Tugas Tata Bahasa Berbantuan AI: Analisis Rekaman Interaksi Berlandaskan Kerangka ICAP Novita Narulia Sari; Rudi Hartono; Sri Wahyuni
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol. 10 No. 1 (2026): JURNAL KREDO VOLUME 10 NO 1 TAHUN 2026
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v10i1.18483

Abstract

Abstract A correct answer to a grammar question does not reveal whether a student reasoned through the item or relied on artificial intelligence. This qualitative study examined cognitive engagement in records submitted by 30 EFL students who completed five AI-assisted grammar items, producing 150 interaction episodes. Each episode contained a final answer, the prompt entered into an AI tool, and the copied AI response. The records were analyzed using the ICAP framework and an adapted coding rule focused on students’ visible contribution to grammatical content. All 150 episodes were coded as Passive; none provided the evidence required for Active, Constructive, or Interactive engagement. Although 24 prompts sought direct answers and 126 requested reasons, translations, or grammatical explanations, explanation-seeking had been modeled by the lecturer and the explanations were generated by AI. No episode contained an initial student answer for verification, student-written grammatical reasoning, or a substantive follow-up to the AI response. All final answers were correct, but the records could not establish independent understanding. The findings show that detailed prompts and extensive AI explanations should not be treated as learner-generated reasoning. Grammar tasks should require students to make their thinking visible before and after consulting AI. Keywords: AI-assisted grammar learning; cognitive engagement; EFL students; ICAP framework; student–AI interaction
Co-Authors Abdurachman Faridi Ali Formen Amelia Widihastutik Amrina Anggih Restu Aryarta Aquariza, Novi Rahmania Asnawi, Asnawi Asti Veto Mortini Aswadi Jaya Ateng Kurnia Ateng Kurnia Bridgita Berlian Budiani Candra Puspitasari Desi Surlitasari Dewi Didit Kurniadi Dila Charisma Dwi Herwindha Mahanani Dwi Rukmini Dwi Setyorini Eka Titi Andaryani Erni Suharini Fahmi Al Fiqri Fani Hindun Muawanah Fatwadika Adinia Dakoranis Frimadhona Syafri Galih Narendra Adhiatna Girindra Putri Dewi Saraswati Hari Bakti Mardikantoro Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Herlyna Cahya Ningrum Hermansyah Hermansyah Hermansyah Ida Zulaeha Imanuel Kamlasi Isnaini Eddy Saputro Issy Yuliasri Juan Carlos Rodriguez Lanlan Muhria Lanlan Muhria Lyana Rohmawati Marta Rodriguez Masrurotul Ajiza Mega Aulia Ardhi Mohamad Ahsanul Ihsan Mohamad Ikhwan Rosyidi Monica Ratna Irmawati Much. Fadli Putra Syaeli Muhamad Rifqi Bakhtiar Muriyah Muriyah Mursid Saleh Mursid Saleh Natalia Manuhutu Nesia Oktania Nizar Alam Hamdani Novita Narulia Sari Nugroho, Kurniawan Yudhi Nurul Khasanah Nyayu Yayu Suryani Opan Siroj Panca Dewi Purwati, Panca Puji Astuti R. M Teguh Supriyanto Rahayu Puji Haryanti Rini Susanti Wulandari Rudi Hartono Salsabilla Brita Maharani Seful Bahri Solihin, Rully Khoeru Sri Wuli Fitriati Stillman Miliam Asan Sulastri Manurung Suwandi Suwandi Suwandi Suwandi Tahtida Niska Zahriya Treenuch Chaowanakritsanakul Tri Maryanti W, Widhiyanto Wandha Nur Handayani Yuliati zulfa Sakhiyya Zumala Husna