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All Journal International Journal of Language Teaching and Education English Language Teaching Educational Journal Jurnal Inovasi Pendidikan dan Sains Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Educational Sciences Teaching English as a Foreign Language Journal
Ika Suciwati
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Cultural contents of senior high school English textbook entitled “Bahasa Inggris” Dwinda Dwi Lestari; Surono; Suciwati Ika
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.255

Abstract

One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.
The Impact of Feedback in Improving Students' Descriptive Writing Skills: A Case Study at SMPN 1 Hu’u Nurilah, Nurilah; Syarifuddin, Syarifuddin; Suciwati, Ika
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2668-2677

Abstract

This study aims to determine the significant influence of giving feedback on improving the descriptive writing ability of grade VIII students at SMP Negeri 1 Hu'u, Dompu, Indonesia. This study used a quantitative method with an experimental design of 20 students who were divided into experimental and control groups. In this study, the results of the pre-test showed that 65% of students obtained scores below 70. After providing feedback, the percentage of students who scored above 70 increased to 85%. To calculate the student score data, the researchers used a paired sample t-test that showed a significant improvement (p = 0.001) with a correlation value of 0.662. An analysis of the effect size yielded a Cohen value d = -1.602, indicating a large effect of the intervention. In addition, questionnaire data showed that more than 80% of students responded positively to feedback, and observations showed an improvement in students' understanding of the structure and language features of descriptive texts.
Uji Validasi E-Modul Bahasa Inggris Berbasis Ethnolinguistic Bermuatan Profil Pelajar Pancasila Ramli, Ramli; Muslimin, Ikhwannul; Suciwati , Ika; Hakim, Arif Rahman; Akbar , Muh. Rijalul; Ahyar, Ahyar
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.764

Abstract

Tujuan penelitian yaitu menghasilkan media pembelajaran berupa E- Modul Bahasa Inggris berbasis Etnolinguistic yang memuat nilai kearifan lokal, lingkungan, teknologi masyarakat yang bermuatan profil pelajar Pancasila yang layak digunakan sebagai Modul ajar Bahasa Inggris siswa SMP. Metode penelitian ini adalah pengembangan dengan model 4-D dari Thiagarajan. Model ini bertahap dari Define (pendefinisian), Design (perancangan), Development (pengembangan) dan Dissemination (penyebaran). isntrumen yang digunakan yaitu lembar validasi ahli dan validasi materi yang terdiri dari 4 aspek materi dengan 15 butir pertanyaan dan 3 aspek media dengan 13 butir pertanyaan, hasil validasi di analisis dengan rumus presentasi dan dikonversikan. Berdasarkan hasil validasi, E-Modul Bahasa Inggris berbasis ethnolinguistic Bermuatan profil pelajar Pancasila layak digunakan sebagai bahan ajar. Adapun hasil validasi oleh ahli media, E-modul pembelajaran sangat layak dengan persentase 93,8%. Adapun hasil Validasi  ahli materi Bahasa Inggris dan materi Penguatan profil Pelajar Pancasila juga mengatakan bahwa E-modul pembelajaran layak dengan persentase 85,3% sehingga rat-rata hasil validasi tersebut adalah 89,55%. Dari hasil tersebut dapat disimpulkan bahwa E-Modul Bahasa Inggris Berbasis Ethnolinguistic Bermuatan Profil Pelajar Pancasila ini sangat layak digunakan sebagai Bahan ajar Bahasa Inggris untuk siswa Kelas VIII di SMP N 2 Bolo.
Utilization of the Storytelling Method to Improve Students’ Speaking Skills Siti Nur Aisyah Mappatanga; Syarifuddin Syarifuddin; Ika Suciawati
Jurnal Inovasi Pendidikan dan Sains Vol 6 No 3 (2025): December
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v6i3.2570

Abstract

Speaking skills are one of the important aspects in learning English as a foreign language; however, in reality, it still becomes a challenge for junior high school students, including at SMPN 1 Sape. Based on the initial observation, students showed fear, lack of self-confidence, as well as limitations in vocabulary and sentence structure when speaking in English. This study aims to evaluate the effectiveness of the storytelling method in improving the English speaking skills of seventh-grade students at SMPN 1 Sape. The research method used was Classroom Action Research (CAR), utilizing a mixed-methods approach that combines quantitative and qualitative approaches. The reflective spiral model of Kemmis and McTaggart was applied in two cycles, each consisting of two meetings. Quantitative data were collected through pretest and posttest, while qualitative data were obtained through observation, questionnaires, documentation, and field notes. The results of the study showed that the students’ average score increased from 56.41 in the pretest to 78.54 in the posttest of Cycle II, with an N-Gain score of 0.51 (medium category). In addition, students’ active participation and self-confidence in speaking also experienced a significant improvement. Storytelling-based learning with a local cultural context has been proven to enhance students’ speaking skills both communicatively and contextually. In conclusion, the storytelling method is an effective learning strategy for improving junior high school students’ English speaking skills and promoting meaningful and enjoyable learning experiences
Between policy and practice: Project-based learning in Indonesian in-service English teachers’ professional education and classroom teaching Suciwati, Ika; Ramli; Zuo, Jianing
English Language Teaching Educational Journal Vol. 8 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i3.15235

Abstract

Project-Based Learning (PBL) has been widely promoted as a learner-centred pedagogy in English Language Teaching (ELT) and is increasingly emphasized in teacher professional education programs. However, limited research has examined how in-service teachers experience learning PBL during professional education and how such learning is subsequently enacted in classroom practice, particularly in online professional development contexts in developing countries. Grounded in Vygotsky’s social constructivist theory, this exploratory qualitative study investigates Indonesian in-service English teachers’ experiences of PBL during their Teacher Professional Education (TPE) program and their enactment of PBL in secondary school classrooms. Data were collected through in-depth semi-structured interviews with three in-service English teachers and analyzed thematically. The study highlights a pedagogical disconnect between individualised professional learning experiences and socially mediated classroom practice and suggest that effective professional education for PBL requires structured opportunities for sustained collaboration, guided mediation, and technology-supported interaction that mirror the pedagogical principles teachers are expected to implement. This study contributes to international discussions on teacher professional learning, PBL enactment, and digitally mediated pedagogy in EFL contexts.
Exploring Eighth Grade Students’ Anxiety in Learning English at SMPN 2 Bolo Wildaniah, Ririn; Khatimah, Khusnul; Suciwati, Ika
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57193

Abstract

Foreign Language Anxiety (FLA) is one of the psychological factors that may influence students’ performance in learning English as a Foreign Language (EFL). Although anxiety is commonly associated with students who have low language proficiency, it can also be experienced by students with relatively good English ability. From a psycholinguistic perspective, anxiety may interfere with cognitive processes involved in language learning, such as attention, memory, and language production. Therefore, this study aimed to explore the types of foreign language anxiety and the factors contributing to anxiety among eighth-grade students with relatively good English proficiency at SMPN 2 Bolo. This study employed a descriptive qualitative design with a psycholinguistic approach. Four participants were selected through purposive sampling based on predetermined criteria, including high academic achievement, relatively better English proficiency, teacher recommendation, and observable indications of anxiety during classroom interaction, particularly speaking activities. Data were collected through classroom observation and semi-structured interviews. The findings revealed that the participants experienced three types of foreign language anxiety, namely communication apprehension, fear of negative evaluation, and test anxiety. Furthermore, the factors contributing to students’ anxiety included internal factors such as lack of confidence, fear of making mistakes, limited vocabulary, and pronunciation difficulties, as well as external factors such as peer judgment and classroom atmosphere. These findings indicate that foreign language anxiety may occur even among students with relatively good English proficiency and can influence their participation during English classroom interaction and speaking activities.
Exploring Teacher Educators’ Self-Assessment of AI-Assisted Writing:: A Case Study in Eastern Indonesian Universities Suciwati, Ika; Kholidi, Muh. Azhar; Ramadhani, Suciaty; Anggeraini, Nining; Rofikah, Ummu; Pardani, Sulastri
International Journal of Language Teaching and Education Vol. 10 No. 2 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i2.57808

Abstract

This study attempts to explore how English as a Foreign Language (EFL) teacher educators perceive the impact of artificial intelligence (AI)-assisted writing on their academic writing practices, with a focus on self-assessment. Using a qualitative case study, semi-structured interviews were conducted with six early-career lecturers from universities in Eastern Indonesia who actively use AI-assisted writing tools such as ChatGPT, Grammarly, and QuillBot. The findings show that AI enhances linguistic accuracy, coherence, writing efficiency, and confidence by providing immediate feedback and supporting independent revision. At the same time, participants expressed concerns about overreliance, creativity loss, and authorship, leading them to regulate AI use critically and reflectively. The findings also highlight contextual challenges related to institutional support, digital infrastructure, and unequal access to AI resources, alongside expectations for more integrated AI applications. This study contributes to the growing literature by extending the discussion beyond AI adoption to teachers' self-assessment, explaining how AI builds writing confidence through greater writing autonomy, and providing qualitative evidence from the underexplored context of Eastern Indonesia. The findings offer practical implications for teacher professional development and the responsible integration of AI in higher education.
Co-Authors Ahyar Ahyar Akbar, Muh. Rijalul Arif Rahman Hakim Dwinda Dwi Lestari Khatimah, Khusnul Kholidi, Muh. Azhar Muslimin, Ikhwannul Nining Anggeraini Nurilah, Nurilah Pardani, Sulastri Ramadhani, Suciaty Ramli Ramli Ramli Rofikah, Ummu Siti Nur Aisyah Mappatanga Surono Syarifuddin Syarifuddin Syarifuddin Syarifuddin Wildaniah, Ririn Zuo, Jianing