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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Litera EDULITE: Journal of English Education, Literature and Culture Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat Indonesian EFL Journal Berumpun: international journal of social, politics and humanities English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society ELT in Focus Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Ilmiah Spectral Research in Social Sciences and Technology ELP (Journal of English Language Pedagogy) Nusantara: Jurnal Pendidikan Indonesia Jurnal Wawasan Pendidikan English Learning Innovation (englie) Datokarama English Education Journal (deejournal) Lingua Franca JOEL: Journal of Educational and Language Research Jurnal Pendidikan Progresif ETERNAL: English Teaching Journal
Siti Nur’aini
Universitas PGRI Semarang
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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MANUAL AND DIGITAL MAKE A MATCH: AN EXPERIMENTAL STUDY ON VOCABULARY AND MOTIVATION Ni'amah, Lailin; Nur'aini, Siti; Setyaji, Arso
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25146

Abstract

Vocabulary mastery is a crucial element of language acquisition, and students' success is significantly influenced by their motivation and the teaching methods used. Traditional approaches often struggle to keep students engaged, which has led to a growing interest in game-based learning strategies. One effective method is "Make a Match," an interactive technique that combines play with educational goals. However, there has been limited research comparing the effectiveness of its manual and digital versions in enhancing vocabulary mastery and learning motivation. This study utilized an experimental design involving two groups of seventh-grade junior high school students. One group received vocabulary instruction through the manual version of Make a Match, while the other group used the digital version. Both groups completed pretests and posttests to assess vocabulary proficiency and filled out a motivation questionnaire. The data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings indicated that both versions of Make a Match significantly improved students' vocabulary acquisition and motivation. The manual version demonstrated slightly higher gains in vocabulary mastery, emphasizing the value of direct peer interaction and face-to-face communication. Meanwhile, the digital version was appreciated for its accessibility and innovative features, despite encountering some minor technical challenges. These results highlight the importance of integrating both traditional and digital approaches in language teaching and provide practical insights for educators seeking to enhance vocabulary learning outcomes.
EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS Nabila Muna Kusuma; Siti Nur'Aini; Theresia Cicik Sophia Budiman
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10570

Abstract

 Teaching practicum is a component of teacher education programs that provides pre-service teachers (PST) with practical classroom experience. This study investigated the teaching strategies and challenges of Indonesian student teachers during practicum in Thai schools. The study involved 27 participants from 4 universities in Central Java who participated in a one-month internship program. Using qualitative methods, data were collected through open-ended questionnaires and interviews. All 27 participants agreed to complete open-ended questionnaires regarding the challenges experienced during the teaching practicum. From the results of the questionnaire, only 4 participants agreed to be interviewed further regarding teaching strategies. The results obtained from filling out the questionnaire about the challenges showed that 89% experienced language barriers, 8% were constrained in learning media, and 4% had difficulty finding halal food. On the other hand, the results obtained from interviews show that PST apply teaching strategies using digital media, printed media, and ice-breaking. Based on these findings, it can be concluded that the use of strategies in teaching must be appropriate and can make students understand the material presented by PST due to the limited language and media.Keywords: pre-service teachers; teachers’ strategies; challenges; teaching practicum.                                    
Exploring students’ narratives: Understanding self-efficacy in vocabulary mastery Ina Muftia; Listyaning Sumardiyani; Siti Nur'Aini
English Learning Innovation Vol. 6 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i1.38718

Abstract

This study aims to illustrate how students perceive their confidence level in their ability to learn the English language. One important factor in the learning process is self-efficacy, the belief that one can learn. This study aims to find out which vocabulary teaching strategies work best and to get students feedback on their preferred approach. This qualitative study uses pretest-post-test evaluation, questionnaire completion, and interviews with eighth-grade students at SMPN 24 Semarang. The results indicate that the majority of students have high self-efficacy and prefer the gamified online tool Duolingo for learning English vocabulary. Students also choose songs, dictionaries, peer group discussions, and mixed methods. The study's findings showed that the widespread use of Internet tools for vocabulary acquisition gives credence to their classroom use. This research is anticipated to shed further light on the connection between student language competence and self-efficacy.
Pedagogical Practices in Teaching Cohesive Devices in EFL Writing Courses: A Case Study at Fezzan University Ali Abdullah Ahmad Albayyan; Siti Nur'aini; Arso Setyaji; Amnnah Abdulwahhab
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.160

Abstract

Academic writing remains a challenge for university-level EFL learners, particularly in producing coherent texts through the effective use of cohesive devices. In the Libyan EFL context, previous studies have mainly examined cohesion errors in students’ writing, while limited attention has been given to the pedagogical and curricular practices that shape students’ use of cohesive devices. This study investigates how cohesive devices are taught within the writing curriculum of the English Department at Fezzan University. Using a descriptive qualitative case study design, the study involved syllabus analysis of five writing courses, questionnaires administered to 20 undergraduate students, and semi-structured interviews with five writing lecturers. The analysis was guided by Renandya et al.’s (2021) “Bridging the Reading–Writing Gap” framework to examine reading-writing integration across curriculum, teaching practices, and student learning experiences. The findings revealed that although the writing courses follow a logical progression from sentence-level writing to advanced academic writing, cohesive devices are mostly addressed implicitly rather than through systematic discourse-level instruction. Lecturers primarily emphasized grammar and vocabulary, while cohesion was treated as a secondary skill acquired through writing practice. The study suggests that integrating reading and writing instruction with explicit teaching of cohesive devices may better support students’ academic writing development.
Pioneer Teachers’ Professional Identity Construction: Self-Efficacy and The Praxis Shock of Teachers’ Experiences Siti Nur'Aini; Listyaning Sumardiyani; Panithi Amatayakul; Laily Nur Affini; Nuning Zaidah
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp860-884

Abstract

This study examines the formation of professional identity among teachers who participated in the Pioneer Teacher Program (PT Program) through the lens of self-efficacy and their responses to changes in their environment and mindset. This research used a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive understanding of their experiences. A total of 89 participants from various regencies were involved, representing a diverse range of backgrounds and teaching contexts. Quantitative data were analyzed using ANOVA to measure the self-efficacy of teachers across the group of pioneer teachers, candidates of pioneer teachers, and instructors of pioneer teachers. The qualitative and other supporting data from interviews, open-ended responses, and the researchers’ notes were analyzed thematically using MAXQDA to gain deeper insights into the teachers’ construction of professional identity. The ANOVA analysis indicates no statistically significant differences across the measured competencies among the groups. The results were informed by evidence that all participants have equally strong backgrounds prior to joining the training program. While pioneer teachers demonstrate moderate to high levels of self-efficacy and digital skills, the formation of their professional identity is shaped more profoundly by mentorship experiences and community engagement. The way teachers changed their mindset in the classroom practice after joining the program, and they started to decompartmentalize their teaching. They transitioned from traditional, content-focused teaching to lead a more student-centered classroom and to adopt approaches that strengthen students’ character. Despite differences in regional contexts, a common theme emerged: participants began to see themselves not just as educators, but as change agents and instructional leaders. The study highlights the importance of systemic support and ongoing professional development in fostering sustainable identity transformation among teacher leaders. Keywords: pioneer teachers, pioneer teachers’ program, professional identity, self-efficacy.
inggris inggris Hanum Setyaningrum; Ririn Ambarini; Siti Nur'Aini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (2026): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v11i2.1207

Abstract

        This study aims to investigate the effectiveness of integrating subtitled YouTube videos with reading worksheets to enhance vocabulary mastery and reading comprehension among 10th-grade senior high school students in the EFL context. The primary research problems addressed include students’ limited vocabulary hindering text comprehension and the suboptimal impact of standalone videos without supplementary activities. Employing a quantitative pre-experimental design with a single-group pretest and posttest, the research involved 35 students from class 10 at MA Darut Taqwa Semarang. Interventions spanned five sessions using validated reading worksheets (initially 21 valid items with Cronbach’s ? = 0.903), analyzed via the Wilcoxon signed-rank test due to non-normal data distribution. The findings show that the integration of subtitled videos and worksheets significantly improved students’ vocabulary and reading performance. This indicates that multimodal learning more effective than video alone in supporting comprehension, retention, and engagement. In conclusion, the integration offers a cost-effective, adaptable model for EFL instruction in resource-limited madrasahs, with implications for digital curriculum development.
The Implementation of Make a Match Method Using the Jakarta Post to Improve Students’ Reading Skills Nanda Lintang Ratri; Maria Yosephin Widya Lestari; Siti Nur'aini
Lingua Franca Vol. 3 No. 1 (2024): Bahasa dan Sastra
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/lingua_franca.v3i1.2605

Abstract

The main objectives of the study are 1) to find out students reading mastery before being taught by applying Make a Match using The Jakarta Post in the learning process. 2) to find out students reading mastery after being taught by applying Make a Match using The Jakarta Post in the learning process. 3) to find out the differences between the students reading mastery taught by applying by Make a Match and without applying Make a Match using The Jakarta Post in the learning process. In this case, the researcher adopted Quantitative Research. This study took data sources of 72 students from class X Man 1 students in Semarang. Then the researcher made an instrument by making double choice questions as a pre-test and post-test to assess students' reading progress after being taught Make a match as a method and applied to the text in the form of Jakarta post. The result of pre-test mean of both classes is 66.25 for experiment class and 61.39 for control class. And the result of post-test mean of both classes is 85.97 for experimental and 74.03 for control class. Those result were formulated with t-test formula. The test score showed that t-test > t-table. The t-test is obtained 1.935 for 5 percent (0.05) alpha level of significant. The percentage of t-table 5% is -2,021. The computation shows that 1,935 > -2,021. The conclusion of this study is to improve students’ reading by applying Make a Match using The Jakarta Post is recommended and effective.
Flouting Gricean Maxims in High-Context Communication: Evidence from Asian Boss Street Interviews Fitrah Akbar Nasukha; Siti Nur 'Aini; Theresia Cicik Sophia B.
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.v7i2.3622

Abstract

This study examines how conversational maxims are flouted in high-context cultures through a pragmatic analysis of a YouTube video from Asian Boss Channel. The purpose of this study is to observe how the Gricean Maxims of Quality, Quantity, Relation, and Manner are flouted by the interviewees who originally came from a high-context culture region. This study also observes how these flouted conversations reflect on their communication flows. This study draws on the qualitative approach; data were collected from video transcriptions and observation of the videos containing spontaneous street interviews in the channel. Selected utterances were chosen through purposive sampling based on their maxim violations. The findings reveal that responders often flout maxims, especially those of Quality and Quantity, as a strategy to maintain politeness, avoid directness, and convey implied meanings. Flouting a maxim in such contexts often reflects culturally informed strategies rather than conversational breakdowns, aligning with implicit norms within the speaker’s cultural settings.  This study reveals that flouting maxims is a common feature of communication in high-context cultures. These findings of the study offer insight into the crossing of pragmatics and cross-cultural communication and may contribute to a deeper understanding of language use in multicultural communication contexts.
The Use of Quizizz to Increase Students' Ability in Writing Descriptive Text Roselly Estherlin Rambi; Siti Nur’Aini; Arso Setyaji
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

The objective of this research was to investigate how extend YouTube and Quizizz could increase students’ ability in writing descriptive text.  The method used in this research was quantitative.  The students underwent pretest before the treatment and post-test after the treatment. The objective of writing descriptive text is to describe someone, a place, or something. Writing is one of a language’s skills that needs composing, which means to convey some information narratively, descriptively, expositorily, or argumentatively.   Writing itself is a complex combination of cognitive and metacognitive activities such as brainstorming, planning, outlining, organizing, drafting and revising. Descriptive text is formed by identification and description. By doing descriptive writing the students will have the ability to depict the sensory attribute of an object.  There are four components in descriptive text language feature: participant, adjective, present tense, and action verb.  Therefore, teaching media is needed to increase students’ writing descriptive text ability. In 2025 there were 143 million users of YouTube. YouTube is accessed because of its exciting and educative purpose fit the need of Junior High School students. Social media platforms especially YouTube and Instagram give positive impact for ESL students’ vocabulary and motivation. It is stated that Quizizz has positive influence upon English teaching and learning. Quizizz can improve grammar understanding significantly. Quizizz also can enhance students’ grammar understanding also. Quizizz increased students’ learning English motivation. Students enjoyed Quizizz because it enhanced their involvement and encouragement along classroom activities. This research showed that there was a positive relationship between Quizizz and ability of writing descriptive text. 
Co-Authors Ajeng Setyorini Ali Abdullah Ahmad Albayyan Amnnah Abdulwahhab Ardine, Maria Novia Arso Setyaji Bintang Alam Mahardhika Dias Andris Susanto Dyah Nugrahani Faiza Hawa Faiza Hawa Fifi Tofiqah Bosavi Firas Fouzi Ibsheeyah Fitrah Akbar Nasukha Hanum Setyaningrum Hilsa Andriyan Fisara Ina Muftia Iqlima Sarah Kismawati Ja'far Sodiq Kusumawardani, Liya Laily Nur Affini Laily Nur Affini Listyaning Sumardiyani Listyaning Sumardiyani Liya Kusumawardani Maram Miftah Aldizeeri Maria Yosephin Widya Lestari Mauldy, Annisa Nabila Muna Kusuma Nanda Lintang Ratri Nuning Zaidah Nuning Zaidah Nur Hidayat Oktora, Anggraeni Rety Panithi Amatayakul Rahmawati Sukmaningrum Ririn Ambarini Roselly Estherlin Rambi Senowarsito, Senowarsito Siti Lestari Siti Mundhiyanti Sri Hartati Theresia Cicik Sophia Budiman Utami, Ni Luh Kadek Mega Wiyaka Wiyaka Wiyaka Wiyaka Wulandari, Annisa Septi