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p-Index From 2021 - 2026
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All Journal JEES (Journal of English Educators Society) LEKSIKA Lead Journal
Ashari Ashari
Universitas Jenderal Soedirman
Education Languange, Linguistic, Communication & Media

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IDENTIFYING STUDENT'S CRITICAL RESPONSES TO LITERARY WORK IN LITERATURE CLASS Slamet Riyadi; Kristianto Setiawan; Ashari Ashari
LEAD (Language, Education and Development) Vol 1 No 1 (2021): Volume 1 Number 1 2021
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2021.1.1.4829

Abstract

The aim of this research is to identify the responses resulted from the activity of critical reading to literary work using Critical Discourse analysis in Introduction to Literature class in the English Education Study Program, Faculty of Culture UNSOED. The method used is qualitative method with a case study as the design. Data collection is carried out through interviews, and document studies so that the data obtained from these methods can be mutually reinforcing. Furthermore, 32 students of the Introduction to Literature course became the respondents in the study that was carried out for 8 months. The result of the study showed that there were three types of responses given by students namely - summary level 16%, -moral level 25%, -critical response level: 59%
Creative teaching in English language classrooms: A reflective and contextual interpretation Muhamad Ahsanu; Erna Wardani; Ashari Ashari
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1967

Abstract

Creativity has become a defining competency in twenty-first-century higher education, particularly in English language teaching (ELT), yet how university educators conceptualize and enact it remains under-explored. This study investigates the lived experiences of two Indonesian lecturers—one from a public and one from a private university—through a narrative inquiry approach supported by classroom observations and thematic analysis. The findings reveal that creative teaching in ELT is a reflective, adaptive, and contextually grounded process characterized by continual negotiation between pedagogical innovation and institutional constraints. Two interrelated models emerged: the Five-Facet Framework (FFF) (teaching capital, material, media, method, and evaluation) and Reflective Adaptation as the sustaining mechanism of creativity. Effective creative teaching was found to rely not on isolated techniques but on the orchestration of these five components, harmonized like instruments in an orchestra. Teachers’ passion, autonomy, and responsiveness to learners’ needs serve as catalysts that transform routine instruction into dynamic, student-centered learning experiences. Reflection and contextual empowerment further enable resilience amid limited resources and rigid curricula. The study contributes to sociocultural and constructivist perspectives by framing creativity as both a personal and collective endeavour—rooted in interaction, reflection, and contextual engagement. Theoretically, it reaffirms that creative teaching forms the foundation of effective pedagogy; practically, it advocates institutional support systems that nurture reflective professional cultures and empower teachers to sustain innovation in ELT.
ISOL Unlocking speaking potential through the magic box technique: Promoting confidence, fluency, and communicative competence at an Indonesian boarding school Muhamad Ahsanu; Rizki Februansyah; Ashari Ashari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): October 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30466

Abstract

This study examines the implementation of Magic Box (MB) to enhance English-speaking proficiency among students. The primary objective is to find out the effectiveness of Magic Box (MB) strategy in improving the learners’ speaking abilities. The use of MB indirectly leads to the shift in classroom interaction from a predominantly teacher-centered (monologic) approach to a learner-centered (dialogic) learning environment. The MB technique is designed as an interactive pedagogical tool that encourages active participation, increases student engagement, and fosters a more dynamic and communicative classroom atmosphere. The research adopted a pre-experimental design involving a single group of learners with limited English-speaking proficiency. A saturated sampling technique was employed, whereby all members of the population were included as research participants. The study was conducted in three phases: pre-test, treatment, and post-test. During the treatment phase, the MB method was systematically implemented to facilitate speaking activities. Data were collected through multiple instruments, including speaking tests, questionnaires, and classroom observations, and were analyzed using SPSS version 26. The findings indicate a statistically significant improvement in students’ speaking skills following the intervention. Descriptive statistics revealed an increase in mean scores from 53.78 in the pre-test to 68.35 in the post-test. Correlational analysis demonstrated a strong positive relationship between pre-test and post-test scores (r = .69), suggesting consistent improvement across participants. Furthermore, the results of the paired samples t-test confirmed the effectiveness of the MB method, with significance values below the threshold of p < .001. In addition, questionnaire data revealed that 69.2% of students initially perceived their speaking ability as weak; however, an equivalent proportion reported noticeable improvement after the intervention. These findings suggest that the MB technique is effective in enhancing the speaking fluency of the research participants. Overall, the study highlights the potential of MB as a transformative pedagogical strategy in English language teaching, particularly in promoting active learning and improved communicative competence.
Co-Authors Erna Wardani Kristianto Setiawan Muhamad Ahsanu Rizki Februansyah Sari, Eka Dyah Puspita slamet riyadi