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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal Journal of Dedicators Community Voices of English Language Education Society Didaktik : Jurnal Ilmiah PGSD STKIP Subang Aphorisme: Journal of Arabic Language, Literature, and Education Lingua Franca Jurnal Pengabdian Masyarakat Bangsa Metta: Jurnal Penelitian Multidisiplin Ilmu Jejak digital: Jurnal Ilmiah Multidisiplin Jurnal Ilmu Sosial dan Humaniora Sujud: Jurnal Agama, Sosial dan Budaya Journal of Literature Review Jurnal Ilmiah Literasi Indonesia
Ambarini, Ririn
Faculty Of Language And Arts Education, Universitas PGRI Semarang,
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Beyond Language: Rethinking English Learning for Muslim Learners with Disabilities in Junior Secondary Education through Islamic Values and Inclusive Pedagogy Ririn Ambarini; Listyaning Sumardiyani; Dian Ayu Zahraini; Hadi Riwayati Utami
Sujud: Jurnal Agama, Sosial dan Budaya Vol. 2 No. 4 (2026): OKTOBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/5kwbwr54

Abstract

This study explores English learning for Muslim learners with disabilities in junior secondary education through the integration of Islamic values and inclusive pedagogy. Employing a qualitative descriptive design, the study was conducted in one junior secondary school involving Grade VII and Grade VIII students. Data were collected through classroom observations, semi-structured interviews with English teachers and selected students, and analysis of instructional documents. The data were analyzed thematically by focusing on the integration of Islamic values, inclusive pedagogical practices, accessibility of English learning, and student participation. The findings indicate that English learning can incorporate Islamic values such as respect, responsibility, cooperation, honesty, compassion, and fairness through classroom activities and interactions. Inclusive pedagogical practices were reflected in differentiated instruction, repeated explanations, multimodal learning materials, individual assistance, peer support, and flexible forms of participation. The findings further indicate that accessibility and student participation are closely related to the ways teachers adapt English learning activities to students’ diverse needs. The study highlights that English learning in an inclusive Muslim educational context can extend beyond linguistic competence by connecting language development with meaningful values, equitable participation, and culturally responsive pedagogy.
Breaking the Barriers to English Reading: A Multimodal Perspective for Young Learners with Physical Disabilities Ririn Ambarini; Listyaning Sumardiyani; Dian Ayu Zahraini; Hadi Riwayati Utami
Journal of Literature Review Vol. 2 No. 2 (2026): JULI-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/v2bjk249

Abstract

English reading can be challenging for young learners with physical disabilities because conventional reading materials may create barriers to access and participation. This systematic literature review (SLR) examines how multimodal approaches can support English reading for these learners. The study reviewed 30 relevant studies identified through Google Scholar and Crossref, focusing on research published between 2016 and 2025. The findings were analyzed thematically based on accessibility, learner engagement, learner autonomy, and English reading development. The results indicate that digital texts, audio-supported materials, multimedia, interactive e-books, and assistive technologies can provide alternative ways for learners to access and interact with English reading materials. Accessibility was the most frequently reported benefit, followed by learner engagement, reading comprehension, and learner autonomy. The findings suggest that multimodality can help reduce physical and instructional barriers while creating more flexible and inclusive English reading experiences. However, its effectiveness depends on appropriate material design, accessible technology, teacher support, and learners' individual needs. This review highlights the potential of multimodal approaches as a practical strategy for making English reading more accessible and inclusive for young learners with physical disabilities.
Physical Education with Bilingual Socratic Inquiry to Strengthen Listening and Speaking Performance Ririn Ambarini; Dian Ayu Zahraini; Hadi Riwayati Utami
Jurnal Ilmu Sosial dan Humaniora Vol. 2 No. 3 (2026): JULI-SEPTEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/rtaeav12

Abstract

This study investigates the effectiveness of a Bilingual Socratic Play-Based Inquiry (SPI) Physical Education (PE) model in enhancing upper-secondary students’ English listening and speaking skills while promoting motivation, engagement, and communicative confidence. Using a quasi-experimental mixed-methods design, two classes participated as experimental and control groups. The experimental group received an eight-week bilingual SPI-based PE intervention integrating English–Indonesian instruction, movement-based inquiry tasks, and Socratic questioning. Quantitative results showed significant improvements in listening and speaking, with mean gains of 15.4 and 18.4 points respectively (p < .001), indicating strong effects of embodied, inquiry-driven bilingual instruction on language competence. Qualitative findings from observations, questionnaires, and interviews revealed high student motivation, increased willingness to communicate, and reduced language anxiety during physically active tasks. Students perceived the activities as enjoyable, engaging, and supportive of authentic language use. Although challenges emerged, such as initial difficulty following English instructions, noise management, and increased teacher preparation, these were offset by substantial affordances including improved comprehension routines, dynamic interaction spaces, and meaningful dialogue opportunities. Overall, the bilingual SPI-based PE model demonstrates pedagogical feasibility and considerable potential for integrating language learning, physical activity, and inquiry-based social value development in secondary education.
From Pictures to Written Words: Rethinking English Writing for Young Learners with Autism through Visual Sequencing Hadi Riwayati Utami; Listyaning Sumardiyani; Dian Ayu Zahraini; Ririn Ambarini
Jurnal Ilmu Sosial dan Humaniora Vol. 2 No. 4 (2026): OKTOBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/5npdtp53

Abstract

Writing in English can be challenging for young learners with autism because they may experience difficulties in generating ideas, recalling vocabulary, organizing events, and constructing sentences. This study explores the use of visual sequencing to support English writing among second-grade elementary school learners with autism. A descriptive qualitative research design was employed. Data were collected through classroom observations, learners’ written work, and a semi-structured teacher interview. The data were analyzed thematically to identify patterns related to vocabulary use, organization of ideas, sentence construction, learner engagement, and teacher scaffolding. The findings indicate that visual sequencing helped learners connect pictures with English vocabulary and organize events in a logical order. The picture sequences also supported learners in moving from individual words to simple sentences and short texts. In addition, learners demonstrated greater engagement when writing activities were supported by concrete and predictable visual information. However, teacher scaffolding remained necessary, particularly through vocabulary prompts, sentence starters, modeling, and repetition. The study concludes that visual sequencing can serve as an effective scaffold for making English writing more concrete, structured, and accessible for young learners with autism.
Integrating Bilingual SPI in Physical Education to Strengthen English Literacy: Enhancing Writing, Speaking, Listening, and Reading Ririn Ambarini; Listyaning Sumardiyani; Dian Ayu Zahraini; Hadi Riwayati Utami
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): AGUSTUS-SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/k5d2dk68

Abstract

This study investigates the effectiveness of integrating Bilingual Structured Play Inquiry (SPI) into Physical Education (PE) to enhance students’ English literacy skills—writing, speaking, listening, and reading—through movement-based learning. Grounded in previous research on bilingual pedagogy, microteaching innovations, and multimodal instruction, this study extends existing work by embedding structured bilingual literacy strategies within active play activities, a context rarely explored in English language learning. Using a mixed-methods design, data were collected through literacy assessments, classroom observations, and student–teacher perception surveys. Results indicate significant improvements across all four literacy domains, with students demonstrating higher accuracy, fluency, and comprehension when English prompts were integrated into inquiry-based physical tasks. Qualitative findings further reveal that active play reduces language anxiety, increases engagement, and promotes spontaneous English production. Teachers reported greater awareness and readiness to integrate bilingual strategies effectively. Overall, the findings suggest that Bilingual SPI in PE provides an authentic, enjoyable, and cognitively rich environment that strengthens English literacy holistically while maintaining PE learning goals. This model offers a practical pathway for schools seeking to foster bilingual competence through interdisciplinary approaches.
Co-Authors AB Prabowo Anggi Ulul Hasanah Arso Setyaji Bayu Laveresa Dian Ayu Zahraini Dian Ayu Zahraini Eva Ardiana Eva Ardiana Indrariani Farhan Zaidannur Aulia Firjatullahi Fitri Yulianti Grace Yeh Shiang Hadi Riwayati Utami Indri Kustantinah Lilik Fajar Rahmawati Listyaning Sumardiyani Listyaning Sumardiyani Muhammad Syahril Sidiq Naily Mufidatul Azka Nur Hidayat Sherlyanastasya Deby Sri Wahyuni Subur Laksmono Wardoyo Suwandi Widia Listianingsih Yulia Ratimiasih