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All Journal English Review: Journal of English Education Journal of Foreign Language Teaching and Learning Indonesian EFL Journal Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Suluh Pendidikan FOSTER: Journal of English Language Teaching LETS: Journal of Linguistics and English Teaching Studies Prosiding Seminar Nasional Program Pengabdian Masyarakat EPIGRAM (e-journal)
Fitria Rahmawati
English Language Education Department, Faculty Of Language Education, Universitas Muhammadiyah Yogyakarta, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Social Sciences Other

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INVESTIGATING EFL TEACHERS’ APPROACHES TO MEANINGFUL LEARNING IN BLENDED-LEARNING LISTENING AND SPEAKING COURSES Rahmawati, Fitria
Indonesian EFL Journal Vol. 8 No. 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5602

Abstract

This study explored the approaches applied by EFL teachers to create meaningful learning activities to teach listening and speaking skills in a blended learning context and investigated some contributing factors in implementing the activities. Six EFL teachers with a diverse length of teaching experiences were purposively selected as the participants of this study. A case study was adopted as the research design involving several data-gathering techniques, including in-depth interview, document analysis, and observation. The study revealed some approaches implemented by the EFL teacher-participants to facilitate meaningful learning activities to teach listening and speaking skills in a blended learning context, both in the offline and online delivery modes. In addition, drawing inferences from the data, some factors became considerations by the teachers in selecting instructional approaches to be implemented to teach both English skills in a blended learning context. The study’s findings suggest the need for EFL teachers to carefully select and implement meaningful learning activities in a blended learning context specifically for teaching listening and speaking skills to assist student learning and provide better learning outcomes.Keywords: blended learning; in-class learning; out-class learning; listening and speaking skills; instructional activities; contributing factors
SENIOR HIGH SCHOOL STUDENTS’ PERCEPTIONS OF USING SOCIAL MEDIA IN LEARNING ENGLISH IN POST COVID-19 PANDEMIC Rahmawati, Fitria; Belinda, Fathya
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9288

Abstract

Despite the pandemic, many schools persist in giving priority to the exploitation of technology, especially social media. Social media provides numerous advantages for students, functioning as channels for communication, instruments for participation, and platforms for collaboration. This study investigates the use of social media in English learning by public senior high school students in Cirebon in the post covid-19 pandemic. The objective of this study is to discover the perspectives of senior high school students regarding the social media platforms they utilize for English language learning. Additionally, it seeks to determine the activities undertaken by students on social media for English language learning in the post Covid-19 pandemic. This study employed a descriptive qualitative methodology. The participants consisted of six students from a public senior high school in Cirebon. The researcher used interviews as the data collection. The results of the study revealed TikTok, YouTube, Instagram, Twitter or X, and WhatsApp as social media platforms that are utilized by senior high school students for English language learning. Furthermore, the English learning activities undertaken by senior high school students using social media include watching videos on social media, taking notes, commenting on social media’s live broadcasts, practicing English skills, interacting with others, and sharing learning media and materials. By integrating social media into English language instruction, this study offers educators valuable insights for developing engaging learning activities.Keywords: Post-pandemic; EFL learning; Social media; Social media platform; Learning activities 
TEACHER AWARENESS, IDENTIFICATION OF LEARNING DIFFICULTIES, AND EFFECTIVE TEACHING STRATEGIES FOR ENGLISH GRAMMAR MASTERY Maryam Sorohiti; Harun Noor Rochman Nugraha; Fitria Rahmawati
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9330

Abstract

English grammar learning poses a significant challenge for teachers, particularly in countries characterized by linguistic and cultural diversity, such as Indonesia. Although English language learning, which inherently encompasses grammar, is compulsory in Indonesian junior high schools, students face difficulties due to the absence of engaging learning strategies. This descriptive qualitative research delved into the perspective and experiences of three Grade 10 teachers from two private high schools in Yogyakarta. The focus was on their awareness of students' difficulties in learning grammar, their perception of the challenges encountered by students in mastering grammar, and their effective teaching strategies aimed at assisting students in overcoming these challenges. The research was conducted through one-on-one, in-depth interviews with the participating teachers. This study revealed that teachers possess the awareness to identify their students' difficulties in learning grammar. In addition, the challenges faced by students primarily stem from their limited exposure to English and lack of motivation. To address these challenges, teachers employ effective strategies such as guided spoken sentence construction and the use of games. These strategies not only provide a structured approach to grammar learning but also make the process engaging and enjoyable for students. By acknowledging the unique needs of their students and utilizing effective teaching methods, teachers play a crucial role in facilitating the mastery of grammar skills.Keywords: EFL Teachers, Grammar, Awareness, Obstacles, Teaching Methods 
AN ANALYSIS ON ESP STUDENTS’ ONLINE LEARNING NEEDS: BASIS FOR DEVELOPING A TAILORED ONLINE LEARNING PLATFORM Fitria Rahmawati; Dewanti Ratna Pertiwi; Sittie Noffaisah B. Pasandalan
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11771

Abstract

This study aims to analyze the needs of Adisutjipto-Aerospace Institute of Technology (ITDA) Yogyakarta students on online learning as the basis for the creation of an online learning platform. The research focused on and investigated 1) how students perceive the implementation of synchronous and asynchronous online learning in terms of content and structure; and 2) the students' learning needs regarding learning mode and activity, teacher aspect, and technical aspect of the online learning implementation. A survey design and a questionnaire were employed for a total of 146 students from one Mechanical Engineering class and three Aerospace Engineering classes who were all enrolled in an English course. The number of samples taken from the entire population was 119, with a confidence level of 5% and randomly selected. It was found that the three most important aspects in online learning are that of teachers with a mean value of 3.266 (very high), followed by learning content and structure (mean value of 3.153) and technical (mean value of 3.127) which are high. The research revealed in an online learning platform, teachers have a crucial role in the learning process of the students and in having a holistic online learning implementation. The results became the basis for further developing the content and structure of ITDA’s online learning platform, ELENA.
Developing and Evaluating a Project-Based Academic Vocabulary Flipbook Integrating Papuan Local Wisdom: Validity, Practicality, and Effectiveness -, Heriyanti; Pasandalan, Sittie Noffaisah; Rahmawati, Fitria; Yuliana; Andini Putri Cahyani; Rumasukun, Halima
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i1.1886

Abstract

Academic vocabulary is essential for university students’ success in scientific reading and writing, yet instructional approaches remain largely conventional and insufficiently connected from students’ cultural contexts. This study aimed to develop and evaluate a project‑based academic vocabulary flipbook integrating “Papuan local wisdom” for the English Education Study Program at Universitas Muhammadiyah Sorong. The flipbook was developed using the ADDIE model through needs and curriculum analysis, instructional design, multimedia content creation using “Canva”, “YouTube”, and “Heyzine”, limited implementation with 20 students, and expert as well as user evaluation. Data were collected via questionnaires, expert validation rubrics, interviews, and pre‑ and post‑tests, and were analyzed descriptively and using a paired‑sample t‑test. The findings show high validity, with subject matter experts assigning a mean of 3.85 (“excellent”) for content, and media experts 3.82 (“excellent”) for technical quality; students rated the flipbook “good” (mean 3.41) across instructional and technical aspects. For practicality, experts and students reported overall scores of 96.18%, 95.57%, and 84.94% (“very practical”). Pre‑ and post‑tests showed an average gain of 10.30 points (from 55.10 to 65.40) in academic vocabulary scores, with t(19) = ‑3.884, p = 0.001, indicating a significant improvement. Qualitative feedback highlighted the flipbook’s “clarity, engagement, and cultural relevance” and its role in helping students correctly use academic vocabulary in meaningful, project‑based contexts. In sum, the developed flipbook is valid, practical, and effective for enhancing academic vocabulary learning in a culturally responsive manner.
ENHANCING STUDENTS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING: THE USE OF CAKAP AND BUSUU APPLICATIONS Atalisi Zalukhu; Fitria Rahmawati; Aliya Noor Cahyani; Maryam Sorohiti
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2426

Abstract

This study investigated the effectiveness of Mobile-Assisted Language Learning (MALL) in enhancing students’ writing skills through the use of the CAKAP and Busuu applications. The objectives of the study were to examine the effect of the CAKAP application on students’ writing skills, to determine the effect of the Busuu application on students’ writing skills, and to identify which application provides a more significant improvement in students’ writing performance. The study employed a quantitative research design using a quasi-experimental method involving three classes: Experimental Class I (CAKAP), Experimental Class II (Busuu), and a control class receiving conventional instruction. Pre-tests and post-tests were administered to measure students’ writing ability before and after the treatment. The data were collected through writing tests and analyzed using a t-test. The findings revealed that students’ writing ability before the treatment was relatively low in both experimental groups. After the implementation of the applications, students in both experimental classes showed significant improvement in their writing performance. The t-test results indicated that the t-value for the CAKAP group (11.611) was higher than the t-table value (1.68657) at the significance level of 0.05 with a degree of freedom of 35. Similarly, the Busuu group showed a t-value of 11.501, which was also higher than the t-table value. These results indicate that both applications significantly improved students’ writing skills. However, the CAKAP application demonstrated a slightly higher effect compared to the Busuu application. Therefore, the alternative hypothesis was accepted, and the null hypothesis was rejected. The study suggests that mobile-assisted language learning applications such as CAKAP and Busuu can serve as effective tools for improving students’ writing skills in English language learning contexts.
MULTIMODAL READING TEXTS AND EFL UNDERGRADUATES’ ACADEMIC WRITING DEVELOPMENT: A QUALITATIVE CASE STUDY IN INDONESIA Atalisi Zalukhu; Fitria Rahmawati; Yuanita Arianti; Aliya Noor Cahyani
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2411

Abstract

The integration of reading and writing has long been recognized as a crucial component in second language learning. However, most previous studies have focused primarily on linear academic texts, with limited attention to the role of multimodal reading materials in supporting students’ academic writing development. This study investigates how multimodal reading texts influence the academic writing development of English as a Foreign Language (EFL) students. Using a qualitative case study design, the study involved approximately 20–25 undergraduate students enrolled in an Academic Writing course in an English Language Education program. Data were collected through classroom observations, analysis of students’ writing samples, and semi-structured interviews. The data were analyzed using thematic analysis and qualitative discourse analysis to examine patterns in students’ perceptions and developments in their written texts. The findings reveal that exposure to multimodal texts such as infographics, visual essays, and digitally enriched articles enhances students’ ability to generate ideas, organize arguments, expand lexical choices, and engage critically in academic writing. Students also demonstrate an improved capacity to synthesize information from multiple modes into coherent written arguments. These results suggest that integrating multimodal reading materials into writing instruction can effectively support academic writing development in EFL contexts. However, the findings are limited to a single instructional setting and a relatively small participant group; therefore, caution should be exercised in generalizing the results. Nevertheless, the study provides transferable pedagogical insights for integrating multimodal reading and writing practices in higher education EFL classrooms.
The Effects of Fun Active Learning and Visualization Strategies on EFL Students’ Speaking Skills: A Quasi-Experimental Study in an Indonesian Senior High School Atalisi Zalukhu; Fitria Rahmawati; Mariska Intan Sari; Aliya Noor Cahyani
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.328

Abstract

The goal of this study was to look at speaking problems among secondary school students by closely watching how their speaking skills grew during the learning process. This study used a collaborative classroom action research method, where the researchers worked together with the Year 11 English teacher at SMA N 8 Medan instead of doing the research on their own. Before the test, the average score was 58.65, but after the test, it went up to 73.78. These results show that students' speaking skills improved a lot after using the narrative approach. When comparing the scores before and after the teaching strategies were used, there was a big difference in how well the students performed. The data analysis supports the first research question by showing that using visualization tactics really helps improve the speaking skills of students at SMA N 8 Medan. More research shows that visualization tactics help students get better at speaking, as seen from the increase in scores from 55 to 96. Comparing the pre-test and post-test scores shows a big difference in student performance before and after applying the teaching strategies. The results of the data analysis confirm the first research question by showing that using visualization tactics effectively improves the speaking skills of students at SMA N 8 Medan. Further research shows that visualization tactics help students improve their speaking skills, as seen from the increase in scores from 55 to 96.
AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah; Tara Mustikaning Palupi; Aliya Noor Cahyani; Atalisi Zalukhu
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (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.v7i2.419

Abstract

This study investigates the effect of AI-assisted critical reading on EFL students’ argumentative writing performance. Although previous studies have explored AI in language learning, limited research has specifically examined its role in integrating critical reading with argumentative writing in EFL contexts, particularly using a mixed-methods approach. Employing a mixed-methods approach with an explanatory sequential design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through AI-assisted critical reading, while the control group was taught using conventional methods. Data were collected through writing tests (pre-test and post-test) and semi-structured interviews. The quantitative data were analyzed using paired and independent sample t-tests, while the qualitative data were analyzed thematically. The findings revealed that the experimental group showed significantly greater improvement in writing performance compared to the control group, with a large effect size. The results also indicated that AI-assisted critical reading enhanced students’ ability to analyze texts, generate ideas, and organize arguments effectively. In addition, students reported positive perceptions, including increased engagement, confidence, and motivation in learning. This study contributes to the growing body of literature by demonstrating the effectiveness of AI as a cognitive and pedagogical tool that supports the integration of reading and writing processes in EFL contexts.
Co-Authors -, Heriyanti Aliya Noor Cahyani Andini Putri Cahyani Atalisi Zalukhu Belinda, Fathya Cahyani, Aliya Noor Dewanti Ratna Pertiwi Gabrina, Putri Alfa Sobri Harun Noor Rochman Nugraha Hatmanto, Endro Dwi Lanoke Intan Paradita Lutfiyah Lutfiyah Maryam Sorohiti Maryam Sorohiti Pasandalan, Sittie Noffaisah Putri Alfa Sobri Gabrina Rumasukun, Halima Sari, Mariska Intan Tara Mustikaning Palupi Yuanita Arianti Yuliana Yuliana