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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LingTera Journal on English as a Foreign Language (JEFL) Journal of English and Education Journal of Foreign Language Teaching and Learning ETERNAL(english, teaching, learning, and Research Journal) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Early Childhood Research Journal (ECRJ) JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL JOLLT Journal of Languages and Language Teaching Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) JURNAL ILMIAH GLOBAL EDUCATION Indonesian Journal of EFL and Linguistics Formosa Journal of Sustainable Research (FJSR) International Journal of Contemporary Studies in Education REGISTER JOURNAL
Dyah Setyowati Ciptaningrum
Universitas Negeri Yogyakarta
Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring Students’ Engagement in Blended Learning Siti Alawiyah Aini; Dyah Setyowati Ciptaningrum
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 6 No 2 (2024): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v6i2.1080

Abstract

The COVID-19 pandemic brought significant changes to education, prompting a shift to blended learning post-2022. A study conducted with 250 English Education master's students at Universitas Negeri Yogyakarta explored student engagement in this new learning model. Using an adapted engagement scale and assessing barriers and efforts, researchers found moderate engagement levels with low barriers. Students actively worked to maintain their engagement, regardless of gender or age, though differences in engagement levels did surface between males and females, and across age groups. Interestingly, efforts and barriers didn't significantly vary by gender or age. The study concluded that both barriers to engagement and students' efforts strongly influenced their overall engagement in blended learning. These findings highlight the adaptability and commitment of students in navigating blended learning environments, underscoring its effectiveness as a teaching approach post-pandemic.
ENGLISH MATERIALS DEVELOPMENT FOR AN UNDERGRADUATE COMMUNICATION STUDY PROGRAM: A NEED ANALYSIS IN INDONESIAN CONTEXT Dewi, Henda Harmantia; Hidayatulloh, Sibakhul Milad Malik; Sukarno, Sukarno; Lestari, Aryanti Eka; Dewi, Ifti Luthviana; Ciptaningrum, Dyah Setyowati
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 1 (2023): April 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i1.5208

Abstract

Need analysis (NA) is one of the initial steps in developing learning materials. In the English for Specific Purposes (ESP) context, it is an essential asset to identify learners’ needs and determine the areas they are lacking. Thus far, NA particularly in Communication Science Program (CSP) in Indonesia has not been widely explored. In University Y, the CSP students are lacking English language learning materials. Therefore, this mixed-method study aims to explore the results of NA for developing such materials. The data were gathered through document analysis, lecturer and alumna interviews, along with student surveys. The results revealed that students' learning needs focus on the desire to improve their English proficiency, particularly in speaking and grammar, for career orientation. Moreover, the materials should be compiled with text types that support the achievement of the goals e.g., advertisements, reports, narrative and argumentative texts that are preferable to be taught through a BL delivery method. These materials should also be actualized in activities that can accommodate three learning styles, namely visual, audio, and kinesthetic, with more emphasis on the first. The implication of these findings will be helpful to create a more effective English class based on the current demands.
Instrument development for integrating character education in ELT materials: Students"™ needs survey Ciptaningrum, Dyah Setyowati; Fadhlia, Hilda Nur; Jinabe, Megan; Kalatingal, Hameeda; Yu, Zhao
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.84102

Abstract

In addition to acquiring language skills, English students need to develop character to become responsible global citizens. Learning materials play a crucial role in building students"™ competencies, making it essential to integrate character education (CE) into English language teaching (ELT) materials. This study aims to develop valid and reliable survey instruments to collect data on students"™ needs for designing CE-integrated materials. Using the MEASURE approach, the instrument framework is based on ELT and CE theories. A pilot survey was conducted, and Cronbach"™s Alpha and Confirmatory Factor Analysis (CFA) were used to ensure reliability and validity. The results confirm the instrument"™s suitability for larger-scale application to assess students"™ needs for CE in classrooms. Researchers and educators can use this tool to gain insights into student expectations and gaps in CE integration. Future research is recommended to test the instrument at different educational levels and to develop complementary instruments capturing teachers"™ perspectives to further enhance the integration of CE in ELT.
Utilization Of Digital Media In English As A Foreign Language (EFL) Classess At The Junior High School Level In The “Program Sekolah Penggerak” Dheasari, Hafilda Aprillia; Ciptaningrum, Dyah Setyowati
JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v9i1.6022

Abstract

This study investigates the challenges and practices of teachers’ use of digital media in the “Program Sekolah Penggeak”. Through qualitative case study methodology, observation, semi-structured interviews and document analysis, this study investigates the implementation of digital media in English language learning in “school mover”. The findings highlight the importance of knowing what types of digital media can be used in the learning process, especially English, how teachers utilize digital media in the English language learning process, as well as the challenges and adjustments of strategies in using digital media. Recommendations include enhanced professional development to learn new technologies and digital skills and supportive school policies to navigate the barriers to implementing digital media utilization.
ELT STUDENTS’ ETHICAL CHALLENGES THROUGH THE LENS OF SOCIAL EMOTIONAL LEARNING (SEL) Zulida, Evi; Jamilah, Jamilah; Ciptaningrum, Dyah Setyowati
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.11396

Abstract

In increasingly multicultural English Language Teaching (ELT) settings, ethical concerns are not merely pedagogical but also emotional and interpersonal. The study here explores the ethical challenges for undergraduate ELT learners and looks at how Social Emotional Learning (SEL) abilities play a role in overcoming these challenges. Taking the qualitative case study approach, data were collected through semi-structured interviews, reflective journals, and observations of classrooms of 20 students of English Language Education Study Program Universitas Samudra. On the basis of thematic analysis, three broad categories of ethical issues academic integrity, group conflict, and cultural tensions were analysed through the framework of SEL including self-awareness, social awareness, relationship skills, and responsible decision-making. Results indicate that students possessing higher SEL abilities resolved moral dilemmas in more positive manners, while students without such abilities tended to use avoidance or feel emotional distress. The study highlights an urgent need to integrate SEL values into ELT instruction to create ethical consciousness and emotional resilience in students. Implications are reform in teacher preparation, course redesign, and ongoing cross cultural examination of ethics and emotional development in language learning contexts.
Interactive Multimedia Development in Learning English Vocabulary for Young Learners Lubis, Wardah Mawaddah; Ciptaningrum, Dyah Setyowati; Bafirman, Bafirman
JETL (Journal of Education, Teaching and Learning) Vol 10 (2025): Special Issue
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v10i1.7059

Abstract

The aim of this study was to 1) examine the target and learning needs of grade four students; 2) develop interactive learning multimedia for learning English vocabulary for young learners; 3) explain the process of developing interactive multimedia; 4) reveal the interactive multimedia appropriateness to be used as a learning media. This study was design based research (DBR). The development model refers to Jolly & Bolitho in Tomlinson (2011) which consist of seven steps which modified into six steps. The data were collected through interview transcript and questionnaires consisting of students’ need analysis questionnaires; expert judgment questionnaires; students’ evaluation questionnaires. The data from the interview were analyzed descriptively. Meanwhile, the data collected using questionnaires were analyzed quantitatively with percentages and frequencies. There were six units of the developed multimedia. For its appropriateness, the media was validated by media expert and students. Based on the expert judgment questionnaires, the media was categorized as “very good” with the mean values of 3.6. The result of the students’ evaluation also showed that the product categorized as “very good” with the mean values 3.4. This means that the media is considered appropriate to be used as a learning media.
Fostering EFL Students' Pragmatic Competence Through Flipped-STAD Learning: A Study of ELT in an Islamic Higher Education Context Muliyah, Pipit; Margana, Margana; Ciptaningrum, Dyah Setyowati; Hawanti, Santhy; Hakim, Lystiana Nurhayat; Danial, Muhammad
Register Journal Vol. 18 No. 1 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i1.129-152

Abstract

This study investigated the impact of integrating Flipped Learning (FL) and Student Team Achievement Division (STAD) on the pragmatic competence of English as Foreign Language (EFL) students, with a particular focus on their pragmalinguistic competence related to making requests and refusals. Conducted in an Islamic higher education setting, this research addresses a gap in the existing literature, as the combined effect of FL and STAD on pragmatic competence remains underexplored. The study aimed to empirically assess the influence of this integrated pedagogical approach and examining students' perceptions of its effectiveness. The research gathered quantitative and qualitative data using a sequential explanatory mixed-methods design. Initially, quantitative data were collected from pre- and post-test scores using a two-group experimental design (experimental group N=28, control group N=28). Discourse Completion Tests (DCTs), focusing on requests and refusals, were employed to evaluate pragmatic competence. Subsequently, semi-structured interviews with eight students from experimental group were conducted to delve into their perceptions. ANCOVA statistical analysis revealed that the flipped-STAD group significantly outperformed the control group on post-test scores, demonstrating its effectiveness for enhancing pragmatic competence in requests and refusals. In contrast, the control group received traditional teacher-centred instruction, which limited opportunities for interactive pragmatic practice. This comparison between student-centred and teacher-centred methods might inherently favour the interactive approach. The findings from the Interviews indicated that students had positive perceptions of flipped-STAD for developing pragmalinguistic competence. Thus, flipped-STAD seems a promising strategy for enhancing pragmatic competence in EFL, offering educators with an effective method. However, further research is needed to compare it with other student-centred approaches.
The Role of Family Background of Speaking Skill: A Comparison between Public and Private School Students Santoso, Nanda Kristia; Jamilah, Jamilah; Ciptaningrum, Dyah Setyowati; Friassantano, Risgar; Lidya, Marina
Jurnal Ilmiah Global Education Vol. 6 No. 3 (2025): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i3.4011

Abstract

This study compared eighth-grade students from Tanjungpinang's SMPN 7 (a public school) and SMP Muhammadiyah (a private school) during the 2024–2025 school year in order to examine the impact of family background on students' English-speaking abilities. 60 students' responses to structured questionnaires and speaking assessments were gathered using a quantitative comparative design. A rubric measuring fluency, accuracy, pronunciation, vocabulary, and coherence was used to evaluate speaking performance, and questionnaires examined parental education, income, home language environment, and English learning support. Students attending private schools typically came from families with higher socioeconomic status and educational attainment, according to descriptive statistics. With notable improvements in pronunciation and fluency, these students also performed better in speaking than their peers in public schools. Speaking scores for the two groups differed significantly, according to inferential analysis using an independent sample t-test. Additionally, correlation analysis showed that students' speaking abilities and family background factors specifically, parental education and the frequency of English use at home were positively correlated. The results showed that students' oral English proficiency was significantly shaped by their family background, and that this influence was stronger for students attending public schools with fewer institutional resources. In order to promote equitable language learning opportunities, the study emphasized the combined effects of the home and school environments on language development and the necessity of cooperation between educators, parents, and legislators.
Designing Video-Based Speaking Materials to Promote Flipped Classroom Practices in EFL Teaching Asrilawaly, Syabitha; Ciptaningrum, Dyah Setyowati; Niah, Siti
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15022

Abstract

The flipped classroom model redefines traditional teaching by enabling students to engage with course material before class, therefore optimizing in-class time for interactive learning activities. This paradigm utilizes digital technology to provide personalized immersive experiences that align with students’ digital behaviors and varied learning preferences, making it particularly relevant in EFL contexts where communicative practice is crucial.  This study sought to provide video-based supplemental speaking resources to facilitate the implementation of a flipped classroom model for eleventh-grade students. The study used a Research and Development (R&D) approach based on the Jolly and Bolitho (1998) framework, including several stages: need analysis, contextual and pedagogical realization, material production, implementation in the classroom, and evaluation. The data gathering included qualitative techniques, including interviews and document analysis, alongside quantitative approaches, such as student and expert questionnaires. The outcome materials tackled essential speaking challenges—fluency and intonation—utilizing authentic audio resources and pronunciation exercises, with topics customized to student interests to augment motivation and participation. The flipped model integrated online pre-class and in-class activities, facilitating systematic practice, immediate feedback, and active participation. The findings indicated that the materials fostered an inclusive learning environment, reinforced student confidence, and improved vocabulary and speaking skills, particularly among beginners. Expert evaluations classified the materials as “very appropriate” with a mean score of 3.4, within the 3.26 < x ≤ 4.00 rangee. These results indicate that meticulously designed video-based materials may effectively enhance flipped EFL classes and promote substantial language acquisition. 
The impact of AI chatbots on English language learners’ speaking proficiency: A systematic review Safitri, Ersa Izmi; Hidayati, Sari; Ciptaningrum, Dyah Setyowati
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23866

Abstract

Artificial intelligence (AI) chatbots have become a significant phenomenon not only in the information technology field but also in education, where they are transforming how students learn English. Numerous studies have explored the use of AI chatbots in English language teaching (ELT), especially their potential to support speaking practice. However, the existing research is fragmented and lacks a systematic synthesis, making the findings inconclusive about how chatbots contribute to speaking proficiency and how learners perceive their use. This limitation creates uncertainty for educators, policymakers, and researchers in assessing the educational value of chatbots in ELT. To address this gap, this study aims to critically analyze how AI chatbots enhance students' English-speaking skills and the implications for developing speaking proficiency, as well as investigate students' perceptions of their effectiveness. This systematic literature review examines findings from various studies related to AI chatbot applications in English-speaking educational settings, published between 2018 and 2025. Using the PRISMA guidelines, an initial search across Google Scholar and Science Direct yielded 111 papers; the findings reveal both benefits, such as increased learner engagement and opportunities to practice, and challenges, including the lack of accuracy. By synthesizing prior research, this study offers a clearer understanding of the role of chatbots in increasing speaking proficiency and contributes to ongoing debates about AI in ELT.
Co-Authors Asrilawaly, Syabitha Astutik, Yunik Bafirman HB Curnia Karim Dewi, Henda Harmantia Dewi, Ifti Luthviana Dheasari, Hafilda Aprillia Fadhlia, Hilda Nur Faizal, Abdul Azis Fatnalaila Friassantano, Risgar Gayatri, Bertha Resivia Hidayati, Sari Indrilla, Nidya Indrilla, Nidya Irawan, Selvia Jamilah Jamilah Jinabe, Megan Kalatingal, Hameeda Lestari, Aryanti Eka Lidya, Marina Lubis, Wardah Mawaddah Lusi Nurhayati Lystiana Nurhayat Hakim M. Sukarno Margana Margana Mas Muhammad Idris Miranti Miranti Moh. Rif’attullah Muhammad Danial Muhammad Idris, Mas muliyah, pipit Nanda Kristia Santoso Nanda Pambudi Nila Kurnia Sari Nur Hidayanto Pancoro Setyo Putro Nurqadriyanti Hasanuddin Putra, Fahry Rizaldy Safitri, Ersa Izmi Santhy Hawanti Sibakhul Milad Malik Hidayatulloh Siti Alawiyah Aini Siti Niah, Siti Yu, Zhao Zulida, Evi