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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 English Language Studies 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) JELLT (Journal of English Language and Language Teaching) 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) Journal of Research on English and Language Learning (J-REaLL) JOLLT Journal of Languages and Language Teaching Ilomata International Journal of Social Science 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
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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AN APPROACH IN TEACHING WRITING SKILLS: DOES IT OFFER A NEW INSIGHT IN ENHANCING STUDENTS WRITING ABILITY Indrilla, Nidya; Ciptaningrum, Dyah Setyowati
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
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.v21i2.1036

Abstract

This paper aims to reveal the effectiveness of Scientific Approach in the teaching writing skills. This research used a quasi-experimental design. The population was grade VIII students of Redion School. Two classes were randomly selected as the sample. They are class 8B which used Scientific Approach as the experimental group, while class 8D becomes the control group which used conventional approach. The data were collected by using writing test. The data were analyzed through descriptive and inferential statistics with the SPSS 20 for Windows computer program. The results were as follows: (1) there were significant differences in the writing achievement among the students taught by using the Scientific Approach and conventional approach, (2) the use of the Scientific Approach was more effective than that of the conventional approach in teaching writing skills.
Understanding the Role of Generative Pre-Trained Transformer (GPT) in Improving Learning Quality and Practices Putra, Fahry Rizaldy; Ciptaningrum, Dyah Setyowati
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.3248

Abstract

Generative Pre-trained Transformers (GPTs) are an artificial intelligence model gaining popularity in educational technology development. GPTs are models that are massively trained on diverse texts and can generate texts with structure and meaning. The utilization of GPT in education offers great potential to improve the quality of learning, both inside and outside the classroom. This study aims to understand the role of GPT in improving the quality and practice of learning. This research uses a qualitative research method with a case study method. Data collection techniques in this research include literature study, interviews, and observation. Thematic analysis will be used as the main data analysis technique. The results show that GPT has the potential to be a supportive and interactive tool to increase student motivation in the learning process. The participants perceived GPT as a convenient and efficient means to access information, complete assignments, and receive personalized content tailored to their interests and learning styles.
The relationship between genre-based English learning material to Indonesian learner's motivation and achievement Gayatri, Bertha Resivia; Ciptaningrum, Dyah Setyowati; Astutik, Yunik
LingTera Vol. 7 No. 1 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i1.28137

Abstract

Achieving an effective learning activity requires appropriate teaching materials in the learning process. Yet, there are some problems in the preparation of learning materials to teach that affect delivering the materials in the learning process. This paper is aimed to examine the impact genre-based as a learning material which is able to motivate learners in learning with interesting activity for learning process to improve learners' writing achievement. The finding of this study shows that the learner's motivation and achievement were improved. Also, there were a strong relationship between the usability of Genre-based learning materials to learner's motivation and achievement. The result of this study is expected going to be applicable for teachers who want to shift their teacher-centered learning style to be learner-centered style in writing activities. Also, it is for the reader who is concerning to English learning media and learners motivation.
Exploring Pre-Service Teacher Professional Learning on Their Preparedness for Teaching Practicum Moh. Rif’attullah; Ciptaningrum, Dyah Setyowati
Formosa Journal of Sustainable Research Vol. 3 No. 8 (2024): August 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i8.10969

Abstract

The teaching practicum is essential in pre-service teacher education, allowing aspiring teachers to apply theoretical knowledge in real classrooms. It helps them to develop practical skills, build communication abilities, and connect with clients, colleagues, and mentors. This study investigates pre-service teachers' perceptions of their readiness for teaching practicums, the influencing factors, and the contribution of professional learning programs on their preparedness. Using a mixed-method approach with an explanatory sequential design, the research was conducted in Metro City, Lampung. Data were collected through a close-ended questionnaire from 80 pre-service teachers and semi-structured interviews with 9 pre-service teachers who were ready as the volunteers. Descriptive statistics and qualitative analysis were used to analyze the data. Results indicated that professional learning programs significantly enhance preparedness in pedagogical training, content knowledge, classroom management, understanding diverse student needs, and technology integration. These programs boost confidence, competence, and the ability to create effective learning environments. Informal learning, such as roles as teaching assistants and using social media, also contributes significantly to innovative teaching. Integrating formal and informal learning experiences is crucial for the holistic development of pre-service teachers
ESP Students’ Perception Towards the Use of ICT in English Learning Fatnalaila; Ciptaningrum, Dyah Setyowati
Formosa Journal of Sustainable Research Vol. 3 No. 11 (2024): November 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjsr.v3i11.12333

Abstract

This study aimed to explore ESP students’ perceptions towards the use of Information and Communication Technology (ICT) in English learning. Data obtained was analyzed by employing the descriptive analysis techniques using questionnaire distributed to 50 students from the Economic Faculty of Yogyakarta State University in the form of Google form. The questionnaire adapted from Davis (1989) Technology Acceptance Model (TAM). The study revealed that a significant majority of students perceive ICT as beneficial tool in improving their performance in ESP course, with 77% recognizing its usefulness and 79% agreeing on its ease of use. Additionally, 76.5% of students demonstrated positive attitudes toward ICT use, while 81% expressed a strong intention to continue using it in their learning. These findings highlight the importance of ICT in fostering language skills relevant to students’ academic and professional goals
Teacher’s Beliefs and Practices in Integrating Digital Game-Based Learning in a Technology-Integrated School Miranti Miranti; Dyah Setyowati Ciptaningrum; Lusi Nurhayati
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.132686

Abstract

This study explores an English teacher's beliefs and practices in integrating Digital Game-Based Learning (DGBL) within an EFL classroom in a technology-integrated school in Medan, Indonesia. Using a qualitative case study approach, data were collected through in-depth interviews with one teacher and teaching materials analysis, providing comprehensive insights into the teacher's perspectives and classroom practices.  The data analysis technique employed in this research was thematic analysis. The findings revealed that the teacher believed   DGBL was a flexible and engaging pedagogical tool that aligns 21st-century learning principles and fosters student-centered instruction. The teacher frequently utilized tools such as Kahoot, Quizziz, and Wordwall to enhance student engagement and interactivity. Despite its benefits, challenges were identified, including limited suitability of DGBL for all materials, difficulty in assessing comprehension, and occasional technical barriers such as poor internet connectivity. The teacher emphasized the importance of balancing DGBL with traditional teaching methods to address diverse learning preferences and objectives. Additionally, the lack of formal training in DGBL integration highlighted a gap in professional development, suggesting a need for targeted training and administrative support. The study underscores the potential of DGBL to enhance student engagement and teacher innovation while identifying areas for improvement. It recommends future research on game design, feedback mechanisms, and collaboration to optimize learning outcomes alongside structured professional development for educators integrating DGBL into their practices.
A Self-View on Teacher Leadership among Early Childhood Education English Teachers through Their Reading Classes Anita Wijayanti; Dyah Setyowati Ciptaningrum; Jamilah Setyowati Ciptaningrum
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.21999

Abstract

This study investigates the natures of teacher leadership in early childhood education, specifically focusing on English reading class. Through questionnaires, the research explores the connections among teacher leadership perspectives, practices, and identity. The findings verify the significance of teacher leadership perspectives in shaping educators' beliefs about their role in improving student learning performance. Teachers possessing a strong sense of leadership are more likely to create literacy-rich environments, engage in collaborative practices, and support their students' needs. In addition, effective teacher leadership practices, such as involving parents in supporting children's reading development and utilizing innovative instructional strategies, play a crucial role in enhancing student outcomes. The results also reveal the relationship between teacher leadership perspectives, practices, and identity indicating that positive perspectives and effective practices contribute to the development of a strong teacher leadership identity. Nurturing both perspectives and practices allows educators to develop a sense of agency and empowerment. By prioritizing the development of teacher leadership, educational institutions can create more supportive and innovative learning environments. Professional development programs should be designed to equip teachers with the knowledge, skills, and dispositions necessary to assume leadership roles. Additionally, school leaders should foster a culture that values and supports teacher leadership. In conclusion, this study offers valuable insights into the complexities of teacher leadership in early childhood English education. By understanding the connectedness between perspectives, practices, and identity, educators can enhance their leadership capacity and ultimately improve student learning outcomes.
Research Trends of Gamification in EFL/ESL Classrooms Between 2017 and 2024: A Bibliometric Analysis Nurul Amalina; Ella Wulandari; Dyah Setyowati Ciptaningrum
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.37214

Abstract

This study maps global research trends on gamification in EFL and ESL classrooms from 2017 to 2024. Using Scopus metadata and following PRISMA procedures, this study compiled a dataset that reduced an initial 300 records to 191 eligible journal articles. Bibliometric analyses were conducted through VOSviewer and Biblioshiny to examine annual publication patterns, productive authors and countries, co-occurrence networks, and dominant keywords. The results show a steady rise in publications, with a remarkable increase from 2023 to 2024. China, Indonesia, and Malaysia emerge as the most productive countries, while Melor Md Yunus stands out as the most productive author. Keyword mapping highlights gamification, game-based learning, motivation, vocabulary learning, Kahoot, and Quizizz as central themes, with clusters indicating links to mobile learning, augmented reality, and various affective variables. The analysis also points to several gaps, such as the concentration of studies on specific tools and the limited exploration of other instructional contexts. Based on these findings, this study suggests that future research should expand the scope of learning environments and investigate a wider range of pedagogical designs to better understand how gamification can support different dimensions of language learning. The overall results provide a systematic overview that can guide researchers and educators in developing more informed approaches to integrating gamified strategies in language teaching.
Integrating World Englishes in English-Medium Instruction: A Systematic Literature Review for Inclusive Pedagogy Faiza Hawa; Rohmatillah; Basikin Basikin; Dyah Setyowati Ciptaningrum; Adjie Pradana Wibowo
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.19190

Abstract

The speedy growth of English-Medium instruction (EMI) in higher education has brought more concern on language equity and inclusion. Following the situutation, some challenges concerning on persistent language standard ideology, native-speaker centering, internalization pressure, and and teachers’ lack preparation for multi language classroom existed. This study examined how WE is integrated within EMI and identified an insistent void between theory and classroom practice. While current studies progessively concentrate on inclusive and pluralistic approaches, a study on sustained pedagogical integration and its implication of integrating WE into EMI is lacking.  Adopting Systemic Literature Review (SLR), 22 articles issued in the year between 2014-2025 were examined. The results indicate that incorporating World Englishes into English Medium Instruction faces challenges related to idelogogical, institutional, stemming mostly from native-speakerism impact and lack of training support for lecturer. Nonetheless, positive trend is emerging in the acceptance of english variation among teacher and students, especially within intercultural communication setting. The findings bring wider implications for educators and policy makers aiming to connect internationalization objectives with inclusive pedagogies within higher education level like the need for adopting translanguaging strategies, developing context-sensitive curricula, and improving teachers’ intercultural competence. This study underlines that incorporating World English into English Medium Instruction goes beyond language proficiency, fostering more comprehensive, fair, and adaptable learning context in higher education globally.
Interactive Multimedia Development in Learning English Vocabulary for Young Learners Wardah Mawaddah Lubis; Dyah Setyowati Ciptaningrum; 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.
Co-Authors Adjie Pradana Wibowo Anita Wijayanti Asrilawaly, Syabitha Astutik, Yunik Bafirman Bafirman Basikin Basikin Curnia Karim Dewi, Henda Harmantia Dewi, Ifti Luthviana Dheasari, Hafilda Aprillia Ella Wulandari Fadhlia, Hilda Nur Faiza Hawa Faizal, Abdul Azis Fatnalaila Friassantano, Risgar Gayatri, Bertha Resivia Hidayati, Sari Indrilla, Nidya Indrilla, Nidya Irawan, Selvia Jamilah Jamilah Jamilah Setyowati Ciptaningrum Jinabe, Megan Kalatingal, Hameeda Lestari, Aryanti Eka Lidya, Marina 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 Ni Luh Yunita Purnama Dewi Nila Kurnia Sari Nur Hidayanto Pancoro Setyo Putro Nurqadriyanti Hasanuddin Nurul Amalina Putra, Fahry Rizaldy Rohmatillah Safitri, Ersa Izmi Santhy Hawanti Sibakhul Milad Malik Hidayatulloh Siti Alawiyah Aini Siti Niah, Siti Wardah Mawaddah Lubis Yu, Zhao Zulida, Evi