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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of Education and Learning (EduLearn) LingTera 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 ASEAN Journal of Educational Research and Technology Journal on English as a Foreign Language (JEFL)
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 Library & Information Science Mathematics Social Sciences Other

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Designing a Data-Driven E-Learning Module for Teaching English to Young Learners: Integrating Needs Analysis and the ISAV Learning Model Endah Ratnaningsih; Erna Andriyanti; Dyah Setyowati Ciptaningrum; Arum Nisma Wulanjani; Nurrofiqi Ankisqiantari
ASEAN Journal of Educational Research and Technology Vol 6, No 2 (2027): AJERT: VOLUME 6, ISSUE 2, September 2027
Publisher : Bumi Publikasi Nusantara

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Abstract

This study designed a data-driven e-learning module for Teaching English to Young Learners by integrating needs analysis with the Interactive, Somatic, Auditory, and Visual learning model. Using a design-based research approach, the study focused on the analysis and design phases. Data were collected from elementary school English teachers and pre-service English teachers through a structured questionnaire addressing necessities, lacks, and wants. The findings identified vocabulary, reading, and oral communication as key learning necessities, alongside difficulties in sentence structure and broader instructional constraints. Respondents also preferred interactive and multimodal learning activities. These findings informed an ISAV-based e-learning module prototype integrating interactive, somatic, auditory, and visual features to support learner-centered, multimodal, and contextually responsive English instruction for young learners in digital environments.
Redesigning Scaffolding with AI-Assisted Dynamic Assessment to Support Real-Time Learning Growth in EFL Learners Nurlaela Nurlaela; Napius Kogoya; Basikin Basikin; Dyah Setyowati Ciptaningrum; Cristina E. Sayoto
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.18614

Abstract

The integration of Artificial Intelligence in language learning is increasingly important because it can provide fast, personalized, and adaptive feedback that supports language competency development. However, in practice, the use of AI is often separated from the formative assesment framework, so it is not yet fully aligned with the principles of Dynamic Assesment (DA), which emphasizes the simultaneous integration of assessment and learning. This gap creates a need to understand how AI can used pedagogically to redesign scaffolding and support real-time learning growth in the context of English as a Foreign Language (EFL). This study aims to explore the use of AI in Dynamic Assessment and to examine the expereience and perception of students and lectures regarding its use. Using qualitataive approach, data were collected through observation, in-depth interviews, and documentation of AI exercise result among students in English Language and Culture Study Program of Universitas Tompotika Luwuk. Finding indicate that AI act as co-mediator that provide linguistic, phonological, metacognitive, and affective scaffolding, thereby accelerating the DA cycle and enhancing real-time learning growth. Students reported increased feelingsof security, independence, and motivation, while lecturers felt that assessment effeciency and the quality of pedagogical interventions had improved. This study concluded that AI-assisted DA presents an effective innovative assessment model, but still requires conceptual mediation from lecturers for learning to be optimal.
Bridging teacher talk time and multiple intelligences for deep learning Pipit Muliyah; Margana Margana; Dyah Setyowati Ciptaningrum; Megan Jinabe; Desi Wijayanti Ma'rufah; Muhammad Danial
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.27098

Abstract

This study investigates the systemic tension between the dominance of teacher talk time (TTT) and the urgent need for deep learning strategies tailored to students’ multiple intelligences (MI) within the context of teaching English to young learners (TEYL). Adopting a descriptive mixed-methods design with a concurrent triangulation strategy, this research was conducted across a representative developing region in Central Java, Indonesia, involving a stratified sample of 450 upper-primary students and 45 English teachers. Data were collected using the student learning profile inventory (SLPI), TTT observation trackers, and semi-structured interviews. The findings reveal a critical pedagogical dissonance: while 72% of students exhibit a clear dominance in bodily-kinesthetic and visual-spatial intelligences profiles that biologically necessitate active, multimodal engagement classroom interactions remain heavily monopolized by teachers, who occupy 75% of lesson duration with verbal instruction. This excessive TTT acts as a significant constraint to the implementation of differentiated instruction (DI), effectively trapping students in surface-level rote memorization and inhibiting the development of communicative competence. The study concludes that the successful implementation of student-centered curricula requires a fundamental deconstruction of the traditional “teacher-as-broadcaster” model. Reducing TTT is identified not merely as a classroom management technique, but as a prerequisite for creating the temporal and cognitive space necessary for MI-based differentiation and deep learning.
ELT STUDENTS’ ETHICAL CHALLENGES THROUGH THE LENS OF SOCIAL EMOTIONAL LEARNING (SEL) Evi Zulida; Jamilah Jamilah; Dyah Setyowati Ciptaningrum
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.
English teachers Nanda Pambudi; Dyah Setyowati Ciptaningrum
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5711

Abstract

Copious studies on online assessment have been documented. However, little is known about English teachers
Co-Authors Adjie Pradana Wibowo Anita Wijayanti Arum Nisma Wulanjani Asrilawaly, Syabitha Astutik, Yunik Bafirman Bafirman Basikin Basikin Cristina E. Sayoto Curnia Karim Desi Wijayanti Ma'rufah Dewi, Henda Harmantia Dewi, Ifti Luthviana Dheasari, Hafilda Aprillia Ella Wulandari Endah Ratnaningsih Erna Andriyanti Evi Zulida 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 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 Megan Jinabe Miranti Miranti Moh. Rif’attullah Muhammad Danial Muhammad Danial Muhammad Idris, Mas muliyah, pipit Nanda Kristia Santoso Nanda Pambudi Napius Kogoya Ni Luh Yunita Purnama Dewi Nila Kurnia Sari Nur Hidayanto Pancoro Setyo Putro Nurlaela Nurlaela Nurqadriyanti Hasanuddin Nurrofiqi Ankisqiantari Nurul Amalina Pipit Muliyah 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