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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching Journal of English Teaching, Applied Linguistics and Literatures (JETALL) FOSTER: Journal of English Language Teaching JLE: Journal of Literate of English Education Study Program SEAQIL Journal of Language Education
Alief Noor Farida
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Implementation of Moodle Assistant Discovery Learning Model to Improve Writing Skills at SMK N 1 Ponjong Endang Sugiharyanti; Alief Noor Farida; Sulistiyani
SEAQIL Journal of Language Education Vol. 1 No. 1 (2022): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70046/sjle.1.1.10-17

Abstract

This study aims to improve students’ application letter writing skills which are guided by the application of the Moodle-assisted Discovery Learning model. This research is a Classroom Action Research (CAR) with the object of research being the students of class XII TKR A SMK Negeri 1 Ponjong. The research was carried out in 2 cycles, starting from planning, implementing, observing, reflecting, and revising. The results showed that learning with the application of the Moodle-assisted Discovery Learning model worked better. This is evidenced by the increase in English Application Letter writing skills, seen from the percentage of students’ writing skills completeness that continually increases from the initial recorded value data of 57%. In the first cycle, it reached 79% and in the second cycle, it reached 94%. This means that there is a significant increase in the initial student achievement, to the first cycle, from the first cycle to the second cycle. so that the research was declared successful as shown by the increase in student achievement.
Implementing AI Replika in higher education speaking classes: Benefits and challenges Girindra Putri Dewi Saraswati; Alief Noor Farida; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.76525

Abstract

The demand from students for native English speakers as interlocutors justifies the importance of this research. Because of the nation's location and financial constraints, speaking course participants are said to lack experience speaking with native speakers. Gaining a tangible understanding of how AI Replika can be used to replace native speakers’ role in becoming students’ source of native speaker is the anticipated outcome of this project. This study investigates the benefits and difficulties of using AI Replika in speaking classes. With the help of AI Replika, students may practice speaking English in real time or directly with the use of artificial intelligence. The features used by students can be either chatbot or speaking robot. This study used a descriptive qualitative methodology. A case study methodology is applied. Interviewing and participant observation were employed as data collection methods. Three basic types of triangulations are used in data validity techniques: theoretical, methodological, and source data triangulation. Based on the results, it shows that AI replica can be used as the alternative on the absence of native speaker in practicing speaking. However, the role of teachers in the classroom still cannot be replaced by the AI. Students feel that although AI Replika brings benefit for them to practice speaking before class, however, they still need teachers to explain the context of the speaking content. Students also feel that the AI Replika brings more literal meaning of an idea rather than able to understand the cultural meaning behind the talk. In the end, AI technology can improve language acquisition with a well-balanced approach, but real native speaker presence for more humanist approach is still needed.
Student’s Perception in Using Online Listening Media in Improving Listening Skills at Junior High School Alfina Safitri; Alief Noor Farida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10700

Abstract

This research aimed to investigate the junior high school students’ perceptions on the use of online listening media in improving their listening skills based on the Technology Acceptance Model (TAM). The study focused on three indicators; Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Behavioral Intention to Use (BI). This research used a descriptive quantitative design where the data was gathered using a questionnaire as the main instrument. The population of this study consisted of ninth-grade, with 64 students as the sample. The data were analyzed using descriptive statistics in the form of frequencies and percentages. According to the results of the questionnaire, the conclusion is students demonstrated positive perception of the use of online listening media for English learning. Students also showed positive perceptions regarding usefulness, ease of use, and the intention to continue using online listening media. These findings indicate that online listening media such as YouTube and podcasts can support students’ listening comprehension, enhance learning effectiveness, and encourage independent learning, but also promote learner engagement and independent learning among junior high school EFL learners. Furthermore, the positive responses indicate that technology-assisted listening activities have the potential to increase students’ motivation and acceptance of digital learning media in English language learning contexts. This study is important because junior high school students are still developing their English listening abilities and require appropriate technological support to improve engagement and comprehension in language learning.
Digital Tools across the Genre-Based Approach Cycle: Enhancing EFL Learning through Technology Integration Novi Intan Aprilia; Alief Noor Farida
JLE: Journal of Literate of English Education Study Program Vol 6 No 2 (2025): Volume 6 Number 2 December 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i2.4256

Abstract

This research study presents descriptive qualitative with a conceptual framework for utilizing digital tools ,including Padlet, Jamboard, blogs, AI-generated texts, Google Docs, Grammarly, and Write & Improve. in the EFL writing class through the GBA cycle. In the digital era, integrating technology into GBA processes promotes the development of language learning more efficiently. The theory used in this research consists of socio-constructivism theory, connectivism theory, and self-regulated learning to link digital tools with Ganre-Based Approach stages in EFL, such as Building Knowledge of the Field, Modeling of Text, Joint Construction of Text, and Independent Construction of Text. This present integration highlights the potential of digital tools, including Padlet, Jamboard, Textual Clustering Blog, AI-generated texts, Google Docs, The Object’s Writing Games, Grammarly, and Write & Improve, to enhance peer collaboration, guided support, and independent learning throughout the writing process. The results demonstrate a significant connection between GBA stages and the pedagogical benefits of these tools, which contribute to enhancing students ' writing performance and motivation. Therefore, the research offers both theoretical and practical contributions by providing a technology-oriented model that facilitates the effective use of GBA EFL.
Gender Representation and Equality in Children’s Digital Storybooks: A Qualitative Content Analysis of Let’s Read Asia Eka Amori Haydi Dhisa Tambong; Alief Noor Farida
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.v7i1.359

Abstract

This study applies a feminist-informed qualitative content analysis framework combined with a rubric-based gender equality evaluation aligned with Sustainable Development Goal 5 (Gender Equality) to examine gender representation in children’s stories published on the Let’s Read Asia platform. Thirty English-language narratives intended for learners in Grades 2–4 were systematically analyzed with respect to character prominence, gendered roles and occupations, narrative agency, and stereotypical or counter-stereotypical traits. The analytical rubric operationalized gender equality through five indicators: balance of character representation, diversity of social roles, degree of agency, portrayal of character traits, and narrative outcomes, enabling a structured comparison across texts. The findings indicate a measurable shift toward more equitable gender representation, with female characters occupying a slightly higher proportion of protagonist roles (52%) than male characters (45%). Beyond character frequency, the analysis reveals substantive changes in narrative function: contemporary stories increasingly depict female characters as professionals, problem-solvers, and leaders, challenging traditional gender-role associations. However, this pattern is not uniform. Traditional folktales continue to privilege male authority and heroic agency while positioning female characters in passive or domestic roles, indicating the persistence of patriarchal narrative structures. Using the gender equality rubric, 57% of the analyzed stories were classified as actively promoting gender equality, while the remainder were categorized as neutral or inequality-reinforcing. The study’s contribution extends beyond descriptive statistics by demonstrating how rubric-based analysis can systematically identify ideological shifts and continuities within digital children’s literature. By linking textual patterns to pedagogical implications, this research provides an evaluative framework for selecting and critically using digital storybooks in English language teaching contexts, particularly those seeking to align literacy instruction with inclusive education and gender equity principles.
Representation of Sustainable Development Goals in an Indonesian EFL Textbook Khoiru Nisa Atika; Alief Noor Farida
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25530

Abstract

This study identifies the Sustainable Development Goals (SDGs) represented in textbooks and analyzes how these goals are implemented in learning activities and task instructions. This study fills a gap in previous research by presenting an analysis that focuses on SDGs integrated through learning activities and task instructions in the English for Nusantara textbook for eighth grade. By shifting the focus from simply analyzing the existence of content to its pedagogical practice, this study makes a new contribution to the study of English as a Foreign Language (EFL) textbooks and Education for Sustainable Development (ESD). Therefore, the results of this study are expected to enrich theoretical studies and provide practical implications as part of efforts to align English as a Foreign Language (EFL) education with Sustainable Development Goal (SDG) 4.7. Through this analysis, this study aims to evaluate the role of textbooks in providing a means for meaningful Sustainable Education at the secondary education level in Indonesia. This study uses a qualitative research design to analyze the representation and pedagogical integration of Sustainable Development Goals (SDGs) using a qualitative content analysis approach in English as a Foreign Language (EFL) textbooks.
Co-Authors Alfina Safitri Eka Amori Haydi Dhisa Tambong Endang Sugiharyanti Girindra Putri Dewi Saraswati Khoiru Nisa Atika Novi Intan Aprilia Sulistiyani Yuliati Yuliati