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All Journal Edulitics (Education, Literature, and Linguistics) Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal Pengabdian Masyarakat: Darma Bakti Teuku Umar Language-Edu Media Didaktika Bhinneka: Jurnal Bintang Pendidikan dan Bahasa GLENS: Global English Insights Journal Journal of Counseling, Education and Society Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
ANITA DWI HAPSARI
Universitas Islam Darul 'Ulum Lamongan
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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EXPLORING EXTENSIVE READING COMPREHENSION CLASS THROUGH PROJECT BASED-LEARNING Anita Dwi Hapsari; Irmayani Irmayani
Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 1 (2016): June, 2016
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1199.672 KB)

Abstract

Abstract: The development of information in digital era has shifted thestudents’ attitude and interest in reading novel. There are some courses thatdemand the skill of extensively reading particularly in English LanguageTeaching Department. In this paper, the writers highlight an alternativeapproach which can be done by the teacher to stimulate and enhance students’understanding about novel through a project-based learning. The literaryreview used in this paper are focusing the intrinsic elements of a novel which iswell-known as a part of literary work especially in prose that is character, plot,setting and conflict. The first step that must be taken is choosing the novel toread as a basic of project-based learning. Then the writers focus on intrinsicelements within. The writers simply discuss about four intrinsic elements of thestory. They are character, setting, plot and conflict. After the writers havediscussed one by one of intrinsic elements theory of the novel, the writers put inthe result of the study which is hoped suitable with the level or academiccompetence. So it seems like reading a novel with various language practices.The result of this idea, although there is no survey yet to measure how effectivethis product is, that this learning approach need to be applicated to enhance thestudents’ understand about literary. Practically, language competence can beexplored by the writer to be more creative in making useful learning productwhich can be used for learning English when the writer is graduated fromEnglish Department. Keywords: reading, novel, project-based learning
METACOGNITIVE STRATEGY TRAINING IN THE TEACHING OF READING COMPREHENSION: IS IT EFFECTIVE IN EFL CLASSROOM? ANITA DWI HAPSARI
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

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Reading can be described as a communicating and active process, and a meaning-construction actions. This study purposes at examining the effectiveness of metacognitive strategy training in teaching reading comprehension of English Language Education Department student of UNISDA Lamongan in 2018/2019 academic year. This present study elaborates Experimental Research as its research design, particularly Randomized Matched Subjects Pre-Test Post-Test Design. Metacognitive strategy training that is implemented in this study consist of planning, monitoring, and evaluation strategy. In term of reading comprehension performance, the researcher focuses on reading comprehension on English Proficiency Test (EPT/TOEFL® like). Based on the outcome of the calculation of Paired Sample T-test, the mean difference of Experimental group and Control group was 3.9. Meanwhile, the output of Paired Sample Correlations show the large correlation between samples, where can see numeral both correlations are 0.848 and numeral of significance was 0.000 with t value is 2.960. Then, the Significance (2-tailed) 0.008 was lower than 0.05. It means that the difference among students’ score who are taught by metacognitive strategies and students’ score who are taught by conventional learning was significant. In brief, metacognitive strategies instruction is one of possible teaching strategy which is significantly be able to be applied to develop the students’ reading comprehension.
EXPLORING COLLEGE STUDENTS’ POTENCIES AND NEEDS IN EFL TRANSLATION CLASS Hapsari, Anita Dwi; Irmayani, Irmayani
MEDIA DIDAKTIKA Vol 10 No 1 (2024): Mei 2024
Publisher : Program Pascasarjana Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v10i1.6767

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In order to give the lecturer with the necessary information to construct effective teaching practices for preparation, in-class activities, and evaluation, the capacities and requirements of students performing translation work should be determined as early as possible. With regard to the students’ interest, expectations, knowledge, abilities, and experience, among other factors, this preliminary study sought to determine the students’ capacities and requirements. The preliminary research participants were third-semester students enrolled in the English Language Education department of a university in Lamongan Regency, who planned to enroll in translation courses during the next three semesters. Through the use of both closed- and open-ended survey questions, the descriptive approach was used in this study. Based on a few theories of teaching and learning translation, such as those proposed by Duff (1994), Gile (1995), Tisgam (2009), Clavijo & Marin (2013), and Wang (2014), the data were examined. The data analysis’s elaborations primarily addressed the students’ capacities and requirements to acquire thorough and understandable explanations of the indicated components. Following data analysis, recommendations were made for how to create a teaching design that included instructional strategies, materials, kinds of practices, and evaluation.
Investigating EFL Students’ Speaking Difficulties through Peer Feedback Comments on Tiktok Videos Siti Amsyiyah; Irmayani Irmayani; Anita Dwi Hapsari
Bhinneka: Jurnal Bintang Pendidikan dan Bahasa Vol. 4 No. 2 (2026): Bhinneka
Publisher : Universitas Palan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/bhinneka.v4i2.1663

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Speaking skills are regarded as one of the most difficult skills to be acquired by EFL students, especially high school EFL students, because of language and psychological factors. This paper attempts to examine high school EFL students’ speaking difficulties as identified by peer feedback in TikTok speaking activities. Qualitative descriptive design was adopted in this study by involving 15 tenth-grade students in carrying out speaking activities in the form of recording TikTok video clips and commenting on their peers’ videos. The data obtained include speaking clips, peer feedback comments, and reflective statements of the participants, which were analyzed using a thematic analysis approach. The results found that there were four different types of speaking difficulties, namely fluency difficulties, pronunciation difficulties, organizational difficulties, and difficulties related to confidence and anxiety levels of students when conducting a speaking activity. This can be evidenced by the students’ hesitation, frequent pauses, mispronunciation, disorganized speaking, and lack of confidence when speaking. Peer feedback comments play an important role in discovering this problem pattern among high school EFL students.
Students’ Perception toward Using Canva in EFL Business Correspondence Class Anita Dwi Hapsari
Edulitics (Education, Literature, and Linguistics) Journal Vol. 8 No. 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.5268

Abstract

Integration of ICT into ELT is something inevitable in this information era. This had been started years ago with the emergence of CALL. Now, with the ubiquity of mobile devices, MALL has started to emerge. This research analyzed the students’ perception of using Canva in Business Correspondence class. The researcher formulated the research problem as: How is the student’s perception toward using Canva in EFL Business Correspondence class? This could lead to other English lecturers realizing how useful* Canva is for Business Correspondence class. Additionally, it helps to evaluate the teaching and learning process to improve it going forward by seeing the viewpoints of the students. This study was a content analysis of qualitative research. Ten statements representing students’ opinions about using Canva served as the study’s instrument in the Business Correspondence class. The indicators are divided into three, they are usefulness, ease, and suitability of Canva for Business Correspondence class. The findings indicated that while 8,75% of students were neutral, 91,25% of all students agreed and strongly agreed that Canva is helpful for Business Correspondence classes. At that point, 95% of the students who agreed or strongly agreed that the Business Correspondence class would be easier for them overall received that score. In the Business Correspondence class, 91,67% of students responded positively about its applicability, with only 8,33% somewhat agreeing. In light of this, it can be said that Canva is a useful visual design tool that may be used in Business Correspondence classes. The study’s findings ought to shed light on the pedagogical implications of utilizing Canva in language teaching as well as the possible advantages of doing so from the student’s perception.
ChatGPT-Assisted Interactive Speaking Practice: EFLStudents’ Perceptions Ichda Aulia Rohmah; Irmayani; Anita Dwi Hapsari; Buyun Khulel; Syifa’ Khuriyatuz Zahro
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.28226

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The use of generative Artificial Intelligence has increasingly influenced English Language Teaching, particularly in supporting speaking practice. One widely used AI tool is ChatGPT, which offers flexible opportunities for language learning. However, studies on students’ perceptions of its use in speaking activities at the senior high school level remain limited. This study aims to explore EFL students’ perceptions of using ChatGPT for speaking practice. This study employed a descriptive qualitative design. Data were collected through a questionnaire and supported by semi-structured interviews with selected students, and were analyzed using thematic analysis. The findings show that students perceive ChatGPT as a useful tool that provides additional opportunities for practice, increases confidence, and supports independent learning. However, several challenges were also identified, including over-reliance on the tool, uncertainty about the accuracy of responses, and the lack of real human interaction. Students also emphasized the importance of teacher guidance in using ChatGPT effectively and responsibly. These findings suggest that students’ perceptions should be considered in integrating AI tools into language learning, and that guided use of ChatGPT can support more meaningful speaking instruction.
Learner Motivation As A Moving Target: A Six-Month Study In A Rural English Course Muhammad Akhyar; Irmayani; Anita Dwi Hapsari
MEDIA DIDAKTIKA Vol. 12 No. 1 (2026): Desember 2025 - Mei 2026
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

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Abstract

This study investigates how motivation can evolve over time within a fee-based private English course in East Java, Indonesia. Most existing studies have focused on formal educational contexts, and we investigate the realities of what can happen when participation is completely voluntary, meaning learners can actively disengage from learning at any time. This was carried out using Dörnyei's L2 Motivational Self System and Self-Determination Theory frame for motivation, following 18 students aged between 9 to 15 over a period of six months. Data were gathered via reflective journals & semi-structured interviews. The study found motivation in this context was not static, with motivation varying according to how students perceive the class atmosphere, teacher behavior, activities and their own feelings of progression. While many students were influenced by their parents to sign up for the course, they continued to attend feeling that they were being supported and they could do it. Little moments when they received something as simple as praise or were able to successfully complete something had an impact on their motivation and as such, the little praise was not insignificant. If learners encountered a situation where a task felt too difficult, or they did not receive feedback, motivation was lost which sometimes meant they stopped attending. Younger learners appeared to be more affected by if the class felt enjoyable, as older learners began to care about their future aspirations more. The study concludes that in non-formal English education, emotional security and meaningful teacher-student relationships are more crucial than rigid curricula or disciplinary structures.
A convergent parallel mixed-methods study of peer-mediated creative partnership on critical thinking and reading comprehension among indonesian EFL senior high school students Farih Nur Firdaus; Daniar Sofeny; Buyun Khulel; Khoirul Huda; Syifa Khuriyatuz Zahro; Irmayani Irmayani; Anita Dwi Hapsari
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces689000

Abstract

This convergent parallel mixed-methods study examined the effect of a six-week, peer-mediated Creative Partnership intervention on the critical thinking and reading comprehension of 32 senior high school EFL students (aged 15–17, intermediate/CEFR B1 proficiency) at a senior high school in East Java, Indonesia, and explored how the intervention reshaped classroom interaction. Quantitative data were collected using a researcher-developed, expert-validated pre-/post-test measuring literal, inferential, and evaluative comprehension aligned with Bloom’s Revised Taxonomy (Cronbach’s α = .87) and analyzed with a paired-sample t-test and Cohen’s d. Qualitative data classroom observation (Cohen’s κ = .82), semi-structured interviews, and reflective journals were analyzed through the thematic coding procedure of Miles, Huberman, and Saldaña. Results indicated a statistically significant overall gain in reading comprehension, t(31) = 10.21, p < .001, 95% CI [13.44, 20.14], with a very large effect size (d = 1.81); evaluative comprehension improved the most (36.4%, d = 2.35), followed by inferential (29.4%, d = 2.15) and literal comprehension (19.3%, d = 1.84). Thematic analysis identified four convergent patterns: dialogic co-construction of meaning, emergence of critical and reflective thinking, collaborative creativity and engagement, and the teacher’s repositioning as co-learner. The integration of both strands suggests that structured creative partnership functions as a cognitive, social, and affective scaffold that moves students from literal decoding toward higher-order interpretation. Findings support Creative Partnership as a promising pedagogical model for developing critical thinking and reading comprehension in EFL classrooms, while the single-group, single-site design underscores the need for controlled, multi-site replication before broad claims of effectiveness are warranted.
Strategic Interactive Instruction for Improving Deaf Students’ English Composition in Indonesian Special Schools Khoirul Huda; Rodli Rodli; Daniar Shofeny; Buyun Khulel; Syifa&#039; Khuriyatuz Zahro; Anita Dwi Hapsari
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.928

Abstract

Classroom-based evidence on Strategic Interactive Writing Instruction (SIWI) in Indonesian special-school contexts remains limited, despite the urgent need for accessible English composition instruction for deaf students. This qualitative case study examines how SIWI supports English writing among seventh-grade deaf students in an Indonesian special school. Data were collected through semi-structured interviews with two English teachers, classroom observations, and document analysis of student writing samples and instructional materials. Reflexive thematic analysis identified three connected patterns. First, teachers implemented SIWI through visual scaffolding, gestures, board modeling, guided vocabulary work, and shared text construction. Second, students became more willing to participate in writing activities when English words were linked to visible meanings and immediate feedback. Third, student progress appeared strongest in vocabulary, formulaic expressions, and simple sentence frames, while paragraph organization, genre control, and independent revision remained limited. The study contributes classroom-level evidence on locally adapted SIWI practice in an Indonesian SLB context. It suggests that SIWI can make English writing more accessible for deaf learners when teachers combine language access, interaction, and explicit metalinguistic mediation. Further instruction should strengthen systematic writing portfolios, genre-based tasks, and rubric-guided assessment.
Upcycling Sampah Botol Plastik Menjadi Sticbola (Plastic Bottle Lantern) di Desa Sidorejo Anita Dwi Hapsari; Khafidhoh Nurul Aini; Mernanda Dwi Krisnawati; Wahyu Aji Saputro; Dias Dwiyanti
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 8 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v8i22025p126-133

Abstract

Salah satu jenis sampah yang memiliki volume terbesar adalah botol plastik. Desa Sidorejo merupakan desa yang sudah mempunyai bank sampah, namun sayangnya belum ada kegiatan pengolahan sampah atau upcycling (daur ulang) sampah menjadi produk yang mempunyai nilai ekonomi. Hal ini menjadi inisiatif penulis untuk melaksanakan kegiatan pengabdian masyarakat berupa pendampingan upcycling sampah botol plastik menjadi hasta karya lampion yang diberi nama STICBOLA (plastic bottle lantern). Tujuan dari kegiatan pengabdian masyarakat ini adalah: (1) untuk memberikan pengetahuan bahwasanya sampah dapat mempunyai nilai tambah apabila diolah dengan baik; (2) memberikan pelatihan dan pendampingan dalam memanfaatkan sampah botol plastik menjadi hasta karya lampion; dan (3) meningkatkan kreativitas anak-anak di desa Sidorejo. Metode yang digunakan dalam pendampingan ini adalah: (1) Identifikasi masalah; (2) Perencanaan dan desain; (3) Pelaksanaan; (4) Pemantauan dan evaluasi; dan (5) Diseminasi hasil.  Hasil dari pengabdian masyarakat ini dapat mencakup beberapa aspek yang relevan seperti: (1) Peningkatan kesadaran masyarakat; (2) Pengurangan sampah Plastik; (3) Pemberdayaan masyarakat; dan (4) Peningkatan kreativitas dan inovasi. Program ini diharapkan dapat memberikan manfaat yang signifikan dalam hal pengelolaan sampah, kesadaran lingkungan, pemberdayaan masyarakat, dan peningkatan kualitas hidup secara keseluruhan.
Co-Authors Aprilia Sri Wulandari Belgis Raya Bian Paradieshta Buyun Khulel Buyun Khulel Daniar Shofeny Daniar Sofeny Dias Dwiyanti Farih Nur Firdaus Ichda Aulia Rohmah Irmayani Irmayani Irmayani Irmayani Irmayani Irmayani Irmayani Irmayani Irmayani Khafidhoh Nurul Aini Khoirul Huda Khoirul Huda Mernanda Dwi Krisnawati Mohammad Yazid Hidayat Muhammad Akhyar Rodli Rodli Siti Amsyiyah Syifa Khuriyatuz Zahro Syifa&#039; Khuriyatuz Zahro Syifa’ Khuriyatuz Zahro Trivana Rahardini Wahyu Aji Saputro Yuyun Nur Hidayanti