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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Indonesian TESOL Journal Education Enthusiast : Jurnal Pendidikan dan Keguruan Unram Journal of Community Service (UJCS) JEELS (Journal of English Education and Linguistics Studies)
Diana, Novita
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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ENGLISH TEACHER'S PERSPECTIVES ON STUDENT CENTERED APPROACH IN SUPPORTING ENGLISH LANGUAGE LEARNING Balliya, Balliya; Diana, Novita; Farizawati, Farizawati
Education Enthusiast : Jurnal Pendidikan dan Keguruan Vol 5, No 2 (2025): Vol 5, No 2 (2025): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Jabal Ghafur

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Abstract

This study aims to investigate English teachers’ perceptions of the implementation of the Student-Centered Approach (SCA) in English language teaching at the junior high school level. The Student-Centered Approach emphasizes the active role of students in the learning process, encouraging greater student autonomy, creativity, collaboration, and engagement in the classroom. In contrast to traditional teacher-centered methods, SCA shifts the focus from the teacher to the students, allowing them to take responsibility for their own learning. This research employed a qualitative method involving interviews, classroom observations, and documentation. The participants in this study were six English teachers at Sukma Bangsa Pidie Schools, a private School in Aceh, Indonesia. The data were analyzed using thematic analysis to identify patterns and themes in the teachers’ responses. The results showed that most teachers had a positive perception of the Student-Centered Approach and had implemented various strategies such as group discussions, project-based learning, student presentations, and interactive games. However, several challenges were also identified, including limited time, lack of teaching resources, large class sizes, and varying levels of student motivation and proficiency. Despite these challenges, the teachers believed that the Student-Centered Approach was effective in increasing student participation and improving language skills. The study suggests the need for continuous professional development to support teachers in applying student-centered practices more effectively.
Exploring Students’ Informal Digital Learning of English (IDLE) and Self-Regulated Language Learning from a Sociocultural Perspective Fauziah, Fauziah; Diana, Novita
Indonesian TESOL Journal Vol. 5 No. 2 (2023): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.4225

Abstract

This study investigates the phenomenon of informal digital learning of English (IDLE) among students engaged in independent online learning environments. Focusing on practices for students’ language development, this study explores how students autonomously acquire English language skills through informal digital means and examines the implications. It employs a mixed-methods approach, combining surveys and interviews to collect and analyse data from a diverse group of independent online learners of English (N= 182) from 23 different Indonesian universities. Quantitative data reveals that approximately 45.1% of the variation in self-regulated language learning can be explained with informal digital learning of English identified as one of the predictors. On the other hand, qualitative data findings indicate that students actively engage in IDLE through a variety of digital channels, including social media, online forums, language learning apps, and YouTube tutorials. These informal learning activities encompass a wide range of language skills, from vocabulary acquisition and pronunciation improvement to cultural understanding and conversational proficiency. Implications of this research point to the importance of recognising and harnessing students’ IDLE practices in formal educational settings. Educators and institutions can leverage these insights to design more effective online language learning programmes that incorporate elements of informal digital learning.
Dengue Fever Prevention Strategy in Puuk Village, Pidie Regency, Aceh Province Agustina, Rahmi; Dewi, Ervina; Diana, Novita; Azmi, Ulil
Unram Journal of Community Service Vol. 6 No. 4 (2025): December
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v6i4.1198

Abstract

This program aims to evaluate the effectiveness of community empowerment as a strategy for preventing Dengue Fever (DBD) in Puuk Village, Aceh. A mixed-method approach was applied, combining quantitative surveys with qualitative techniques such as focus group discussions and in-depth interviews. The intervention program included training, counseling, environmental clean-ups, and participatory workshops. Results showed a significant increase in community knowledge and awareness regarding DBD, accompanied by improved preventive behaviors such as eliminating mosquito breeding sites and using repellents. Cross-sectoral coordination between health workers, community leaders, and local organizations further enhanced program outcomes, although limited resources and uneven information access remained challenges. The findings highlight that participatory empowerment can effectively change health behaviors and reduce DBD risk. The study implies that this model could be replicated in other regions, emphasizing the importance of collaboration, innovation, and sustainability in community-based health interventions.
Student engagement in English language learning with artificial intelligence (AI) chatbot from theory of planned behavior perspective Fauziah, Fauziah; Diana, Novita; Putri, Silvia; Fadhli, Teuku
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.4085

Abstract

Artificial Intelligence (AI) chatbots have been widely integrated into English learning and teaching, but qualitative evidence portraying the students’ engagements and the socio-behavior factors shaping the engagement remains scarce. Guided by the theory of Planned Behavior (TPB), this narrative inquiry investigated student engagement in English language learning facilitated by AI chatbots. This study explores the lived experiences and perceptions of fifteen participants enrolled in a private Islamic higher education institution in Aceh, Indonesia. Semi-structured interviews and focus group discussions were selected to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis with coding aligned to TPB constructs (attitudes, subjective norms, and perceived behavioral control) and engagement dimensions (behavioral, cognitive, and emotional) was applied. Additionally, this study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students’ engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.
A shared space for emotion: A poetic inquiry into Indonesian EFL students’ language learning experiences Fauziah, Fauziah; Jamaliah, Jamaliah; Diana, Novita
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 2 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i2.17932

Abstract

This poetic inquiry aims to explore Indonesian EFL students’ experiences and emotional landscapes in their English language learning process. In this study, eighteen Indonesian EFL non-English major university student participants were recruited following the ethical protocols. Data were collected through a combination of poetry and interviews, capturing a shared space where feelings, struggles, and aspirations can be voiced and collectively understood. A thematic analysis identified patterns and recurring themes in the poetry and interviews, enabling the participants to openly express how positive and negative emotions such as anxiety, pride, and hope shape their engagement with English and their evolving sense of self as language learners. The poetic process not only served as an interpretive method but also as an empathetic medium that honors participants’ voices while revealing the relational and affective dimensions of language learning. The study demonstrates how poetic inquiry functions not only as a representational device but also as an interpretive and relational methodology that enables nuanced access to learners’ affective worlds. By foregrounding poetic inquiry as both methodological and pedagogical practice, this research contributes to expanding approaches for understanding emotional and experiential dimensions of language learning in EFL contexts. Keywords: EFL learning experience, emotion, innovative pedagogy, poetic inquiry, poem
Co-Authors Agustina, Rahmi Balliya, Balliya Ervina Dewi, Ervina Fadhli, Teuku Farizawati Farizawati Fauziah Fauziah Jamaliah Jamaliah PUTRI, SILVIA Zaiturrahmi, Fauziah