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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English for Academic and Specific Purposes (JEASP) Wiralodra English Journal (WEJ) Jurnal Abdi Insani International Journal of English Education and Linguistics (IJoEEL) ELTR Journal Jurnal Pendidikan Bahasa Inggris Proficiency ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Peradaban Masyarakat (JPM) Journal of Education And Research ELT Forum: Journal of English Language Teaching Journal of Applied Linguistics and English Education
Agustina, Eliasanti
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Designing Digital Gamification Literacy For EFL teachers Joyonegoro, Dinar Auliarahman; Agustina, Eliasanti
Journal of Applied Linguistics and English Education Vol 3 No 1 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/fpcxye95

Abstract

  This research aims to design digital gamification literacy for English as a Foreign Language (EFL) teachers, particularly in the context of the Merdeka Curriculum in Indonesia. In the current digital era, gamification has emerged as an innovative approach to enhance student motivation, engagement, and learning outcomes. However, many teachers still face obstacles in adopting this strategy, such as a lack of understanding, training, and limited access to technology. This study employs an explanatory mixed-method approach, involving 20 lecturers from the English Education study program in a quantitative survey and 3 of them in qualitative interviews. The research results show that although the majority of respondents are accustomed to using digital technology, only a small fraction actively apply gamification in their teaching. The main obstacles identified include time constraints, lack of training, and gaps in technology access. On the other hand, the participants showed a high interest in gamification training and recognized its positive potential in enhancing student-centered learning. This study recommends the development of practice communities, experiential training, and the provision of structured digital resources as strategic steps to strengthen digital gamification literacy among EFL teachers.
A Systematic Review of Teachers’ Teaching Styles and Their Impact on EFL Student Learning Outcomes Almira, Nahdah Fitri; Almira, Zaidah Fitri; Vircavani, Catur; Agustina, Eliasanti
Journal of Applied Linguistics and English Education Vol 3 No 1 (2025): Journal of Applied Linguistics and English Education
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/t6xaeh55

Abstract

In the field of English as a Foreign Language (EFL), teaching style is a crucial factor influencing students' motivation and engagement. However, because there are more separate studies than comprehensive syntheses, there remains a deficiency in the overall synthesis of what is commonly utilized and, from the perspective of learners, the most effective in teaching. This systematic review seeks to determine prevalent teaching styles in EFL classrooms and their perceived effects on students' engagement and motivation. Employing the SALSA framework—Search, Appraisal, Synthesis, and Analysis—30 peer-reviewed empirical studies from 2014 to 2024 were analyzed. Studies were chosen based on stringent inclusion criteria, including EFL/ELT environments and empirical data on teaching approaches linked to student results. Findings indicate that student-centered approaches, especially the Facilitator and Delegator styles, consistently correlate with enhanced learner autonomy, emotional backing, and active engagement. Traditional approaches like Expert and Formal Authority styles, although still in use, are shown to hinder intrinsic motivation when they are overly dominant. Moreover, contextual elements like culture, type of institution, and mode of learning (for instance, in-person or online) greatly influence the success of teaching methods. Although they are valuable, the majority of research depends on limited, perception-driven data with a narrow geographic focus and insufficient attention to young learners or informal education. Future studies must tackle these constraints using longitudinal and experimental methodologies. The review underscores the critical significance of culturally relevant and adaptive teaching methods in enhancing EFL learning results.
Literary Works for Early-Age Students: Knitting Social Class, Literacy, & Culture in Parenting Blockades Setiawan, Rahmat; Agustina, Eliasanti
Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 2 (2023)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v6i2.25367

Abstract

This research discusses the challenges of teachers in implementing learning by using literature for early childhood. The concepts used in this research are literary works, parenting, and challenges. The approach in this research is ethno-narrative. The data used in this study are snippets of statements obtained from interview transcripts. The type of interview conducted is a non-structured interview that explores the teachers' narrative experiences. 2 teachers in early age school are used as resource persons in this study. The analysis technique uses narrative. The results of the analysis explain that: 1) The parents are working class, meaning that their social class is lower middle class; 2) lower middle class indicates a lack of literacy related to parenting, 3) lack of literacy creates a culture which blockades the learning for children using literary works.
PENGARUH PENGGUNAAN DUOLINGO UNTUK MENINGKATKAN KOSAKATA SISWA KELAS TUJUH Khawas, Ursya Tiara; Agustina, Eliasanti
Jurnal Abdi Insani Vol 11 No 2 (2024): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v11i2.1511

Abstract

Studi ini mengkaji pentingnya kemahiran bahasa Inggris, dengan fokus khusus pada peran kosakata, dalam lanskap pendidikan global. Ini mengeksplorasi penggunaan media interaktif, khususnya aplikasi Duolingo, sebagai alat untuk meningkatkan kemampuan kosakata siswa dalam konteks bahasa Indonesia. Penelitian ini mengadopsi strategi “single-group pre-and post-test” dalam desain pra-eksperimental, yang melibatkan 30 siswa kelas tujuh SMP Al Falah Ketintang Surabaya. Berdasarkan hasil penelitian bahwa siswa yang berlatih menggunakan Duolingo meningkatkan penguasaan kosakatanya. Analisis statistik, meskipun ada beberapa distribusi yang tidak normal, tidak menunjukkan variasi yang jelas antar kelompok (eksperimental dan kontrol). Hal ini menekankan potensi Duolingo dalam mendorong pertumbuhan kosakata. Studi ini diakhiri dengan saran untuk penelitian lebih lanjut, dengan menyoroti peran Duolingo dalam meningkatkan pengalaman belajar bahasa dan keterlibatan siswa.  
STUDENTS’ PERCEPTIONS OF USING NUMBERED HEAD TOGETHER (NHT) LEARNING MODEL TO IMPROVE STUDENTS’ SPEAKING ACHIEVEMENTS Kusuma, Dewinta Dwi; P, Laili Rahma Dewi; Agustina, Eliasanti
ELTR Journal Vol. 9 No. 2 (2025)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v9i2.197

Abstract

This article investigated students' perceptions after implementing the NHT learning model and the effectiveness of the NHT Learning model in improving students' speaking skills. This study used a qualitative method. Data were collected using a questionnaire containing 11 questions. The data source in this research is class X, totaling 40 students for the 2022/2023 academic year. To analyze the data, a qualitative descriptive method was used. The results show that the majority of students consider the NHT learning model to be fun, easy to use, and effective in improving speaking skills, self-confidence, and vocabulary. Student activities increased during teaching sessions, which shows that most students were involved and enthusiastic in learning. learning process. The Numbered Head Together (NHT) technique was proven to improve speaking skills and increase student achievements. NHT improved students’ speaking skills, self-confidence, and vocabulary, as well as facilitating group discussion and conveying thoughts.
Contextual Crossword: A Gamified Approach to Slang Acquisition and Critical Thinking Skills Fitri, Nabila Nur; Agustina, Eliasanti; Setiawan, Rahmat
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12133

Abstract

This study addresses the effectiveness of contextualized crossword puzzles as a gamified learning tool for developing slang and critical thinking skills among EFL college students. Motivated by gaps in traditional English language teaching, which often exclude informal language and higher-order thinking, this study implemented slang-focused vocabulary learning with critical thinking through a contextualized crossword puzzle format. A mixed-methods explanatory approach was used, combining quantitative data from 50 students via a Likert scale survey and qualitative insights from interviews with 3 participants with varying levels of achievement. Quantitative findings showed high levels of students' agreement with the usefulness of the activity in developing slang comprehension, engagement, and analytical reasoning. The qualitative results further revealed that the students found the puzzles intellectually challenging, engaging, and useful for problem solving and logical reasoning. Five main themes emerged: engagement and fun, vocabulary acquisition, critical thinking development, overcoming challenges, and problem solving. These findings are in line with constructivist learning theory and Bloom’s Taxonomy, which stated that crosswords provide meaningful cognitive engagement while encouraging real-world language use. This study emphasizes the importance of incorporating gamification strategies into the EFL classroom and suggests contextualized crosswords as a practical, motivating, and educational medium to unify formal learning with informal, everyday communication. 
Consequences of Late English Learners Alfiani, Ika; Agustina, Eliasanti; Setiawan, Rahmat
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12199

Abstract

This study investigates the consequences experienced by late learners and explores how these learners perceive the challenges and benefits throughout their language acquisition journey. Utilizing a sequential explanatory mixed-method approach, quantitative data were gathered from 50 participants via a structured questionnaire and followed by qualitative interviews with four individuals representing early and late English learners. The quantitative findings revealed that late learners frequently face difficulties in grammar, pronunciation, and fluency accompanied by lower self-confidence and declining motivation. These challenges are aligned with the Critical Period Hypothesis (CPH) and Krashen’s Affective Filter Hypothesis, which attribute age and emotional factors as key barriers in second language acquisition. However, qualitative data suggest that strong instrumental motivation, self-directed learning strategies, and the use of digital tools help late learners overcome these limitations. Despite cognitive constraints, age was not the sole determinant of success. Learning outcomes were influenced by learner ability, technological engagement, and environmental support. The study concludes that pedagogical strategies should address both the technical and emotional needs of late learners and suggest policy reform that includes flexible start times, digital resources, and age-appropriate support systems.
TBLT STRATEGIES ON 7th GRADERS’ SPEAKING ACHIEVEMENT: STUDENTS’ VIEW Aqila, Aprillia Putri; Rahayu, Vivin Triwulan; Agustina, Eliasanti
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.457

Abstract

This study aimed to explore students' perceptions of the implementation of Task-Based Language Teaching (TBLT) in improving English speaking skills among 7th-grade students. Conducted at SMPN 34 Surabaya during the 2024/2025 academic year, this qualitative research employed a case study to understand students' lived experiences. 3 participants from VII-H were selected purposively. The data were analyzed using six steps of thematic analysis. Additionally, the instrument was validated through experts, and the data were validated using member checking. The findings revealed that students perceived TBLT as an engaging and effective method that enhanced their fluency, vocabulary acquisition, and confidence in speaking English. They appreciated real-world tasks such as role plays and peer interviews, which provided meaningful practice and reduced anxiety. Collaborative learning and teacher support played a vital role in building a supportive environment. However, challenges such as limited vocabulary recall and speaking anxiety were still present. Students suggested incorporating more varied tasks, multimedia resources, and preparation time before speaking activities to improve the learning experience. This study established that TBLT had significant potential to engage students and enhance their confidence in speaking English when it was implemented conscientiously.
Co-Authors Adawiyah , Robiatul Alfiani, Ika Almira, Nahdah Fitri Almira, Zaidah Fitri Andanty, Ferra Dian Aqila, Aprillia Putri Elfrida Ratnawati Fajar Susanto Fitri, Nabila Nur Hanifah Azhari Joyonegoro, Dinar Auliarahman Khawas, Ursya Tiara Kurniadiansyah, Meytha Dwi Kusuma, Dewinta Dwi Mukhibbah, Tefanya Laili Norita Prasetya Wardhani P, Laili Rahma Dewi Parangu, Kaukabilla Alya Permani, Debina Putri Putri, Nabila Tavania Qatrunnada, Agatha Fitri Rahayu, Endang Mastuti Rahayu, Vivin Triwulan RAHMAT SETIAWAN Rizkiyah, Faiqotur Soelistijowati, Joesasono Oediarti Vircavani, Catur Wibowo, Amiruddin Hadi Yuliani, Sesilia