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All Journal Pedagogia: Jurnal Pendidikan JEES (Journal of English Educators Society) Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan Education and Human Development Journal Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Journal of English Teaching, Literature, and Applied Linguistics Journal of Research on English and Language Learning (J-REaLL) Indonesian Journal of Cultural and Community Development Community Empowerment Borneo Educational Journal (Borju) Education and Linguistics Knowledge Journal (Edulink) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Society: Jurnal Pengabdian Masyarakat Proceedings of The ICECRS Procedia of Social Sciences and Humanities Inquest Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Jarak Jauh Journal of Social Comunity Services Edumaspul: Jurnal Pendidikan Academia Open
Wahyu Taufiq
Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Transportation Other

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Teachers’ Strategies Using Canva for Recount Writing in EFL Classrooms Dea Aviani; Wahyu Taufiq
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12052

Abstract

General Background: Digital technologies have become integral to contemporary language education, particularly in supporting multimodal learning in English as a Foreign Language (EFL) contexts. Specific Background: Writing, especially recount text composition, remains a complex skill for EFL learners due to demands on organization, grammar, and creativity, prompting teachers to adopt visual–digital tools such as Canva to support instruction. Knowledge Gap: Despite growing use of Canva in classrooms, limited research has examined how teachers strategically design, implement, and adapt Canva-based writing lessons in authentic EFL settings. Aims: This study aimed to explore teachers’ strategies in using Canva to support students’ recount text writing in an Indonesian junior high school. Results: Using a qualitative case study involving two English teachers, data from interviews, observations, and document analysis revealed three core strategies: purposeful planning aligned with genre structure, visual scaffolding during writing activities, and adaptive responses to technological and learner challenges. Novelty: The study provides an in-depth description of pedagogically grounded practices showing Canva as a structured instructional tool rather than merely a design application. Implications: Findings suggest that successful integration of visual-digital platforms in EFL writing depends on teacher readiness, digital competence, and flexible instructional design, offering practical guidance for educators seeking to implement technology-supported writing instruction. Highlights: Instructional planning aligned visual templates with narrative structure components. Guided frameworks enabled learners to organize ideas while composing texts. Flexible adjustments addressed connectivity issues and varying technical abilities. Keywords: Canva; EFL Writing; Recount Text; Teacher Strategies; Digital Pedagogy
Instagram Captions Improve Descriptive Writing Performance in EFL Students KHUSNIA; Wahyu Taufiq
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12054

Abstract

The rapid expansion of social media has transformed educational practices by introducing technology-mediated learning environments that are familiar to students. General Background: Social networking platforms are increasingly integrated into language education to support engagement and authentic communication. Specific Background: Instagram offers visual content and caption features that enable learners to produce descriptive texts based on images while interacting with peers and teachers. Knowledge Gap: Despite prior studies on social media in language learning, limited research has examined the use of Instagram captions combined with a student-centered approach in Indonesian secondary schools. Aims: This study investigated whether learning through Instagram captions improves students’ ability to write descriptive texts. Results: Using a quasi-experimental design with control and experimental groups, statistical analysis of pre-test and post-test scores showed that the experimental group achieved significantly higher writing scores than the control group. Instagram functioned as contextual media that supported idea generation, vocabulary development, and paragraph organization through active participation and feedback. Novelty: The study introduces the integration of Instagram caption writing within a student-centered framework at MA Islamiyah Candi Sidoarjo. Implications: Findings suggest that social media-based tasks can serve as practical alternatives for teaching descriptive writing and fostering active learning in English as a Foreign Language classrooms. Highlights: Experimental participants achieved higher post-test outcomes than the comparison group. Visual prompts and online interaction supported idea development and textual organization. Classroom activities encouraged active participation through peer feedback and revision. KEYWORDS: Instagram; Descriptive Writing; EFL Students; Student-Centered Learning; Social Media
The Effect of Using Grammarly Apps on High School Students in Writing Recount Text Achievement: Pengaruh Penggunaan Aplikasi Grammarly terhadap Prestasi Menulis Teks Narasi Siswa Sekolah Menengah Atas Masyitah Nurilla Mahdi; Wahyu Taufiq
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12055

Abstract

General Background The integration of digital and artificial intelligence technologies has become increasingly prominent in English language education, particularly to support writing development among learners of English as a Foreign Language. Specific Background Writing recount texts requires accurate grammar control, especially the simple past tense, which remains a persistent difficulty for vocational high school students. Knowledge Gap While previous studies on Grammarly mainly focus on senior high schools and universities, evidence from vocational school contexts is still limited. Aims This study aimed to examine whether the use of the Grammarly application contributes to students’ achievement in writing recount texts. Results Using a quasi-experimental pre-test–post-test control group design with 28 students in each group, the experimental class obtained a higher post-test mean score (87.86) than the control class (80.54), with a statistically significant difference (t = 3.337, p = 0.002), alongside a positive gain score and reduced score dispersion. Novelty The study provides empirical data from an underrepresented vocational education setting and demonstrates structured integration of automated feedback with guided revision practices. Implications The findings indicate that AI-based proofreading tools can be systematically incorporated into EFL writing instruction to support grammatical accuracy and more consistent learner performance 212506,+newartikel+ilmiah+masyi… . Keywords : Grammarly, Recount Text Writing, Vocational EFL Students, Grammar Accuracy, Quasi Experimental Design Key Findings Highlights: Experimental group obtained higher mean outcomes than the conventional class Score variation decreased indicating more uniform learner progress Automated feedback combined with revision practice supported error correction
The Wordwall Application Improves Junior High School Reading Achievement Wahyu Taufiq
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12056

Abstract

General Background: Reading is a fundamental skill in English language learning and plays a crucial role in developing communicative competence in a global context. Specific Background: Technology-based media, particularly web-based interactive tools such as the Wordwall application, are increasingly integrated into classroom instruction to support engaging learning experiences. Knowledge Gap: Despite the growing use of digital learning platforms, the Wordwall application had not previously been utilized at the research site, leaving uncertainty regarding its role in supporting students’ reading performance. Aims: This study aimed to examine whether the use of the Wordwall application in teaching reading could improve junior high school students’ reading achievement. Results: Using a quantitative experimental approach with pre-test and post-test measures involving 26 students, the findings showed an increase in the mean score from 73.65 before treatment to 85.19 after implementation, supported by paired sample t-test results indicating statistical significance. Novelty: The study provides empirical evidence from a real classroom context where the application had not been previously applied, demonstrating the practical value of interactive web-based tools for reading instruction. Implications: The results suggest that integrating game-based digital platforms into English instruction can support more engaging learning environments and may be considered by teachers seeking alternative strategies to facilitate reading development. Highlights: Post-intervention scores were higher than baseline measurements across participants. Learners showed greater classroom enthusiasm during technology-supported activities. Interactive web tools provided a practical option for assessment and practice. Keywords: Wordwall Application; Reading Achievement; Junior High School; Digital Learning Media; English Instruction
ENHANCING STUDENT-CENTERED LEARNING AND 4C SKILLS THROUGH PADLET IN A RESTRICTED GADGET ISLAMIC BOARDING SCHOOL Taufiq, Wahyu; Novita, Dian; Dilna, Sema Guine; Nurbatra, Laila Hikmah
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8827

Abstract

This study investigates the use of Padlet as a digital collaborative tool to support student-centered English learning in a restricted gadget environment. The study was conducted at an Islamic girls’ boarding school in Malang, East Java, Indonesia. It involved 23 seventh-grade female students who were studying the topic of Indonesian flora and fauna. A convergent mixed-methods design was employed, with data collected through a student perception questionnaire, semi-structured interviews, and handwritten reflection sheets. Findings showed that Padlet significantly increased student motivation, participation, and confidence in sharing idea in English. The platform also enhanced 4C skills, especially communication and collaboration. The combination of Padlet activities with handwritten reflection tasks effectively encouraged originality and reduced copy-paste habits. Even under strict prohibition of personal mobile phones, Padlet implemented via the school computer laboratory proved practical and effective. This study concludes that a balanced integration of digital collaboration and non-digital reflection offers a promising model for technology-enhanced learning in Islamic boarding schools.
The Implementation of Literacy Culture Programs in Elementary School Vevy Liansari; Wahyu Taufiq; Dian Rahma Santoso
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 8 No. 2 (2021): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.4481

Abstract

This study aims to describe the implementation of literacy culture programs of elementary school. This study used phenomenology of a qualitative approach. The subjects were the headmaster, teachers, students who were selected by using purposive sampling technique. The validity data test used triangulation techniques by comparing the results of observations, interviews, and documentation. The results showed that: 1) The policy for implementing a literacy culture at elementary school by using the School Literacy Movement program of the government. It is based on Permendikbud No. 23, 2015 focusing on character development. (2) The implementation of literacy culture of elementary school. It is based on the habituation stage that carried out 10 minutes of reading Al Qur’an and storybooks before lessons. The development stage of the activities carried out the respond to the contents of reading books by reading independently, giving appreciation for student literacy achievements, and having a school literacy team. The learning stage is by getting used to reading textbooks and using various strategies that support learning.
Savira's Magical Body Pop-Up Book Savira Agnisa; Wahyu Taufiq
Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v3i3.2752

Abstract

Savira's Magical Body Pop-Up Book is an interactive educational tool designed for elementary school students to explore the fascinating world of body parts while enhancing their English language skills. This engaging pop-up book features vibrant visuals and three-dimensional elements that captivate young learners and make the learning process enjoyable and effective. Each page contains dynamic pop-up illustrations of different body parts, beginning with a full-length view of the human body, and is accompanied by interactive exercises that promote active participation. The structured content includes an introduction to the human body, detailed explorations of the head, upper body, and lower body, along with interactive labeling activities. Research supports the effectiveness of multisensory approaches in improving retention and understanding, making this book a holistic learning experience. By employing various interactive strategies and activities, students can visualize, label, and engage with the material, ultimately fostering a deeper understanding of their bodies and the related vocabulary.
Co-Authors Adi, A.B. Prabowo Kusumo Affandi, Aditya Krisna Anggia Dwinda Paramitha Badila, Muhammad Lutfi Dea Aviani Dian Novita Dian Rahma Santoso Dilna, Sema G. Dilna, Sema Guine Febrianti, Dina Triana Fiani, Alim Nuril Firdaus, Rafli Friza Shabrina herawati, indri Indriani, Nia Dwi Peggi Intan Rohma Nurmalasari Joko Susilo Joko Susilo Joko Susilo KHUSNIA Krisyanti, Yaqilul Lailul Mursyidah Lisa Gryta Fabiola Masyitah Nurilla Mahdi Moh. Yamin Mubarrok, M Miftakhul Nabhila, Calista Nur Maghfirah Aesthetika Nurbatra, Laila Hikmah Nurlita, Reekhan Nurul Hanifah Nurul Kholifah, Nurul Nyoman Suwarta Pamungkasari, Silvana Desy Pratiwi Samsugiyarni Putra, Raeyen Anggara Qomariyah, Nilam Lailiyatul Rafhani Rosyidah Ramadhan, Adinda Shafira Samsugiyarni, Pratiwi Saputra, Bagas Wahyu Dwi Savira Agnisa Sheila Agustina Sudiran Sudiran Sujarwo, Gita Tamara, Pasya Vevy Liansari Wahyu avtiya Whandani Anasan Arum Winner, Wewen Lady Yulianti, Eva Anggi Yunanto, Angga