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All Journal English Review: Journal of English Education Indonesian Journal of English Language Teaching and Applied Linguistics JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies) Journal of Innovation and Research in Primary Education
Rowiyah, Siti
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Parental Involvement in Young Learners’ Speaking: A Qualitative Study on Learner Performance and Classroom Instruction Rowiyah, Siti; Fitriani, Aries; Anam, Khoirul
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12173

Abstract

Parental involvement can be seen in parental practices to help children’s academic and intellectual activities. There is a correlation between parental engagement and motivation enhancement, favorable views toward language acquisition, and improved self-confidence in children. Therefore, the present study investigates the impact of parental involvement on young learners' speaking performance and classroom instruction in English as a Foreign Language. Using a qualitative, grounded theory approach, the study involves English teachers of young learners and parents of children aged seven to ten years old who learn English as a foreign language. Findings reveal that students with parental supervision demonstrated increased engagement and superior English pronunciation skills. Parents primarily employ a parenting style supported by Mobile Assisted Language Learning (MALL), using verbal communication, drilling exercises, and digital materials. Interestingly, parents often rely on teachers' autonomy in selecting appropriate instruction due to psychological considerations, fearing inconvenience if they intervene in teaching strategies. In response, teachers incorporate novel strategies to meet parents' expectations and address their concerns. The study suggests that engaging parental involvement in young learners' language learning brings beneficial effects for optimum child language acquisition. These findings highlight the complex interplay between parental involvement, teaching strategies, and young learners' language development, emphasizing the importance of collaborative efforts between parents and teachers in fostering effective English language learning environments.
Investigating EFL Students’ Politeness Strategies in Pedagogical WhatsApp Text Conversation Rowiyah, Siti; Humaira, Nabila; Nurfitriana, Latifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1831

Abstract

The use of social media in human life recently is such normal direct interaction including in English language teaching. Politeness strategies are essential in social communication to keep convenient connections. This study aims to examine how politeness strategies are used in increasingly complex situations, combining social media and the pedagogical context of multiple members’ character, specifically in an EFL class WhatsApp group, and note any effects on students’ language acquisition. This research employs a qualitative methodology with a precisely descriptive case study procedure. The data in this study consists of the last two months’ WhatsApp group chats centered on English learning, specifically examining the usage of politeness methods as well as the results of a focused group discussion (FGD) involving six English as a Foreign Language (EFL) randomly selected students who are members of the WhatsApp group. The result shows that students use positive and negative politeness strategies during the WhatsApp conversation. It enhances their English language learning motivation, critical thinking skills, vocabulary enrichment, writing improvement, and raising awareness of English grammar skills. Therefore, applying politeness strategies in WhatsApp instructional conversations is advantageous in preventing the failure of effective communication during the learning process.
Threads-Based Peer Feedback in Developing EFL Students’ Writing Skills: Perceptions and Challenges Rowiyah, Siti; Cahyono, Bambang Yudi; Laksmi, Ekaning Dewanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Institut Agama Islam Negeri Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5022

Abstract

The inherent complexity of writing frequently engenders anxiety in English as a Foreign Language (EFL) students, leading to the necessity of teaching writing innovatively through technology-enhanced approaches. Although extensive previous studies have investigated the implementation of technological tools in teaching writing, a significant research gap exists regarding learners’ perceptions and reception of these tools, especially integrating Threads platform in serving peer feedback. Therefore, the present study aims to investigate EFL students’ perceptions on the effectiveness of Threads-based peer feedback as a mechanism for writing skill development. Employing a mixed method, the investigation collected the data through a questionnaire distributed to 20 EFL students experienced in Threads-based peer feedback in a writing course. Data from the close-ended questionnaire were analyzed using descriptive statistics through SPSS 24 version, while the results of the open-ended questionnaire were analyzed qualitatively through thematic analysis. Findings reveal that the students perceived Threads-based peer feedback effectively facilitated students' impressive learning experience and enhanced engagement as well as comprehension through noticeable technological features. The students also perceived that Threads-based peer feedback improved their writing skills in multiple dimensions. However, certain practical and technical challenges remain throughout Threads-based feedback processes. This research is pedagogically significant to the emerging body of knowledge on the updated digital tool integration in language teaching, especially advanced English writing.
CHATGPT FOR DEVELOPING CRITICAL THINKING IN WRITING: PERSPECTIVES OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA Anam, Khoirul; Rowiyah, Siti; Hendro Wicaksono, Bayu; Wahyu Setyaningrum, Rina; Lestiono, Riski
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11828

Abstract

The use of ChatGPT as a generative artificial intelligence (AI) has been increasingly integrated into daily communication as a complimentary chatbot that assists individuals in resolving inquiries. ChatGPT's ease is also being discussed in the educational context, including in language teaching. Although previous studies have examined the use of artificial intelligence in English language teaching, limited studies investigate the possibilities and constraints of ChatGPT in enhancing students' critical thinking abilities in writing from the educators' viewpoint, especially senior high school level educators. Therefore, this study examines English teachers' perspectives on utilizing ChatGPT to improve students' critical thinking skills in English writing sessions. Employing a mixed-method design, insights were obtained from qualitative data of interviews with six teachers and triangulated with quantitative survey responses from 20 teachers. Findings reveal the teachers' recognition of ChatGPT's ability to facilitate individualized learning and improve instructional effectiveness. However, there are remaining concerns that educators are apprehensive about, particularly regarding the students' overdependence on AI, which may hinder the advancement of critical thinking abilities. This study offers a framework for the efficient use of AI tools in L2 instruction to enhance students' critical thinking skills, providing valuable recommendations for instructors aiming to align technological improvements with pedagogical principles. Further research utilizing larger sample sizes in an experimental context should be conducted to yield more robust conclusions.
Development of a Multidisciplinary Collaboration Model for Inclusive Education Implementation in Kindergarten Settings Rowiyah, Siti; Hermanto, Hermanto
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2141

Abstract

Effective inclusive education for children with special needs requires systematic collaboration among multiple stakeholders. This study developed and validated a multidisciplinary collaboration model to enhance inclusive education implementation in kindergarten settings through structured coordination between teachers, therapists, and parents. This Research and Development study employed the ADDIE framework (Analysis, Design, Development, Implementation, Evaluation) conducted at TK Masyitoh, East Kutai Regency, in February 2025. Three kindergarten teachers participated as end-users. Data collection utilized observation, interviews, and questionnaires. Validation involved material experts, media experts, and instrument validators. Model effectiveness was assessed using normalized gain (N-Gain) analysis comparing pre-implementation and post-implementation teacher performance scores. Expert validation demonstrated high feasibility with material expert scores of 94.4% and media expert scores of 86.6%, both categorized as "highly feasible." Effectiveness assessment revealed significant improvements in teacher competencies, achieving an average N-Gain of 0.89, indicating high-level effectiveness. All participating teachers demonstrated substantial performance improvements following model implementation. The validated model addresses critical gaps in inclusive education implementation by providing systematic guidance for multidisciplinary coordination. Results align with established collaboration theories and support international research emphasizing stakeholder integration in inclusive education. The model's effectiveness demonstrates potential for enhancing teacher preparedness and inclusive education quality in early childhood settings.
Co-Authors Aries Fitriani Bambang Yudi Cahyono Bayu Hendro Wicaksono Ekaning Dewanti Laksmi Hermanto Hermanto Humaira, Nabila KHOIRUL ANAM Nurfitriana, Latifah Riski Lestiono Wahyu Setyaningrum, Rina