Article Per Year (5 Year)
p-Index From 2021 - 2026
2.367
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English for Academic and Specific Purposes (JEASP) Martabe : Jurnal Pengabdian Kepada Masyarakat Journal on Education Jurnal Abdi Insani Budimas : Jurnal Pengabdian Masyarakat PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya Community Empowerment Journal INTERACTION: Jurnal Pendidikan Bahasa Edumaspul: Jurnal Pendidikan
Sylvia Sylvia
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
THE EFFECT OF WRITTEN RETELLING TECHNIQUE ON STUDENTS’ READING COMPREHENSION ACROSS PERSONALITY LEARNING STYLES Sylvia Sylvia; Utami Widiati
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 45, No 1 (2017)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (112.749 KB)

Abstract

This quasi experimental study aims to investigate how written retelling technique affects the reading comprehension of university students having different personality learning styles (introverted vs. extroverted). A reading comprehension test and a questionnaire were utilized to collect the data. Two groups of students were involved in the study, with the experimental group receiving the treatment of being taught using a written retelling technique and the control group being taught using the oral retelling technique. The results of the study revealed that the first group of students showed better performance in reading comprehension test than the latter group. Even though there was a significant difference between the extroverted and the introverted students in reading comprehension achievement, the findings suggest that written retelling technique was more effective regardless of the personality learning styles.  Permalink/DOI: dx.doi.org/10.17977/um015v45i12017p027
Collaborative Learning Strategy for Better Reading Comprehension in EFL University Courses Wahyurianto, Ibnu; Sylvia, Sylvia
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.29674

Abstract

This study investigates the impact of collaborative learning strategy on the reading comprehension of non-English department students at the university level. An effective reading comprehension not only talk about the ability to understanding the text, but also the capacity to interpret meaning and synthesize information from different text genre. Moreover, for the non-English department students who generally have different language competence with English department students, they often encounter a difficult situation in reading activity because of their limitation in language exposure. Using a mixed-method approach, this study combines quantitative data from reading tests with qualitative insights from student interviews and classroom observations. Over one semester, students from various non-English department participated in collaborative activities, such as collaborative strategic reading and group discussions, designed to improve critical thinking and collaborative problem-solving. The quantitative results demonstrate significant improvements in reading comprehension, particularly in identifying main ideas, making inferences, and understanding vocabulary in context. Qualitative findings reveal that students found the collaborative learning environment is enjoyable and motivating, with many reporting that collaborative learning reduced their anxiety and enhanced their willingness to participate actively. This study highlights the effectiveness of collaborative learning strategy in improving reading comprehension among non-English department students and offers practical recommendations for integrating these strategies into diverse academic disciplines.Keywords: Collaborative Learning, Reading Comprehension, EFL, Non-English Department Student
FLASHCARD MATCHING GAME UNTUK MENINGKATKAN KEMAMPUAN MEMBACA DAN MENULIS ANAK Sylvia, Sylvia; Harmiati
PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2024): Desember
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/pakdemas.v4i1.386

Abstract

This community service (PkM) was carried out with the aim of improving children's reading and writing skills in Rawakalong Village, Gunung Sindur District. The service team went into the field to provide training to children using the “flashing matching game” technique so that children were interested in engaging in learning activities. This game-based approach not only strengthens reading and writing skills in English but also improves memory skills. A major factor in the success of this PkM is the support of the local community in providing a conducive learning environment. Through this training, children can be better prepared for the challenges they face in the VUCA 4.0 era.
The Impact Of Interaktive Role Playing On Efl Learners’ Willingness To Speak Emilizar Emilizar; Sylvia Sylvia
Journal on Education Vol 7 No 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari 2
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.7405

Abstract

The speaking ability of the majority of grade VII students at MTsN 3 Padang Pariaman are still seen in the teaching and learning process in the classroom, students tend to be passive, hesitant, nervous, embarrassed and less active in expressing their thoughts through good communication in otherwise lack of speaking skills. Therefore, teachers must efforts to develop their creativity in teaching, one of which is choosing the right and optimal learning method to achieve good learning objectives, namely using the Role Playing learning method. This study aims to determine the effect of the role playing method on improving students' speaking skills in English subjects. This research was done at MTsN 3 Padang Pariaman in the odd semester of 2024/2025. The research method uses a quantitative approach in the shape of an experiment of the CAR (classroom Action Research) type. The population is all students of class VII.1 with consist of 32 students as a sample for the study. The techniques of data collection used are observation, interview, test and documentation methods. The technique of data analysis used is descriptive analysis which is using the dependent "t" test statistical formula with the Paired Sample t test formula to test the hypothesis by the help of the SPSS application. The results of this study are that learning with the Role Playing method has a positive affect on the speaking skills of students in English subjects in grade VII in elementary schools. The existence of this influence is supported by the data on the average or mean value in the pre-test is 70,67. Then in the post-test it is found that the average or mean value is 86,67. Other results show an influence on the proved of the hypothesis test or paired sample test which shows a significance value of 0.22 less than 0.50. Shows a difference in improving
A Literature Review on Virtual Reality Study in EFL Context Sylvia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.3148

Abstract

This literature review investigates how Virtual Reality (VR) is implemented and how it impacts learning in the context of English as a Foreign Language (EFL). With the advancement of immersive technologies, Virtual Reality (VR) has become a promising tool to foster language learning by providing engaging, authentic and interactive environments. This review scrutinizes research studied in 2025, 2024, 2023 and 2022 that explores the utilizing of VR in boosting different language skills, including listening, speaking and writing. The findings indicate that immersive technologies such as VR, AR, and AI significantly enhance EFL learners’ language proficiency, critical thinking, motivation, and transferable 21st-century skills. Yet, the review also points out several challenges, such as limited resources, large class sizes, insufficient institutional support, teachers’ low TPACK, short VR exposure time, lack of scaffolding, low realism and interactivity in VR content, occurrences of cybersickness, and the limited scope of studies. Future research should adopt rigorous experimental designs, explore underrepresented language skills, examine affective and contextual factors, and prioritize teacher professional development to ensure effective, inclusive, and sustainable integration of immersive VR in EFL instruction.
Artificial Intelligence in EFL Reading Instruction: A Systematic Literature Review Sylvia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 12 No. 1 (2025): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v12i1.3149

Abstract

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching represents a significant shift in the evolution of contemporary literacy education. While AI has been extensively researched in speaking and writing, its pedagogical application in reading instruction remains relatively under-researched. This systematic literature review was conducted by synthesizing empirical research published in 2025, 2024 and 2023 that investigated the use of AI-based tools and platforms in EFL reading contexts. Based on a collection of journal articles that have been reviewed, the results of the review include pedagogical implementation of artificial intelligence in EFL reading instruction, current developments in the use of artificial intelligence in EFL reading instruction, empirical findings from previous studies, research gaps, practical and theoretical directions for the use of artificial intelligence in EFL reading instruction and recommendations for future research. The findings are that AI helps to improve students' reading motivation, learner engagement, reading performance, learner autonomy, cognitive and emotional engagement, task performance, inferencing skills and self-regulated learning. Undoubtedly, there are many things that need to be considered in the use of AI, such as technological accessibility, individual learner differences, ethical concerns and teacher preparedness. Then, the results of the analysis of previous research recommend the need for teacher training, important implications for learning design, and future research directions that view AI as a transformational catalyst in EFL reading education.
PEMBERDAYAAN PSIKOSOSIAL GURU SEKOLAH INDONESIA DAVAO MELALUI PEMBELAJARAN MENDALAM DALAM PROGRAM PENGABDIAN KEPADA MASYARAKAT INTERNASIONAL Ambar Puspitasari, Kristansti; Rizky Pratiwi, Widya; Dewi Nirmala, Sri; Sylvia, Sylvia; Juhana, Juhana; Topuh, Jelpris
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 8, No 11 (2025): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v8i11.4248-4257

Abstract

Sekolah Indonesia Davao (SID) di Filipina memiliki peran strategis dalam menjaga identitas kebangsaan, budaya, dan pendidikan anak-anak keturunan warga negara Indonesia yang telah lama bermukim di Davao. Namun, dinamika globalisasi dan perbedaan lingkungan sosial menghadirkan tantangan signifikan, salah satunya keterbatasan kemampuan berbahasa Indonesia di kalangan siswa. Kondisi ini menuntut guru-guru SID untuk terus mengembangkan kompetensi pedagogis agar mampu menghadirkan proses pembelajaran yang bermakna dan relevan. Salah satu pendekatan yang dinilai tepat adalah deep learning, yaitu pembelajaran yang menekankan pemahaman mendalam, bermakna, serta penguasaan konsep secara menyeluruh. Untuk menjawab tantangan tersebut, Sekolah Pascasarjana Universitas Terbuka (SPs UT) melaksanakan Program Pengabdian kepada Masyarakat (PkM) Internasional melalui pelatihan daring bagi guru-guru SID. Metode pelaksanaan kegiatan mencakup sesi pemaparan materi “Pengenalan Umum Pembelajaran Mendalam” serta “Pembelajaran Mendalam: Tinjauan, Rancangan, dan Implementasi dalam Pembelajaran”, yang dipadukan dengan diskusi interaktif dan studi kasus. Hasil pelaksanaan menunjukkan peningkatan pemahaman guru terkait konsep deep learning, serta tumbuhnya kesadaran akan pentingnya adaptasi strategi pembelajaran sesuai kondisi siswa diaspora. Para peserta juga memperoleh keterampilan dasar untuk merancang dan mengimplementasikan pembelajaran mendalam dalam konteks kelas multibahasa dan multikultural. Kegiatan ini memberikan kontribusi nyata berupa penguatan kapasitas guru SID, peningkatan kualitas pembelajaran, serta penguatan identitas budaya Indonesia di lingkungan diaspora. Selain itu, kegiatan ini membuka peluang kerja sama lebih lanjut antara SPs UT, SID, dan lembaga mitra strategis untuk mendukung keberlanjutan pengembangan pendidikan Indonesia di luar negeri.
Deep Learning Approach in English Language Teaching: Does It Matter a Lot? Bachtiar, Bachtiar; Zuhairi, Aminudin; Maya Puspitasari; Sylvia
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol. 7 No. 2 (2025): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v7i2.17381

Abstract

This paper reports the outcomes of a ‘Community Service’ activity related to the implementation of the Deep Learning (DL) approach in English language teaching in Indonesia. The activity was conducted for junior high school English language teachers in Bogor regency, Indonesia. It outlines the design, implementation, and evaluation of a structured professional development program aimed at equipping teachers with the knowledge, skills, and reflective capacity needed to adopt Deep Learning within the framework of Indonesia’s Merdeka Belajar curriculum. Drawing on Michael Fullan’s 6Cs framework (i.e., character, citizenship, collaboration, communication, creativity, and critical thinking), the activity emphasized pedagogical transformation that moves beyond traditional content delivery toward student-centered, inquiry-based learning. The program adopted a four-stage model: observation, socialization, training and mentoring, and evaluation. These stages allowed facilitators to map the instructional realities of the participants, co-construct relevant training content, and evaluate the impact through both qualitative and quantitative measures. The results indicated a significant increase in teachers’ awareness of DL principles, improved pedagogical confidence, and willingness to implement more meaningful and contextualized English Language Teaching (EFL) practices. Key themes explored included the coherence between DL and the national Profil Pelajar Pancasila, strategies to overcome implementation challenges, and the integration of AI tools to enhance 21st-century competencies. The findings suggest that DL offers a transformative avenue for revitalizing ELT in Indonesia by aligning global educational innovations with local policy goals. This paper recommends sustained investment in teacher training, digital infrastructure, and curricular alignment to ensure scalable and equitable adoption of DL nationwide.
ICT Teacher Capacity Building in Education: Lesson Learned From Successful Education Countries And Considerations For Transferring Into Indonesia Context Sylvia Sylvia; Harmiati Harmiati
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8754

Abstract

ICT teacher capacity building is one of SDG4's goals, and it is one of the 21st skills to face Education in 2030 and the 21st century. Even though ICT teacher capacity building has been introduced widely by many international organizations, reviewing the practice of ICT teacher capacity building in prosperous education countries in Asia based on PISA scores, Singapore and South Korea are still valuable. Prosperous education countries positively impact the advancement of ICT teacher capacity building. This evidence will be fruitful for the ICT teacher capacity building in Indonesia since Indonesia's PISA score is lower than Singapore's and South Korea's. This paper (1). identify the key secret of ICT teacher capacity building practices in the foremost Education among Asia countries, (2). to offer several considerations based on key secret practices which may enable Indonesia to take a lesson to transfer it in Indonesia context.
Learning management system (LMS) in English as a foreign language learning: A systematic review Sylvia Sylvia
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9127

Abstract

The integration of Learning Management Systems (LMSs) has transformed English as a Foreign Language (EFL) pedagogy by extending learning beyond classroom boundaries and supporting synchronous as well as asynchronous interactions. Although widely adopted, research on LMS use in EFL remains fragmented, producing varied findings across platforms, skills, and contexts. This study conducts a systematic literature review of empirical research published between 2020 and 2025 in Scopus, Copernicus, and Google Scholar databases. Six thematic areas were analyzed: pedagogical applications, emerging developments, empirical findings, research gaps, theoretical and practical implications, and directions for future inquiry. Findings demonstrate that platforms such as Moodle and MyELT enhance learner proficiency, motivation, and autonomy, especially when used with collaborative and learner-centered tasks. Video conference-supported LMSs provide authentic communicative opportunities, while localized systems such as E-Belajar illustrate context-sensitive adaptation. Nevertheless, challenges persist, including limited digital literacy, infrastructural inequalities, and insufficient institutional support. Emerging developments such as gamification, hybridized LMS ecosystems, mobile learning integration, and AI-driven feedback highlight the shift toward more adaptive and sustainable digital learning models. Theoretically, the review underscores sociocultural and constructivist perspectives by framing LMSs as mediators of interaction, collaboration, and autonomy. Practically, it stresses the importance of teacher training, institutional readiness, and policy alignment to optimize implementation. Future research should pursue longitudinal, comparative, and skill-focused investigations that leverage advanced LMS affordances to inform evidence-based pedagogical innovation in EFL education.
Co-Authors Adhania, Rifa Fajri Andang Saehu Ardiasih, Lidwina Sri Bachtiar Bachtiar Emilizar Emilizar Gardina, Inggit Harmiati Harmiati Harmiati Harmiati, Harmiati Juhana, Juhana Maya Puspitasari Maya Puspitasari, Maya Melva Yanti Sianturi Puspitasari, Kristanti Ambar Putri, Mylanita Widya Sendi Ramdhani Sri Dewi Nirmala Topuh, Jelpris Utami Widiati Wahyurianto, Ibnu Widya Rizky Pratiwi, Widya Rizky Zuhairi, Aminuddin Zuhairi, Aminudin