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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)

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

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

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.

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

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

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

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.

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 (In Press)
Publisher : Universitas Muhammadiyah Enrekang

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

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.

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