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All Journal Journal of Basic Education Research UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature
Widihastutik, Amelia
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Education Languange, Linguistic, Communication & Media

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A Systematic Literature Review of Raz-Kids in Teaching Reading Widihastutik, Amelia; Hartono, Rudi
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.1818

Abstract

Purpose of the study: The objective of this study is his study ims to evaluate the effectiveness of Raz-Kids in improving students’ reading skills and investigate the effect of Raz-Kids on students during a reading program. Methodology: The method implemented in this study was Systematic Literature Review (SLR). There were 16 papers on implementing Raz-Kids in teaching reading from Google Scholar, SINTA, Science Direct, and ERIC. The step in writing this scientific work is to find the sources of previous studies, examine them, and make conclusions based on the subject of the study. Main Findings: The result showed that Raz-Kids is an effective internet portal that helps students develop reading skills. It also supports students’ enthusiasm and independent learning in reading. The parents and teachers act as support systems to encourage them to achieve their reading goals. However, there are many challenges with Raz-Kids’ use in reading programs. It highlights the need for this portal to be enhanced. Thus, Raz-Kids is a valuable online resource that helps learners develop their reading skills. Novelty/Originality of this study: This review mainly focused on implementing specific internet portals, namely Raz-kids, in teaching reading in EFL Classes. It aims to develop the knowledge of researchers, educators, policymakers, and technology developers concerning the crucial internet portal Raz-Kids in teaching reading and its effect on students’ outcomes.
Pre-Service Teachers’ Experiences and Challenges in Creating Digital Learning Media Concerning TPACK Framework Widihastutik, Amelia; Dewi Saraswati, Girindra Putri; Wahyuni, Sri
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26384

Abstract

Implementing Information and Communication Technology (ICT) in education transforms traditional learning into modern learning. Teachers must adapt to technology in this era, especially in creating digital learning media. Before becoming formal teachers, they join teacher training programs as pre-service teachers. They develop and implement digital learning media in real teaching. Based on the literature gap, it aims to describe the experiences and challenges overcome by pre-service teachers in developing digital learning media through the TPACK Framework. This study used qualitative descriptive research. The participant of this study was 32 English pre-service teachers were attending the teacher training program namely UNNES LANTIP 4 Program. The data were derived from the closed-ended questionnaire and semi-structured interview. Thematic analysis and method triangulation were employed to analyze the data. The results revealed that all the pre-service teachers perceived mastering content, pedagogical, and technological knowledge. They perceived great experiences in developing digital learning media concerning four aspects of TPACK framework: Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Pedagogical Content Knowledge (TPACK). In addition, they also perceived several challenges in developing digital learning media through the TPACK framework. For instance, time constraints in teaching technology, insufficient training programs, time constraints in developing digital learning media, limited access and resources, technical problems, and technology misuse. By understanding this study, pre-service teachers could develop appropriate digital learning media concerning TPACK Framework.
Exploring illers in EFL Classroom Interaction: A Case from an Indonesian English Course Dakoranis, Fatwadika Adinia; Widihastutik, Amelia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Fillers act as a crucial role in cognitive processing and discourse management, particularly in English as a Foreign Language. Most of the previous studies found that they highlighted the fillers in teacher-student interaction in formal education settings. They provide little insight into their role in informal, online EFL classes where interaction is more dynamic and semi-structured. Therefore, this study aims to explore the types of fillers and identify the most dominant fillers in an online English course. It also examines the functions of fillers in an informal classroom. This research used a qualitative approach and classroom discourse analysis (CDA) as the research design, supported by conversation analysis as the framework. The participants of this study are 18 students of the English Conversation Class. The data were gathered through classroom observation and a video recording from an online English course. Three instruments were used in this study: the observation sheet, the coding sheet, and the table analysis. The data were analyzed using the six steps of thematic analysis by Braun and Clarke (2006). Theory triangulation was used to validate the data. This study revealed that the combination of types of fillers, both lexicalized and unlexicalized, and the most common fillers that appeared in the teacher's speech were 88.81% lexicalized, while the students' 84.03% unlexicalized in an informal education setting. It also revealed that three functions of fillers were implemented in the classroom interaction, including cognitive function, social function, and discourse regulatory function.
Co-Authors Dakoranis, Fatwadika Adinia Dewi Saraswati, Girindra Putri Hartono, Rudi Sri Wahyuni