Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Ethical Lingua: Journal of Language Teaching and Literature Language and Education Journal Language Circle : Journal of Language and Literature
Novia Trisanti
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Humanities Languange, Linguistic, Communication & Media

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Improving Pronunciation and Speaking Confidence with Speechache in 8th Grade English Learning Aulia Wahyu Khoirunnisa; Novia Trisanti
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.31420

Abstract

This study explores the challenges and benefits of transforming pronunciation teaching through technology integration, specifically focusing on the insights of English language teachers. Utilizing semi-structured interviews, the research examines educators' experiences with implementing tools like SpeechAce in their classrooms. Findings reveal that while teachers recognize the potential of technology to enhance student engagement and provide immediate feedback, they also encounter obstacles such as varying levels of student familiarity with technology and the need for adequate training. Teachers emphasized the importance of balancing traditional teaching methods with innovative approaches to effectively address pronunciation challenges. Overall, the study highlights the dual role of technology as both a facilitator of improved pronunciation skills and a source of pedagogical challenges, offering valuable recommendations for educators seeking to enhance their teaching practices in an increasingly digital learning environment.
Optimizing Critical Thinking Skills of Vocational Students: Integrating Project-Based Learning with Learning Style Diversity Annisa, Inda; Novia Trisanti
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.457

Abstract

Critical thinking is the 21st-century cognitive competency that current graduates clearly require to adapt to global changes in the world of work and technology. This skill plays a crucial role in helping students process information logically and solve problems rationally. Therefore, a learning model that focuses on developing higher-order thinking skills is needed. This study aims to examine the extent to which project-based learning influences the enhancement of students’ critical thinking skills based on their learning style. This study adopts a quantitative approach with a true experimental design. There were 52 vocational high school students as participants, who were separated into an experimental class and a control class. The study used an independent sample t-test of post-test score and N-gain score to address its research questions with a significance level of 0.05. The result of the t-test showed (t = 3.11; p = 0.003 < 0.05), which means that the post-test score for the experimental class was 84.00 higher than the control class, which was 79.76. Meanwhile, the N-gain score showed a score of 0.67, which means that the effectiveness of the learning model used at the medium level is considered effective enough. These findings emphasized that integrating project-based learning with diverse learning styles contributes significantly to developing critical thinking skills of students, especially for the kinesthetic learning style. Critical thinking skills enhancement is reflected in the project implementation stage, where students actively analyze and compile information in infographic projects that are aligned with their learning styles.
Evaluating CEFR B1 Alignment of Reading Passages and Comprehension Tasks in EFL Vocational High School Textbook Danti Roro Anggraini; Novia Trisanti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.935

Abstract

This study evaluates the alignment of reading passages and comprehension tasks in the SPLASH English textbook for Grade 10 vocational high school students, claimed to target CEFR B1 level under Indonesia's Merdeka Curriculum, with CEFR B1 descriptors and national learning outcomes. Employing a qualitative descriptive content analysis, all 83 reading passages across units were systematically assessed using a CEFR based checklist covering text type relevance, vocabulary range, sentence complexity, comprehensibility, organization, inferencing potential, and cognitive demands of questions. Findings reveal high overall alignment, with unit scores ranging 92.85 to 96.42 percent (Highly Aligned), strong performance in vocabulary (92.73 percent Fully Supported), main ideas comprehensibility (81.82 percent), and question demands (87.27 percent), though sentence complexity (21.82 percent Minimally Supported) and text organization (18.18 percent) show minor inconsistencies. Dominant categories include Identifying Cues and Inferring (36.14 percent) and Reading for Orientation (34.94 percent), supporting B1 independent reading skills but lacking correspondence genres. The materials substantially align with Merdeka Phase E outcomes for information seeking and inferential skills, yet require broader text variety for full curriculum consistency. These results affirm the textbook's B1 suitability, contrasting prior misalignment studies, and recommend enhanced discourse features and genre diversity for optimal vocational EFL instruction.
Co-Authors Annisa, Inda Aulia Wahyu Khoirunnisa Danti Roro Anggraini