Article Per Year (5 Year)
p-Index From 2021 - 2026
1.168
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Teaching and Applied Linguistics (JETAL) Jurnal Suluh Pendidikan FOSTER: Journal of English Language Teaching Journal of Language Education, Linguistics, and Culture Jurnal Pengabdian Multidisiplin Indonesia
Cahyani, Aliya Noor
Fakultas Fisioterapi, Universitas Esa Unggul Jalan Arjuna Utara No.9, Tol Tomang, Kebon Jeruk, Jakarta - 11510
Arts Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Improving Students’ Business Letter Writing through a Genre-Based Approach Zalukhu, Atalisi; Sihite, Jubil Ezer; Hasanah, Uswatun; Cahyani, Aliya Noor
J-LELC: Journal of Language Education, Linguistics, and Culture Vol. 5 No. 3 (2025): J-LELC: Journal of Language Education, Linguistics, and Culture
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/j-lelc.2025.25103

Abstract

Writing business letters is an essential skill for students in English for Specific Purposes (ESP) contexts, as it prepares them to engage in professional communication effectively. However, many students encounter difficulties in producing business letters that are structurally accurate, contextually appropriate, and linguistically formal. This study aims to improve students’ business letter writing through the implementation of a Genre-Based Approach (GBA). The research employed a classroom action research design conducted in two cycles, involving third-semester students of the accounting department of Institut Bisnis dan Komputer Indonesia. Data were collected through pre-tests, post-tests, observations, and students’ written works, which were assessed using a rubric covering content, organization, language use, and format. The findings revealed that students showed significant improvement in their ability to construct business letters, particularly in terms of understanding the communicative purpose, using appropriate formal expressions, and applying correct letter structure. The results indicate that the stages of GBA building knowledge of the field, modeling, joint construction, and independent construction were effective because they explicitly introduced students to the social purposes and generic structure of business letters, enabling them to internalize both the functional and linguistic features of the genre. This explicit scaffolding not only facilitated students’ understanding of how language operates within professional contexts but also enhanced their confidence and autonomy in producing formal written communication. In conclusion, the Genre-Based Approach proves to be an effective and pedagogically grounded strategy for improving students’ business letter writing skills in ESP classrooms.
PELATIHAN KETERAMPILAN KOMUNIKASI BAHASA INGGRIS PARA GURU SMA NEGERI 1 NAMOHALU ESIWA BERBASIS KOMUNITAS Zalukhu, Atalisi; Cahyani, Aliya Noor; Zendrato, Feronika
Jurnal Pengabdian Multidisiplin Indonesia (JUPEMI) Vol. 3 No. 2 (2025): Ocktober
Publisher : Merwinspy Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69820/jupemi.v3i2.431

Abstract

This community service program was implemented at SMA Negeri 1 Namohalu Esiwa to improve the English communication skills of high school teachers. Many teachers in the area face challenges in using English effectively during classroom interactions, which impacts the teaching process and student learning outcomes. To address this issue, a community-based training program was designed and implemented, consisting of workshops, peer-teaching sessions, role-playing activities, and microteaching practices. The training emphasized practical communication strategies that teachers could immediately apply in their classrooms. Evaluation was conducted through pre- and post-test assessments, reflective reflections, and feedback questionnaires. The results showed a significant increase in teachers' confidence and ability to use English communicatively in teaching contexts. This program demonstrates that community-based training can serve as an effective model for continuing professional development, particularly for teachers in rural areas.
The Effects of Fun Active Learning and Visualization Strategies on EFL Students’ Speaking Skills: A Quasi-Experimental Study in an Indonesian Senior High School Zalukhu, Atalisi; Fitria Rahmawati; Mariska Intan Sari; Aliya Noor Cahyani
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.328

Abstract

The goal of this study was to look at speaking problems among secondary school students by closely watching how their speaking skills grew during the learning process. This study used a collaborative classroom action research method, where the researchers worked together with the Year 11 English teacher at SMA N 8 Medan instead of doing the research on their own. Before the test, the average score was 58.65, but after the test, it went up to 73.78. These results show that students' speaking skills improved a lot after using the narrative approach. When comparing the scores before and after the teaching strategies were used, there was a big difference in how well the students performed. The data analysis supports the first research question by showing that using visualization tactics really helps improve the speaking skills of students at SMA N 8 Medan. More research shows that visualization tactics help students get better at speaking, as seen from the increase in scores from 55 to 96. Comparing the pre-test and post-test scores shows a big difference in student performance before and after applying the teaching strategies. The results of the data analysis confirm the first research question by showing that using visualization tactics effectively improves the speaking skills of students at SMA N 8 Medan. Further research shows that visualization tactics help students improve their speaking skills, as seen from the increase in scores from 55 to 96.
ENHANCING STUDENTS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING: THE USE OF CAKAP AND BUSUU APPLICATIONS Atalisi Zalukhu; Fitria Rahmawati; Aliya Noor Cahyani; Maryam Sorohiti
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.2426

Abstract

This study investigated the effectiveness of Mobile-Assisted Language Learning (MALL) in enhancing students’ writing skills through the use of the CAKAP and Busuu applications. The objectives of the study were to examine the effect of the CAKAP application on students’ writing skills, to determine the effect of the Busuu application on students’ writing skills, and to identify which application provides a more significant improvement in students’ writing performance. The study employed a quantitative research design using a quasi-experimental method involving three classes: Experimental Class I (CAKAP), Experimental Class II (Busuu), and a control class receiving conventional instruction. Pre-tests and post-tests were administered to measure students’ writing ability before and after the treatment. The data were collected through writing tests and analyzed using a t-test. The findings revealed that students’ writing ability before the treatment was relatively low in both experimental groups. After the implementation of the applications, students in both experimental classes showed significant improvement in their writing performance. The t-test results indicated that the t-value for the CAKAP group (11.611) was higher than the t-table value (1.68657) at the significance level of 0.05 with a degree of freedom of 35. Similarly, the Busuu group showed a t-value of 11.501, which was also higher than the t-table value. These results indicate that both applications significantly improved students’ writing skills. However, the CAKAP application demonstrated a slightly higher effect compared to the Busuu application. Therefore, the alternative hypothesis was accepted, and the null hypothesis was rejected. The study suggests that mobile-assisted language learning applications such as CAKAP and Busuu can serve as effective tools for improving students’ writing skills in English language learning contexts.
MULTIMODAL READING TEXTS AND EFL UNDERGRADUATES’ ACADEMIC WRITING DEVELOPMENT: A QUALITATIVE CASE STUDY IN INDONESIA Zalukhu, Atalisi; Rahmawati, Fitria; Arianti, Yuanita; Cahyani, Aliya Noor
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2411

Abstract

The integration of reading and writing has long been recognized as a crucial component in second language learning. However, most previous studies have focused primarily on linear academic texts, with limited attention to the role of multimodal reading materials in supporting students’ academic writing development. This study investigates how multimodal reading texts influence the academic writing development of English as a Foreign Language (EFL) students. Using a qualitative case study design, the study involved approximately 20–25 undergraduate students enrolled in an Academic Writing course in an English Language Education program. Data were collected through classroom observations, analysis of students’ writing samples, and semi-structured interviews. The data were analyzed using thematic analysis and qualitative discourse analysis to examine patterns in students’ perceptions and developments in their written texts. The findings reveal that exposure to multimodal texts such as infographics, visual essays, and digitally enriched articles enhances students’ ability to generate ideas, organize arguments, expand lexical choices, and engage critically in academic writing. Students also demonstrate an improved capacity to synthesize information from multiple modes into coherent written arguments. These results suggest that integrating multimodal reading materials into writing instruction can effectively support academic writing development in EFL contexts. However, the findings are limited to a single instructional setting and a relatively small participant group; therefore, caution should be exercised in generalizing the results. Nevertheless, the study provides transferable pedagogical insights for integrating multimodal reading and writing practices in higher education EFL classrooms.
AI-Assisted Critical Reading in Enhancing EFL Students’ Argumentative Writing: A Mixed-Methods Study Fitria Rahmawati; Lutfiyah; Palupi, Tara Mustikaning; Cahyani, Aliya Noor; Zalukhu, Atalisi
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.419

Abstract

This study investigates the effect of AI-assisted critical reading on EFL students’ argumentative writing performance. Although previous studies have explored AI in language learning, limited research has specifically examined its role in integrating critical reading with argumentative writing in EFL contexts, particularly using a mixed-methods approach. Employing a mixed-methods approach with an explanatory sequential design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through AI-assisted critical reading, while the control group was taught using conventional methods. Data were collected through writing tests (pre-test and post-test) and semi-structured interviews. The quantitative data were analyzed using paired and independent sample t-tests, while the qualitative data were analyzed thematically. The findings revealed that the experimental group showed significantly greater improvement in writing performance compared to the control group, with a large effect size. The results also indicated that AI-assisted critical reading enhanced students’ ability to analyze texts, generate ideas, and organize arguments effectively. In addition, students reported positive perceptions, including increased engagement, confidence, and motivation in learning. This study contributes to the growing body of literature by demonstrating the effectiveness of AI as a cognitive and pedagogical tool that supports the integration of reading and writing processes in EFL contexts.
Using Corpus-Based Reading Materials to improve EFL Students Academic Writing Accuracy Aliya Noor Cahyani; Atalisi Zalukhu; Mariska Intan Sari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10006

Abstract

This study investigates the effect of using corpus-based reading materials on EFL students’ academic writing accuracy. Employing a quantitative approach with a quasi-experimental design, the study involved 50 undergraduate students from Institut Bisnis dan Komputer Indonesia, divided into an experimental group and a control group. The experimental group received instruction through corpus-based reading materials, while the control group was taught using conventional reading texts. Data were collected through pre-test and post-test writing tasks and analyzed using descriptive statistics and t-test analysis. The findings revealed that the experimental group demonstrated significantly greater improvement in writing accuracy compared to the control group. The results showed substantial gains in grammatical accuracy, vocabulary use, and sentence structure, indicating that corpus-based reading materials effectively enhance students’ ability to produce accurate academic writing. In addition, the analysis of performance levels revealed a significant shift from lower to higher proficiency categories among students in the experimental group. These findings highlight the importance of integrating corpus-based approaches into reading and writing instruction. This study suggests that corpus-based reading materials serve as an effective pedagogical tool to improve EFL students’ academic writing accuracy.
Co-Authors Arianti, Yuanita Atalisi Zalukhu Fitria Rahmawati Fitria Rahmawati Fitria Rahmawati Lutfiyah Mariska Intan Sari Mariska Intan Sari Maryam Sorohiti Palupi, Tara Mustikaning Sihite, Jubil Ezer Uswatun Hasanah Zalukhu, Atalisi Zendrato, Feronika