Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Didaktika: Jurnal Kependidikan
Sari Karmina
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Use of Flashcards to Promote Speaking Fluency in Primary School ali imron sayhroni, ali imron s; Suryati, Nunung; Suharyadi; Sari Karmina
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4208

Abstract

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.
Reflective ESP Practice: Teachers' Beliefs, Methods, and Negotiating Institutional Realities Imanda, Salsabila Ramadhani; Niamika El Khoiri; Sari Karmina
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3099

Abstract

This single-case study explores the belief-practice dynamics of Pippa, an experienced English for Specific Purposes (ESP) teacher in an Economics Development program, utilizing a reflective practice approach. The study investigated the extent to which her pedagogical beliefs align with her classroom practices, and how institutional realities mediate this relationship. Data were triangulated through a pre-observation interview, classroom observation of an academic writing session (biography writing), and a critical post-observation interview. Thematic analysis of the data revealed a complex interplay characterized by conditional alignment and institutional mediation. While Pippa professed a belief in consistently correcting errors and promoting the use of English, her practice demonstrated strategic adaptation: L1 (Indonesian) use was tolerated to maintain student confidence, and pronunciation correction was applied selectively based on task demands (e.g., minimal correction during reading aloud versus stricter application during speaking tasks). Crucially, divergence was found to be largely driven by external constraints that emerged from the data, including the student level mismatch (low-beginner students in an ESP course) and the institutional culture emphasizing "fun but not strict.". These pressures compelled Pippa to assume the role of an adaptive mediator, resulting in a pragmatic redefinition of success (i.e., prioritizing that students "at least learn something" over achieving ideal ESP objectives). This study contributes to the literature by highlighting the conditional and evolutionary nature of experienced teachers’ beliefs, underscoring that belief realization is a constant negotiation between cognitive ideals and the empirical realities of the institutional context.
The Use of Flashcards to Promote Speaking Fluency in Primary School ali imron sayhroni, ali imron s; Suryati, Nunung; Suharyadi; Sari Karmina
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i1.4208

Abstract

This research is a qualitative case study exploring the use of flashcards to support English speaking practice in an Islamic boarding school with limited access to technology. Ten senior students from the IEC (Istiqlal English Club) participated in the study. Data were collected through classroom observations and semi-structured interviews, then analyzed thematically. The results revealed three main themes: (1) flashcards help students build sentence structures and improve grammar usage, (2) flashcards increase fluency, confidence, and willingness to speak, and (3) flashcards create a fun, interactive, and stress-free learning environment. While providing valuable insights, this study is limited by its small sample size and the context of a single study site. This research suggests that teachers in environments with limited technology can adopt simple learning routines using flashcards to encourage active speaking practice while providing structure and motivation for students.
Co-Authors ali imron sayhroni, ali imron s El Khoiri, Niamika Imanda, Salsabila Ramadhani Nunung Suryati R. Suharyadi