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p-Index From 2021 - 2026
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All Journal International Journal of Pedagogical Language, Literature, and Cultural Studies LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Rafila Kasamira Dewi Abrori
MAN 1 Kota Pekalongan
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Photovoice: Analysis Perception of Students' Experiences in Learning English Pronunciation Using the Elsa Speak Application Nurul Alfi Soraya; Rafila Kasamira Dewi Abrori
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 1 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i1.28

Abstract

This research explored the perceptions of students at MAS Simbang Kulon Buaran Pekalongan about their experiences using the Elsa Speak application. Elsa Speak is an AI-based app that is easy to use and helps improve English pronunciation. Through photovoice research, positive impacts were observed and analyzed. The study found that using Elsa Speak helps students learn English pronunciation more effectively. This finding is supported by previous research on similar topics. The implication is that technology, like Elsa Speak, makes learning English pronunciation easier and more accessible for students.
ENVIRONMENTAL LITERACY IN ELEMENTARY EDUCATION THROUGH ECOTHEOLOGY-INTEGRATED MULTIMODAL LEARNING Dewi Puspitasari; Nur Khasanah; ELY MUFIDAH; RAFILA KASAMIRA DEWI ABRORI; CHUSNA MAULIDA; AKHMAD AFRONI; GUNAWAN AJI; AULIA AMINI
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10593

Abstract

Environmental degradation presents an urgent challenge that requires early educational responses grounded not only in knowledge acquisition but also in ethical responsibility toward nature. This study explores how environmental literacy among elementary school students can be fostered through ecotheology-informed multimodal learning. Employing a mini participatory action research design, the study was conducted with fifth-grade students at an elementary school in Indonesia. Students engaged in a multimodal project centered on environmental issues, with drawing used as the primary medium for expressing understanding and reflection. Data were collected through students’ drawings, classroom observations, and oral explanations, and analyzed qualitatively. The findings indicate that multimodal learning supported students’ comprehension of environmental issues such as pollution, deforestation, and climate change while encouraging emotional engagement and a sense of responsibility toward nature. From an ecotheological perspective, students’ representations reflected values of care, stewardship, and moral accountability for the environment, positioning nature as something to be protected rather than exploited. This study demonstrates that ecotheology-informed multimodal learning can provide meaningful learning experiences for young learners and contribute to the development of environmental literacy in elementary education.  
From Anxiety to Adaptation: How EFL Students Cope with Writing Challenges Arini Nabilla Dzulfahmi; Rafila Kasamira Dewi Abrori; Dewi Puspitasari; Bouchra Aboura
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 3 No. 1 (2026): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v3i1.63

Abstract

This study aims to investigate writing anxiety among English Education students at UIN Abdurrahman Wahid Pekalongan. Employing a qualitative approach, data were collected through semi-structured interviews with seven third-semester students and analyzed using thematic analysis. The findings reveal that students experience significant writing anxiety manifested in cognitive, emotional, and physical challenges, including difficulties in generating ideas, organizing content, and fear of making errors. These challenges negatively affect students’ writing performance. Despite these difficulties, students employ various coping strategies, such as extensive reading and regular writing practice, to reduce anxiety and improve their writing skills. The study highlights the importance of addressing both cognitive and affective factors in supporting students’ writing development in EFL contexts.
Co-Authors AKHMAD AFRONI Arini Nabilla Dzulfahmi AULIA AMINI Bouchra Aboura CHUSNA MAULIDA Dewi Puspitasari ELY MUFIDAH GUNAWAN AJI Nur Khasanah Nurul Alfi Soraya