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All Journal Wiralodra English Journal (WEJ) 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 Other

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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.
UNDERSTANDING EFL STUDENTS’ ANXIETY IN PUBLIC SPEAKING COURSES: A QUALITATIVE STUDY OF CHALLENGES AND COPING STRATEGIES Desi Lestari; Rafila Kasamira Dewi Abrori; Dewi Puspitasari
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.680

Abstract

Public speaking is a crucial skill in academic and professional contexts; however, many students experience anxiety that can hinder their performance. This study aims to understand students’ anxiety in a public speaking course by exploring the challenges they encounter and the coping strategies they employ. Using a phenomenological qualitative approach, Semi-structured interviews were conducted with three students to collect the data, which were then analyzed through thematic analysis. The findings reveal that fear of negative evaluation, lack of confidence, and pressure from graded presentations were the primary sources of anxiety. These challenges were reflected in physical, cognitive, and behavioral responses during speaking performances. To cope with these challenges, students employed intensive practice, deep breathing techniques, and relied on positive feedback from teachers. The findings suggest that supportive classroom environments may play an important role in helping students manage anxiety and sustain participation in speaking activities. The study concludes that public speaking anxiety should be understood not only as a barrier but also as a dynamic experience in which anxiety and engagement can coexist. Future studies could include a broader and more diverse group of participants to examine how anxiety and coping strategies vary across educational contexts.
Co-Authors AKHMAD AFRONI Arini Nabilla Dzulfahmi AULIA AMINI Bouchra Aboura CHUSNA MAULIDA Desi Lestari Dewi Puspitasari Dewi Puspitasari ELY MUFIDAH GUNAWAN AJI Nur Khasanah Nurul Alfi Soraya