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All Journal English Review: Journal of English Education ELT Echo IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of English Language Studies (IJELS) Edulangue JEES: Journal of English Educational Study PrimaryEdu - Journal of Primary Education JOURNAL OF LANGUAGE J-Lalite: Journal of English Studies Equalita: Jurnal Studi Gender dan Anak AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) JEELS (Journal of English Education and Linguistics Studies) Foreign Language Instruction Probe
Listiana Ikawati
(Sinta ID: 6768819) UIN Siber Syekh Nurjati Cirebon
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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Journal : ELT Echo

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KURIKULUM MERDEKA REIMAGINED: ADOPTING STORY SCIENCE FOR ENGLISH LITERACY LEARNING IN INDONESIAN MIDDLE SCHOOL Nindy Dwi Helyanti; Lala Bumela; Listiana Ikawati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.12081

Abstract

Abstract: In 2018 the Program for International Students Assessment (PISA) result indicates that Indonesia is at a very low literacy level (ranked 71st out of 77th countries). Furthermore, there is a declining trend (64 points) in 10 years in terms of the English Proficiency Index (EPI) as recorded by English First (EF). This fact, however, does not encourage us to move away from using the traditional pedagogy that is oriented toward the memorization of grammar and vocabulary. Recent research conducted by Sudimantara (2021) shows that there is a new alternative to teaching English academic writing without relying on grammar and vocabulary. In this study, Sudimantara (2021) develops a new pedagogy (multisensorial load reduction strategies) that activates the nonverbal components of language (rhythm, intonation, movement, emotion, and aesthetics), which are first processed in the right hemisphere, as the foundation of grammatical processing in the left hemisphere of the brain. This research, in fact, has generated a surprising result where the experimental group has made a highly significant learning improvement. Fletcher (2021) notes that humans do not only thinks in story but also recalls and reconstruct events in their memory in the form of story. The study was undertaken within a qualitative Research and Development framework. All research steps (Research and Information Collecting, Planning, Develop Preliminary Form of Product, and Evaluation) were completed. The result shows that this new digital literacy resource is applicable in the current curriculum context with some expected future improvement. This study is expected to generate more research on the development of brain-compatible digital literacy resources.
DESIGNING SEQUENTIAL SPEAKING SYLLABI FOR HIGHER EDUCATION THROUGH AI-ENHANCED PBL Ikawati, Listiana; Nashruddin, Wakhid
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 10, No 2 (2025): DECEMBER 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i2.22465

Abstract

Indonesia's persistently low English Proficiency Index (EPI) is caused by limited literacy and traditional pedagogies, resulting in weak speaking competency. This study aimed to create sequential speaking course syllabi incorporating Artificial Intelligence (AI) into Project-Based Learning (PBL) to enable enhanced speaking skills in higher education. Employing a Research and Development (R&D) design streamlined from Borg and Gall into three phases consisting of preliminary study, development, and validation. The study collected data through focus group discussions, interview, document analysis, and expert verification. Three syllabi were constructed on Speaking for Daily Purposes, Speaking at Workplace, and Speaking for Academic Purposes that were aligned with CEFR levels B1, B2, and C1. Validation employed two experts: an AI expert and a PBL-speaking expert. Scores indicate high feasibility, 90, 91, and 89 in AI expert scores, and 79.7 in PBL-speaking expert scores across syllabi, which are in the "Very Good" category. Revisions were done to order material, incorporate projects, and coordinate assignments to sufficiently address speaking skills. The originality lies in incorporating CEFR-based progression and AI tools in PBL to create oral competence as well as digital literacy and autonomous learning. These syllabi present a model for incorporating technology-supported, student-centered approaches into language teaching. Future research should examine effectiveness through classroom trials and broader implementation to gauge learning impacts and scalability.
Co-Authors Afidawati, Hilda Aisyiyah, Muhsiyanah Nurul Andini, Wulan Apriyanda Kusuma Wijaya Az Zahra Rahimi Dhion Meitreya Vidhiasi Farkhana Khairunnisa Farouk Imam Arrasyid, Farouk Imam Humardhiana, Ana Lala Bumela Leny Sri Wahyuni Mohammad Andi Hakim, Mohammad Andi Muhammad Iqbal Fauzan Muhsiyana Nurul Aisyiyah Mushafiyyah, Muzayyinatul Nana Priajana Nashruddin, Wakhid NINDY DWI HELYANTI Pratiwi, Inne Marthyane Siska Rahayu Tedi Rohadi