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All Journal TOFEDU: The Future of Education Journal Journal of Innovative and Creativity
Fera Zasrianita
UINFAS Bengkulu
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Visual & Linguistic elements of Palestinian cartoon : How can this be applead in language teaching Gilang Lailatul Megadini; Fera Zasrianita; Andriadi Andriadi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3173

Abstract

This qualitative study investigates how Multimodal Critical Discourse Analysis (MCDA) can be applied to explore the sociopolitical messages embedded in Palestinian cartoons. Focusing on symbolic imagery, emotional language, and rhetorical strategies, the research examines how these multimodal elements shape meaning and influence audience interpretation. Data were collected through classroom observations and in depth interviews with fourth semester English Education students at UIN Fatmawati Bengkulu. Findings show that the integration of visual and textual elements in Palestinian cartoons fosters empathy, critical reflection, and social awareness of humanitarian and political issues. Students demonstrated greater awareness of how multimodal features reinforce ideological messages, enabling them to interpret contextual meanings and express informed perspectives. Although some initially found it challenging to decode layered symbolism, targeted scaffolding supported their interpretive skills. Overall, the study highlights Palestinian cartoons as effective pedagogical tools for enhancing critical thinking, contextual analysis, and engagement with real-world discourse in language learning.
Social Expression Based Strategies to Develop Students Self Confidence In Speaking English Dewi Astuti; Fera Zasrianita; Andriadi Andriadi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3298

Abstract

Speaking confidence is widely recognized as a crucial component of effective English communication, yet many intermediate-level students remain passive and hesitant to engage in speaking activities. This study investigates the implementation of social expression-based strategies such as greetings, expressions of agreement, and polite requests as an affective approach to fostering greater confidence in speaking English, employing a descriptive qualitative design that incorporated classroom observations and semi-structured interviews. The findings highlight that interactive methods, including role-play, group discussions, and peer-to-peer exchanges, significantly encourage active participation. Teacher modeling played a pivotal role in demonstrating appropriate language use and fostering a supportive atmosphere where students felt safe to experiment with spoken English. As a result, students who had previously been reluctant to speak became noticeably more engaged, contributing more frequently to classroom discussions. The study underscores that descriptive qualitative research is highly effective in capturing the subtle emotional and social dynamics of the speaking classroom, offering practical insights for educators seeking to design activities that nurture speaking confidence in English learners.
Multimodal Critical Discourse Analysis to Argumentative Essay Writing Skill Develop Ade Elvira; Fera Zasrianita; Andriadi Andriadi
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3336

Abstract

Argumentative essay writing is essential for developing students’ critical thinking, analytical reasoning, and persuasive communication. However, many learners struggle to construct coherent arguments, integrate evidence effectively, and sustain logical flow. This study examines the potential of Multimodal Critical Discourse Analysis (MCDA) as a pedagogical tool to improve argumentative essay writing skills. MCDA focuses on the interaction of linguistic, visual, and auditory modes in shaping meaning, enabling students to critically analyze multimodal sources such as films, advertisements, and digital media. Through classroom observations, interviews, and writing evaluations, the study found that MCDA encourages deeper engagement with complex issues and promotes critical interpretation beyond surface-level description. Students became more aware of how multimodal elements influence meaning, leading to improved ability in building evidence-based arguments. The approach also increased motivation, as learners worked with authentic, culturally relevant materials. While some students initially faced challenges in interpreting multimodal data, targeted scaffolding supported their progress. Overall, integrating MCDA into writing instruction not only strengthened students’ argumentative structures but also enhanced their critical literacy. This research highlights MCDA as an effective method for linking multimodal analysis with academic writing, preparing learners to navigate diverse discourse environments in the modern era.
Needs Analysis of Paragraph Writing Materials Using The Flipped Classroom Model for EFL Students at MTsN 1 Kota Bengkulu Reci Rinjani Fahlepi; Fera Zasrianita; Andriadi Andriadi
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1783

Abstract

This study examines students’ needs in learning paragraph writing and the role of the Flipped Classroom model in supporting this process. A mixed-method approach was used, involving questionnaires and classroom observations with students of MTsN 1 Kota Bengkulu. The findings show that students still face difficulties in developing ideas and organizing sentences into coherent paragraphs, despite having prior experience in writing. The results also indicate a very strong need for structured materials, clear guidance, relevant examples, and continuous feedback. A total of 83% of responses fall into the very strong category, showing strong support for the use of instructional videos, online materials, and interactive classroom activities. The Flipped Classroom model is considered effective in promoting active learning and improving students’ paragraph writing skills.
Investigating the Students' Method in Writing English Academic Essay Elsy Octafeani; Fera Zasrianita; Yashori Revola
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1800

Abstract

This study aims to investigate the methods used by students in writing academic essays in English. This research is motivated by the importance of academic essays writing skills in the context of higher education, particularly in English as an international language. This study used a qualitative approach with a case study method, involving several English language study program students as participants. Data were collected through in-depth interviews, observations of the writing process, and analysis of written essay documents. The results showed that students used various methods in the writing process, such as brainstorming, outlining, drafting, and revising. However, there were significant differences in the effectiveness of each method used, depending on linguistic background, previous writing experience, and understanding of academic essay structure. This study concluded that structured training and ongoing guidance are essential to systematically improve students' academic essays writing skills. These findings are expected to serve as a reference in developing academic essays, writing curricula, and teaching strategies in higher education.
Students’Perception And Practices of Using Tiktok for Learning Speaking Skills in Efl University Contexts Zumrotul Aulia; Fera Zasrianita; Andriadi Andriadi
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1857

Abstract

This study aimed to investigate students’ perceptions, independent practice strategies, and speaking performance through the utilization of TikTok in an EFL context. This research employed a mixed-methods design involving 38 secondary school students as the primary participants. Data were gathered through a comprehensive collection process utilizing student questionnaires, speaking proficiency tests (short monologue activities), and individual semi-structured interviews. The quantitative results from the questionnaire revealed that the utilization of TikTok was highly valued by the students, where the perceived benefits in enriching vocabulary and pronunciation achieved the highest score at 78%, followed by its convenience for independent practice (72%) and high learning engagement (73%). Furthermore, the students' actual speaking performance in the short monologue activity was categorized as "Good," as evidenced by a cumulative average score of 76%, with the clarity of message achieving the highest criterion at 84%. However, the qualitative interview data highlighted a significant gap between passive digital content consumption and active language production. Almost all students admitted they had never attempted to create or upload their own speaking content on TikTok due to deep-seated affective barriers, specifically high speaking anxiety, shyness, and a fear of public digital judgment. In conclusion, while TikTok serves as a highly effective tool for autonomous linguistic input and independent repetition (shadowing), technology-enhanced autonomous learning must be combined with structured, low-anxiety classroom environments to effectively translate students' receptive knowledge into active and confident oral communication.
Co-Authors Ade Elvira Andriadi Andriadi Dewi Astuti Elsy Octafeani Gilang Lailatul Megadini Reci Rinjani Fahlepi Yashori Revola Zumrotul Aulia