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p-Index From 2021 - 2026
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All Journal JETS: Jounal of English Teaching Strategies Community Research and Application Journal (CRAJ)
Aida Fitrianah Zen
Universitas Uluwiyah Mojokerto
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Optimization of Digital Applications for Creative Content Creation in Digital Marketing as A Smart Village Development Aida Fitrianah Zen
Community Research and Application Journal (CRAJ) Vol. 1 No. 2 (2025): June
Publisher : Konsorsium Pengetahuan Innoscientia (KOPINNOS)

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Abstract

The advancement of digital technology offers villages opportunities to adopt the Smart Village concept through digital marketing strategies. This study examines the optimization of digital applications for creating creative content to enhance the village's attractiveness and visibility. The method employed is Community-Based Participatory Research (CBPR), with a case study conducted in a village implementing digital marketing. The findings indicate that applications such as Canva, CapCut, and Shopee can improve content quality, expand promotional reach, and attract tourists and investors. However, challenges such as digital literacy and internet access remain significant obstacles. The proposed solutions include training and mentoring programs for village communities to help them use technology optimally. Therefore, optimizing digital applications in creative content creation can serve as an innovative strategy to strengthen the Smart Village ecosystem and enhance village competitiveness in the digital era.
The Role of Translanguaging in Enhancing EFL Students Niswtuz Zahro Niswa; Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 4 No. 2 (2025): JETS 2025 Vol 4 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/23qhs994

Abstract

Writing is widely recognized as one of the most cognitively demanding skills in English as a Foreign Language (EFL) learning because it requires learners to simultaneously generate ideas, organize information, and produce linguistically accurate texts. Traditional English-only instructional approaches often discourage the use of learners' first language (L1), despite increasing evidence that multilingual resources can facilitate the writing process. This study aims to synthesize empirical evidence on the implementation of translanguaging in EFL writing instruction and examine its contribution to students' writing competence. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. Relevant studies were identified through searches in Scopus, Web of Science, ERIC, and Google Scholar using predefined search strings related to translanguaging and EFL writing. Eligible studies were selected based on predetermined inclusion and exclusion criteria and subsequently analyzed using thematic analysis. The synthesis revealed five major themes: (1) translanguaging as cognitive scaffolding, (2) enhancement of writing quality, (3) collaborative learning and peer interaction, (4) teacher mediation and instructional support, and (5) challenges in classroom implementation. Across the reviewed studies, translanguaging consistently supported idea generation, reduced cognitive load, increased learners' confidence, strengthened collaborative writing practices, and improved overall writing performance. Nevertheless, institutional monolingual policies, teachers' beliefs, and assessment practices remain significant barriers to its implementation. The review suggests that translanguaging should be recognized as an evidence-based pedagogical approach that enables multilingual learners to mobilize their complete linguistic repertoire during writing while maintaining English as the target language for final written production. These findings provide important implications for language teachers, curriculum developers, and policymakers seeking to create more inclusive and effective EFL writing instruction.
The Experiences of Eleventh Grade Students at MA An-Nahdliyyah After Learning English Narrative Texts Through the Listen-Read-Discuss (LRD) Method miftahul khoiroh; Beny Arihakam; Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 5 No. 2 (2026): JETS 2026 Vol 5 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/skm3k034

Abstract

Narration is the way events are depicted in a moving or dynamic time cycle. A description is a depiction of a static and usually unchanging atmosphere, while dialogue is speech consisting of words spoken by the actors, created by the writer or narrator. Many students struggle with reading comprehension, but because they can read in their home language, they frequently blame the English language or assume that their own incompetence is to blame. In reality, the problem is usually with how they approach a book. Comprehension will almost certainly improve with a better understanding of how information is delivered in English texts. Teachers typically begin by reading aloud from a text and asking students to answer questions. However, many students struggle to respond effectively. Therefore, teachers should adopt appropriate approaches, such as the Listen-Read-Discuss (LRD) method, to improve reading comprehension. From these findings, it can be concluded that the experiences recounted by the students indicate that they feel more comfortable and prefer this method compared to others. It can be concluded that, according to the students' experiences, most of them find it easier with the implementation of the LRD method by the teacher. From the difficulties experienced by the students when they first read it because they initially could not read English texts.
Co-Authors Beny Arihakam miftahul khoiroh Niswtuz Zahro Niswa