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All Journal Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Edukasia: Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Humanities and Social Sciences Essence: Teaching English as a Foreign Language, Linguistics, and Literature Journal Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Masyhudianti, Ummy Khoirunisya'
Universitas Islam Tribakti Lirboyo Kediri
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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 1 
A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta Masyhudianti, Ummy Khoirunisya'; Masithoh, Hanita; nisa, Khoirun
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12398

Abstract

In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta Ummy Khoirunisya' Masyhudianti; Hanita Masithoh; Khoirun nisa
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12398

Abstract

In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
Integrating Genre-Based Approach and Differentiated Instruction to Improve Seventh Graders’ Descriptive Writing Skills in a Junior High School in Kediri Masyhudianti, Ummy Khoirunisya'
JOM Vol 6 No 4 (2025): Indonesian Journal of Humanities and Social Sciences , December
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v6i4.8760

Abstract

This study aimed to delve whether integrating the Genre-Based Approach (GBA) with Differentiated Instruction (DI) can improve writing skills among seventh-grade students in a Junior High School in Kediri, Indonesia. The research applied a Classroom Action Research (CAR) design, which included two cycles of planning, acting, observing, and reflecting. The findings indicate that the implementation of GBA combined with DI enhanced students’ writing proficiency, particularly in the production of descriptive texts. The post-test results of Cycle 2 indicated that 81.25% of students’ mean score reached 77.8, surpassing the minimum passing grade (KKM) of 75 and demonstrating a substantial improvement compared to the mean score obtained in Cycle 1 (62). Additionally, qualitative data showed that students' engagement, enthusiasm, and attitudes toward English writing improved, as they became more involved in class discussions, writing exercises, and collaborative activities. The study further highlights that the integration of DI with GBA addresses the diverse learning needs of students, fostering a more interactive and student-centered learning environment. The research contributes to the growing body of literature on the application of GBA and DI in EFL contexts and suggests that these approaches can be used to improve writing skills in junior high school students. Future research could examine the long-term effects of this approach, its applicability to different writing genres, and the potential integration of digital platforms to enhance learning.
The Language Landscape: Exploring English Proficiency of Vocational University Students through TOEIC Simulation Mochammad Abdullah Salim; Ummy Khoirunisya Masyhudianti
Essence: Journal of English Language Teaching, Linguistics, and Literature Vol. 1 No. 1 (2024): April 2024
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/essence.v1i1.5638

Abstract

This study explores the English proficiency levels of vocational university students majoring in Mechanical Engineering, assessed through a TOEIC simulation test. Seventy-four students participated in the study, which used a modified TOEIC test with 18 representative questions due to time constraints and students' unfamiliarity with the full test format. The results indicated a mean score of 53.38 out of 100, with a significant range from 15 to 90, highlighting substantial variability in proficiency levels. The majority of male students scored higher than female students, suggesting potential gender-related differences in language acquisition within this cohort. A positive correlation was found between students' TOEIC scores and their academic performance in Mechanical Engineering courses, underscoring the importance of English proficiency for academic success. The discussion contextualizes these findings within second language acquisition theories and compares them with previous studies, emphasizing the necessity for targeted English language support tailored to vocational students' needs. Practical recommendations include integrating specialized English training into the vocational curriculum, offering supplemental language support, and implementing regular language proficiency assessments. The study's implications for policy and practice highlight the need for enhanced language instruction to improve vocational students' academic and professional outcomes.
PELATIHAN PEMANFAATAN ARTIFICIAL INTELLIGENCE DALAM PENGAJARAN BAHASA INGGRIS UNTUK MAHASISWA TADRIS BAHASA INGGRIS IAIN KEDIRI Ummy Khoirunisya’ Masyhudianti; Muhamad Safa’udin; Annisa Ayu Lestari; Edi Rozal
BHAKTI: JURNAL PENGABDIAN DAN PEMBERDAYAAN MASYARAKAT Vol. 4 No. 01 (2025): Juni
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/bjppm.v4i01.7372

Abstract

This community service program aimed to enhance digital literacy and pedagogical competence of English Education students at IAIN Kediri through practical training on Artificial Intelligence (AI) tools in language teaching. Addressing challenges in conventional English learning and low digital integration, the program introduced AI applications such as ChatGPT, Grammarly, and Elsa Speak to improve students’ writing, speaking, and self-reflection skills. The participatory, experiential, and project-based learning approach fostered active student engagement, collaborative learning, and ethical awareness in AI use. Results showed significant improvement in students’ digital skills, pedagogical readiness, and reflective learning, alongside the emergence of a technology-savvy learning community. The program contributes to bridging the digital competence gap, preparing future English teachers for the demands of the 21st century education, and supports Indonesia’s educational transformation in the Industry 4.0 era. Keywords: Artificial Intelligence, English Language Teaching, Pedagogical Competence, Technology Integration
MENTORING SECOND SEMESTER UNIVERSITY STUDENTS’ READING SKILLS AT UNIVERSITAS ISLAM TRIBAKTI LIRBOYO KEDIRI AND UNIVERSITAS NUSANTARA PGRI KEDIRI THROUGH EXTENSIVE READING Ummy Khoirunisya' Masyhudianti; Khoiriyah; Ei Mon Kyaw; Mochammad Abdullah Salim; Rahayu Meliasari; Muhammad Raihan
BHAKTI: JURNAL PENGABDIAN DAN PEMBERDAYAAN MASYARAKAT Vol. 4 No. 02 (2025): Desember
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/e3kts653

Abstract

  This community service project aimed to enhance the reading skills of second-semester university students at Universitas Islam Tribakti Lirboyo Kediri and Universitas Nusantara PGRI Kediri through an extensive reading program. The program, conducted from April to July 2025, involved 59 students and included training sessions and seminars focused on extensive reading strategies. The objective was to improve students' vocabulary, reading comprehension, and overall reading interest. This study employed a service-learning approach that included four key stages: investigation, preparation, action, and reflection. During the investigation stage, a pre-test and observations were conducted to assess students' baseline reading abilities. The results of the program showed significant improvements in students' vocabulary, reading comprehension, and reading interest. The program not only helped students understand academic texts more effectively but also fostered a more positive attitude toward reading. These findings suggest that extensive reading can significantly contribute to the development of essential literacy skills in EFL students. The program's success highlights the potential of using extensive reading as a key strategy to enhance students' language proficiency and foster a lifelong reading habit.
Developing Method based on Differentiated Instruction for Teaching Writing to Junior High School Students in Kediri Ummy Khoirunisya' Masyhudianti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1787

Abstract

This study aims to develop a method based on Differentiated Instruction (DI) in teaching writing using adjusted GBA (Genre Based Approach) to Junior High School students in Kediri. This research employed a Research and Development design, utilizing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants included one teacher and 35 students from a Junior High School in Kediri, selected through purposive sampling. Data were collected through interviews, questionnaires, observation, and document analysis, and analyzed qualitatively and quantitatively. The data validity was done by using triangulation technique. The results demonstrated that the adjusted Genre-Based Approach with Differentiated Instruction, incorporating songs, games, and differentiated content and products across BKOF, MOT, JCOT, and ICOT, is effective for both students and teachers, enhancing students' writing skills. Expert validation scores support the method, with pre-assessment and DI at 87.5% (exceeds expectations), method at 91.7% (exceeds expectations), and evaluation at 79.2% (meets expectations). The adjusted GBA method proved to be effective for teaching writing to improve students' writing scores, as demonstrated by the average post-test score of 85. Future research should explore the method’s applicability in senior high school, as well as longitudinal studies to assess its long-term impact on writing skills development.
Charting the Development of Multimodality in English Language Teaching within Higher Education: A Bibliometric Perspective Zaky Dzulhiza Hawin Amalia; Heppy Mutammimah; Ummy Khoirunisya’ Masyhudianti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7961

Abstract

Multimodality has become a crucial component of 21st-century learning as students increasingly engage with diverse modes of communication in their daily lives. While multimodality has been widely studied, limited attention has been given to its development in English Language Teaching (ELT) within higher education. This study fills that gap by mapping global research trends, leading contributors, and thematic directions through a bibliometric analysis using the Scopus database. A total of 265 documents were initially retrieved, and 184 English-language journal articles published between 2015 and 2024 were included for analysis. Data were processed using VOSviewer to visualize keyword co-occurrence and identify emerging research clusters. The findings reveal that China is the most productive country with 58 publications, followed by the United States with 23, and that National Yunlin University of Science and Technology is the leading institutional contributor. Six thematic clusters were identified, covering multimodality, discourse analysis, digital storytelling, and teacher education. These insights provide a comprehensive overview of the field’s evolution and offer practical implications for educators and researchers aiming to enhance multimodality and pedagogical innovation within higher education.
Co-Authors Annisa Ayu Lestari Edi Rozal Ei Mon Kyaw Hanita Masithoh Heppy Mutammimah Khoiriyah Khoirun nisa Khoirun Nisa Masithoh, Hanita Mochammad Abdullah Salim Mochammad Abdullah Salim Muhamad Safa’udin Muhammad Raihan Rahayu Meliasari Zaky Dzulhiza Hawin Amalia