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All Journal Jurnal Dimensi English Language Teaching Educational Journal E-Link Journal JEELS (Journal of English Education and Linguistics Studies)
Oktavia Widiastuti
Universitas PGRI Kanjuruhan Malang
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Portraying the Use of Conversation Simulation in Indonesian Speaking Classroom Roizul A'la; Oktavia Widiastuti; Maria Purnawati
JURNAL DIMENSI Vol 15, No 1 (2026): Jurnal Dimensi (March 2026)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v15i1.8882

Abstract

This study aims to describe the vocational speaking English learning process of eleventh-grade students at a vocational high school in Malang through the implementation of the conversation simulation method. Many EFL students face difficulties in speaking English due to limited vocabulary, low confidence, and lack of opportunities for real communication. This study employed a descriptive qualitative approach using classroom observations and interviews as the data sources. The findings show that conversation simulation increased students’ classroom interaction and improved their speaking performance, including fluency, pronunciation, vocabulary, and confidence. Moreover, the classroom atmosphere became more active and communicative. This study concludes that conversation simulation is an effective method to support students’ vocational English development and enhance classroom interaction.
The Effect of Randomized Topic-Based Tasks Using Flipped Bottle Media on EFL Students’ Speaking Fluency: English Silvanessa Radjah; Rizky Lutviana; Oktavia Widiastuti
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1397

Abstract

Speaking fluency become a major obstacle for students in English as a foreign language (EFL) classrooms due to limited opportunities to communicate spontaneously. This research aimed to find out the effect of randomized topic-based speaking tasks to improve students’ speaking fluency. The study employed a quasi-experimental pretest-posttest non-equivalent control group design involving 62 eighth-grade students aged 13-14 years old from a middle school in Malang. An experimental group participated in randomized topic-based speaking tasks activities using flipped bottle media, and the control group learned with the usual textbook method. Data came from speaking tests and assessed using a fluency scoring rubric followed by Brown’s (2004) criteria for speaking. The findings showed that the experimental class obtained a better post-test mean score (M= 58.83) compared the control class (M= 43.13). Furthermore, the Mann-Whitney U test make a significant difference for both groups (p= .001), indicating that the treatment positively affected students’ speaking performance. These findings suggest that flipped bottle media can serve as an effective pedagogical tool by providing randomized speaking topics that encourage spontaneous language production and meaningful classroom interaction. Therefore, integrating simple physical game media into task-based speaking activities may offer a practical alternative for improving speaking fluency, particularly in EFL classrooms with limited technological resources.
Artificial Intelligence in Writing: Students' Writing Competencies and Voices Saiful Marhaban; Teguh Sulistyo; Oktavia Widiastuti
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.3927

Abstract

Integrating artificial intelligence (AI) in writing instructions may lead to an ongoing debate among scholars. However, the rapid development of technologies of AI technologies cannot be avoided in daily lives, including written language productions. This paper, then, tries to highlight two cases: the impacts of AI and process-based approach on students’ writing competencies and what students perceive about the intervention. The study, which involved 27 Indonesian English language majors, used a mixed-methods approach that included both qualitative and quantitative data. The results showed that the integration of AI and a process-based approach significantly improved global, local, and overall issues. Surprisingly, local issues, which include grammar, vocabulary, and mechanics, had the greatest effect of all. In addition, students have a positive perception of AI in writing instruction. For them, AI promotes their autonomy and creativity through the use of ChatGPT and AI-generated feedback such as Deepl and Grammarly. The implications are also presented and discussed.
From production to reflection: Integrating video project-based learning and dialogic pedagogy in tertiary EFL Speaking Teguh Sulistyo; Rizky Lutviana; Maria Purnawati; Oktavia Widiastuti; Daniel Ginting
English Language Teaching Educational Journal Vol. 9 No. 2 (2026): IN PROGRESS
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i2.16237

Abstract

This study examines the effects of integrating Video Project-Based Learning (VPBL) and Dialogic Pedagogy (DP) on tertiary EFL students’ speaking performance. It explores their self-reflection and self-efficacy during the learning process. A quasi-experimental convergent mixed-methods design was employed with two intact groups of second-year university students: an experimental group receiving VPBL integrated with DP and a control group receiving conventional speaking instruction. Quantitative data were collected through pretest and posttest speaking assessments based on Complexity, Accuracy, and Fluency (CAF), together with self-reflection and self-efficacy questionnaires. Qualitative data were obtained through semi-structured interviews with students from the experimental group. Speaking performances were assessed by two raters, and inter-rater reliability was established using the Intraclass Correlation Coefficient (ICC). ANCOVA was employed to examine posttest performance while accounting for students’ initial performance. The findings revealed significant differences in the patterns of overall speaking performance and Fluency between the instructional groups, whereas no significant group effects were found for Complexity and Accuracy. The questionnaire findings indicated relatively high self-reflection and moderate self-efficacy among students in the experimental group. Qualitative findings further revealed that video production, dialogic interaction, feedback, and reflection formed an interconnected learning process. Overall, the findings suggest that integrating VPBL with DP may be particularly responsive to fluency-related and broader aspects of oral performance. However, the development of Complexity and Accuracy may still require more sustained exposure, practice, and form-focused support. These findings suggest that speaking development is not solely a linguistic process, but a multidimensional phenomenon shaped by the interplay of cognitive, affective, and social factors.
Co-Authors Daniel Ginting Maria Purnawati Rizky Lutviana, Rizky Roizul A'la Saiful Marhaban Silvanessa Radjah Teguh Sulistyo