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Imas Wahyu Agustina
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Stairs: English Language Education Journal
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 28078594     DOI : https://doi.org/10.21009/stairs
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 72 Documents
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The Role of Communicative Language Teaching (CLT) in Teaching English to Indonesian Elementary School Students within the Kurikulum Merdeka Ramadhani, Gina; Nidi, Imelda Verista; Zahra, Lailatu
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.7

Abstract

English instruction in Indonesian elementary schools continues to face challenges, including limited resources, teacher proficiency gaps, and a reliance on traditional methods. Although Communicative Language Teaching (CLT) presents a promising alternative with its focus on student-centered, interactive learning, its effectiveness in supporting the objectives of the Kurikulum Merdeka requires further investigation. This study investigates the impact of CLT on the instruction of English to primary school children in Indonesia, specifically within the context of the Kurikulum Merdeka. This study employs a qualitative methodology to analyze recent journal articles and investigate how CLT facilitates students' exposure to authentic communication, encourages active engagement, boosts their motivation, and enhances their overall language competency. The results demonstrate that implementing CLT has a significant positive impact on students, as it enhances the relevance and engagement of their learning, aligning with the aims of the Kurikulum Merdeka. The study suggests that to improve English language teaching in Indonesia, it is important to apply the recommendations for broader adoption, integration into the curriculum, development of resources, ongoing evaluation, community involvement, and technology integration.
The Existence of CEFR Reception Competence of Communicative Language Activities in TikTok Handayani, Armitha; Santosa, Imam
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.4

Abstract

The Common European Framework of Reference for Languages (CEFR) provides a standardized measure of language proficiency, guiding language learning and assessment globally. With the increasing use of digital media, videos have become an influential tool in language acquisition. TikTok, as a popular social media platform, offers engaging content that may support language learning. However, limited research has explored how TikTok videos align with CEFR communicative competence descriptors. This study aims to analyze the CEFR competence level of reception communicative activities in TikTok videos using the illustrative descriptor scale. Employing a qualitative approach, the research utilizes ATLAS.ti software to analyze 200 TikTok videos collected through the hashtag #learnenglish. The findings reveal that the most frequently occurring descriptor is overall oral comprehension, appearing in 62 videos, while the A1 level is the most represented, accounting for 25% (50 videos). These results suggest that TikTok videos predominantly cater to beginner-level learners. The study highlights the potential of TikTok as a supplementary language learning tool and provides insights for future research on optimizing digital platforms for CEFR-aligned language education.
Gamifying Education: Exploring Student Perceptions of Kahoot! As a Learning Medium Oktaviani, Anggit Laesa
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.1

Abstract

This study investigates students' perceptions of Kahoot! as a learning medium for English at Sekolah Tinggi Bahasa Asing Technocrat. Employing a qualitative approach, the research gathers data through questionnaires, interviews, and observations. The sample includes 37 students from various academic years who have utilized Kahoot! in both online and offline English classes. The findings indicate a generally positive perception of Kahoot!. Based on the questionnaire results, 47.78% of students demonstrated high motivation to learn English using Kahoot!, attributing this to its competitive features and engaging atmosphere. Students expressed a preference for Kahoot! exercises over traditional textbooks, highlighting the scoring system as particularly motivating. Regarding material comprehension and skill development, 47.98% agreed that Kahoot! enhances their understanding of English materials and improves their language skills. Additionally, students reported that Kahoot! supports material review, fosters supplementary learning, and strengthens vocabulary retention. In terms of the learning process, 64% of respondents agreed that Kahoot! facilitates effective learning by encouraging group collaboration, increasing classroom interaction, and improving material retention compared to conventional teaching methods. Overall, the study concludes that Kahoot! is an effective and engaging tool for teaching and learning English at the tertiary level.
The Role of Dee Lestari's Novel " Rapijali: Seeking, Becoming, Returning" in Increasing Reading Skills in the Digital Era Cahyaning, Choiril Indah; Riady, Yasir
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.3

Abstract

In the era of rapid technological development, maintaining interest in reading traditional literary works such as novels has become increasingly challenging. Despite the abundance of research on reading habits, studies examining how contemporary novels can sustain and enhance reading interest in the digital era remain limited. This research aims to explore the role of novels in fostering reading interest in the digital era, focusing on how literary elements can engage modern readers. This study employs a literature review method with a pragmatic approach, which examines literary works as tools for conveying specific messages or intentions to readers. The object of this research is Rapijali: Seeking, Becoming, Returning by Dee Lestari, a novel with the potential to stimulate reading interest across various age groups. Data were collected through intensive reading and note-taking techniques, followed by qualitative analysis to identify key themes and messages. The findings reveal that Rapijali conveys moral values such as hard work, mutual respect, and humility, subtly influencing readers' perspectives. Additionally, the novel’s accessible language, engaging storyline, and serialized format contribute to its appeal, making it an effective medium for promoting reading habits in the digital age. These results imply that well-crafted literary works can still play a significant role in cultivating a culture of reading, even amid technological distractions.
An Analysis of Figurative Languages in the Niki Zefanya’s Song Lyrics Zahria, Salma Talita; Wibowo, Hanafi
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.2

Abstract

Language and music are deeply interconnected, enabling artists to express emotions and abstract ideas creatively. While figurative language is a key element in literary and musical compositions, limited research has examined how emerging contemporary musicians employ it to enhance lyrical expression. This study investigates the use of figurative language in three selected songs by Niki Zefanya. Using a qualitative approach with textual analysis, this research identifies and categorizes figurative devices present in the lyrics. The findings reveal five types of figurative language: metaphors and hyperboles as the most dominant, followed by irony, synecdoche, and repetition, each contributing to the emotional and thematic depth of the songs. These results highlight the role of figurative language in shaping meaning, enhancing artistic expression, and deepening listeners’ engagement with song lyrics. This study contributes to the fields of stylistics and discourse analysis by offering insights into the intersection of language and music, demonstrating how figurative language functions as a communicative tool in contemporary songwriting.
Differentiated Instructions in ESL and EFL Classrooms: A Systematic Literature Review Religioni, Akifayadia; Meilinda, Calista; Alawiyah, Asri; Farrel, Luka Muhammad
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.5

Abstract

Differentiated Instruction (DI) is an English teaching method that emphasizes addressing students' unique characteristics by tailoring instruction based on their interests, learning profiles, and readiness. While the concept has gained attention, a comprehensive analysis of its techniques, aspects, and impacts remains limited. This study aimed to bridge this gap by conducting content analysis on 32 articles related to DI in English classrooms. The researchers summarized, analyzed, and compared data to derive key findings. Results indicate that the study highlights DI's applicability across diverse classroom contexts and levels with diverse techniques. The reviewed articles also address the core aspects of differentiation—content, process, product, and environment—each of which involves distinct techniques, such as tiered and adjusted materials and grouping strategies. Furthermore, it identifies the positive effects of DI on students' academic performance, psychological well-being, classroom environment, and teacher practices. These findings underline the need for more holistic approaches to implementing DI and provide valuable insights for educators aiming to enhance learning outcomes through differentiated strategies.
Postgraduate Students' English Learning Motivation in Practicing CEFR Preparation Level B1 Reading Sukarton, Sukarton; Pramudya, Abraham Adiel Yudha; Mardiana, Rizdika
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.2

Abstract

The Common European Framework of Reference for Languages (CEFR) is globally adopted as a standard framework for measuring language proficiency across various contexts, including English language education. Despite its increasing application, little is known about how CEFR-based test preparation impacts learner motivation, particularly among postgraduate students. This study aims to explore the motivation of postgraduate students to practice the CEFR preparation level B1 reading test. Using a qualitative narrative inquiry design, data were collected through questionnaires, observation sheets, and self-reflection reports and analyzed thematically to identify key motivational patterns. The results show that 90% of participants reported feeling motivated by the CEFR B1 reading practice, while 10% expressed a neutral stance. Seven prominent motivational terms emerged from the analysis, they are finished, positive, supported, whole, carefully, focused, and practiced.  These findings suggest that structured CEFR preparation activities can enhance learners’ self-perception, focus, and persistence in English learning.
Locutionary and Illocutionary Acts by Anies Baswedan in the First Presidential Candidate Debate in 2024 Handayani, Vina; Wibowo, Hanafi
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.1

Abstract

Understanding meaning in political discourse is crucial, as a speaker’s intentions shape public perception and influence audience perspectives. While many studies have explored speech acts in political contexts, there is still limited analysis focusing specifically on the locutionary and illocutionary acts of Indonesian presidential candidates, particularly in the 2024 debates. This study aims to analyze the types and frequency of locutionary and illocutionary acts used by Anies Baswedan in the first presidential candidate debate of 2024, as well as to interpret the meanings embedded in these speech acts. Employing a qualitative descriptive design, the research collects data in the form of clauses containing types of locutionary and illocutionary acts as the primary source, which then were identified and categorized. The findings reveal 40 instances of locutionary acts, dominated by assertive acts (26), followed by phonetic acts (14) and retic acts (8). Additionally, 42 illocutionary acts were identified, with phatic actions (18) being the most frequent, followed by phonetic (14) and retic actions (8). The analysis uncovered that many of these acts carried persuasive meanings aimed at convincing listeners during the debate. This study offers insights into how Indonesian political figures strategically use language, providing a basis for future research on persuasive speech in political campaigns.
Investigating the Vocabulary Level on Mispronunciation among Eighth-Grade Students in SMPN 11 Bekasi Dama Tantisari; Sulhizah Wulan Sari; Eleena Putri Reevenza; Jasmine Kayla Az-Zahra; Rindianti Jasmine Azzahra; Pratiwi Aisyah Febriani; Novsya, Tigana
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.4

Abstract

This article aimed at identifying the student’s vocabulary level from the phonetic transcription of students’ mispronunciations. A descriptive qualitative method was used in this study by taking an interview, audio, and video recording of the pronunciation of eighth-grade students in State Junior High School 11 Bekasi. The sample data was taken randomly with representative sampling. The findings indicated that the student's ability to pronounce vocabulary was at an easy level (92, 5%). They were able to pronounce familiar vocabularies used in daily conversation such as bag, teacher, and classroom. Conversely, the medium and high levels were challenging to pronounce since the vocabularies were presented in the scientific text. The inaccuracy in articulation was caused by the lack of familiarity with the sounds of vowels and consonants. This study was significant to be conducted for effective communication and pronunciation development on how individuals and teachers can apply the fundamentals of phonemics sound by correcting and preventing mispronunciations.
Teacher’s Roles in Teaching English to Students with Special Needs: Strategies, Challenges, and Impacts Azka, Shofiyyah Nur; Saputra, Rafi Antar; Agustina, Imas Wahyu; Aristy, Dhini; Amanatillah, Ajeng
STAIRS: English Language Education Journal Vol. 6 No. 1 (2025): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.6.1.3

Abstract

Despite increasing global efforts to promote inclusive education, teaching English to students with special needs remains a significant challenge, including in the teacher’s role in shaping an inclusive learning environment. This study explores the critical role of teachers in special needs education by addressing three key issues: The teaching strategies employed, the challenges teachers encounter, and the impact on the learning process. Employing a qualitative and systematic approach, the study analyzed 30 peer-reviewed articles published within five years between 2020 and 2024. The analysis revealed that the most commonly applied strategies in teaching English to students with special needs were Individualized and Differentiated Instruction, Multisensory and Visual Learning, and Collaborative Teaching supported by professional development. Among the challenges identified, student-related factors emerged as the most prominent, followed by those related to teachers and systemic and policy issues. The learning impacts were classified into five thematic categories, each demonstrating positive, negative, and/or mixed implications. The review highlights the need for targeted teacher training, increased support structures, and stronger interprofessional collaboration.

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