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All Journal Indonesian Journal of Multidisciplinary on Social and Technology BULLET : Jurnal Multidisiplin Ilmu Jurihum
Neneng Misliyah
Universitas Pamulang
Humanities Computer Science & IT Economics, Econometrics & Finance Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Social Sciences

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Unlocking English Proficiency: The Impact of Mobile Assisted Language Learning on First-Semester Students at Pamulang University” Darmawati; Neneng Misliyah
JURIHUM : Jurnal Inovasi dan Humaniora Vol. 2 No. 2 (2024): JURIHUM : Jurnal Inovasi dan Humaniora
Publisher : CV. Shofanah Media Berkah

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Abstract

In the quest to enhance English proficiency among first-semester students at Pamulang University, this research delves into the effectiveness of mobile-assisted language learning (MALL). With the burgeoning integration of mobile technology into educational paradigms, particularly in the realm of language acquisition, there exists a burgeoning curiosity surrounding its potential impact on students' linguistic development. In this study, MALL is introduced as a supplementary tool alongside traditional classroom instruction, aiming to elucidate its influence on the English language competencies of first-semester students. Employing a qualitative methods approach, this research intertwines assessments of language proficiency levels with in-depth qualitative analyses of students' perceptions and experiences with MALL. Qualitative data is meticulously collected through an array of methodologies including, interviews, and reflective journals, allowing for a nuanced exploration of students' attitudes towards MALL and its perceived impact on their language learning journey. Findings from this research illuminate the multifaceted impact of MALL on first-semester students' English proficiency. Through qualitative analysis, it becomes apparent that students perceive MALL as a valuable tool for augmenting their language learning experience. The integration of mobile technology fosters increased engagement, personalized learning opportunities, and heightened motivation among students. Moreover, MALL serves as a catalyst for autonomous learning, empowering students to take ownership of their language acquisition journey. Despite some challenges such as technological barriers and time management constraints, the overall consensus among students indicates a positive correlation between MAL usage and enhanced English proficiency. This research not only contributes to the growing body of literature on mobile assisted language learning but also provides valuable insights for educators and institutions seeking to optimize language learning experiences in tertiary education settings. By embracing the potential of MALL and its capacity to unlock English proficiency, Pamulang University and similar institutions can embark on a trajectory towards fostering linguistic excellence and global competence among their student populace.
Using Task-Based Learning in CLT to Foster Engagement Among English Beginners in Pamulang University Darmawati; Neneng Misliyah
JURIHUM : Jurnal Inovasi dan Humaniora Vol. 2 No. 3 (2024): JURIHUM : Jurnal Inovasi dan Humaniora
Publisher : CV. Shofanah Media Berkah

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This action research explores the implementation of Task-Based Learning (TBL) within the framework of Communicative Language Teaching (CLT) to enhance engagement among English beginners at Pamulang University. The study was conducted with a group of 25 first-semester Informatics Engineering students who had limited English proficiency. Using a qualitative approach, the research was carried out over two cycles, each involving the stages of planning, action, observation, and reflection. In the first cycle, task based activities such as role-playing, information gap tasks, and group discussions were introduced to encourage communication. Data collected through classroom observations, student reflections, and teacher journals indicated initial challenges, including hesitancy to participate and difficulty understanding instructions. Based on these findings, adjustments were made in the second cycle, including the use of scaffolding techniques, clearer task instructions, and the incorporation of multimedia resources to support vocabulary acquisition. The results showed a significant improvement in student engagement and willingness to participate in communicative tasks. Students reported increased confidence in using English and found the activities enjoyable and relevant to their academic needs. The study concludes that integrating TBL into CLT is an effective approach to fostering active participation and building communicative competence among English beginners. It also emphasizes the iterative nature of action research in refining teaching strategies to address learners' needs in specific contexts.
D-PBICC Model: Digital Project-Based Learning for High School Students' Intercultural Competence Neneng Misliyah; Darmawati Darmawati
Indonesian Journal of Multidisciplinary on Social and Technology Vol. 4 No. 2 (2026): Maret - Juni
Publisher : PT Ilmu Data Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijmst.v4i2.11206

Abstract

Intercultural Communicative Competence (ICC) has become crucial in the era of globalization, yet English teaching in Indonesia often separates language from its cultural context. This study aims to develop and test the validity, practicality, and effectiveness of the Digital Project-Based Learning for Intercultural Communicative Competence (D-PBICC) model for senior high school students within the context of the Independent Curriculum. The method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The limited trial subjects involved one eleventh grade class in an urban high school in Jakarta that independently implemented the Independent Curriculum. Data collection was carried out through a needs analysis questionnaire, expert validation sheets, ICC scales (pre-test and post-test), observation sheets, and a social media content analysis project assessment rubric. Quantitative data were analyzed using a paired-sample t-test in SPSS, while qualitative data were analyzed thematically using directed coding. The results of the study indicate that the developed D-PBICC model meets high validity criteria (88%) based on expert assessments, and is highly practical according to teacher and student responses. Implementation of the model significantly improved all five components of students' ICC (attitudes, knowledge, interpreting skills, finding skills, and critical cultural awareness). The social media content analysis procedure as a core assignment successfully transformed students from passive consumers into critical analysts capable of distinguishing diverse cultural products, practices, and perspectives. The main conclusion indicates that the D-PBICC model is effective as a pedagogical innovation relevant to the needs of the Independent Curriculum.  
Task-Based Language Teaching Dan Model ARCS Dalam Meningkatkan Motivasi Belajar Bahasa Inggris: Tinjauan Literatur Sistematis Neneng Misliyah; Resti Isnaeni; Pari Purnaningsih
BULLET : Jurnal Multidisiplin Ilmu Vol. 5 No. 3 (2026): BULLET : Jurnal Multidisiplin Ilmu (INPRESS)
Publisher : CV. Multi Kreasi Media

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Abstract

English speaking proficiency is an essential need for Informatics Engineering students, both for accessing literature, engaging in international collaboration, and preparing for careers in the global industry. However, learning motivation is often a major challenge due to low second-language exposure and rigid curricula. This article aims to systematically examine the effectiveness of Task-Based Language Teaching (TBLT) integrated with the ARCS motivational model (Attention, Relevance, Confidence, Satisfaction) in enhancing motivation, engagement, and speaking confidence. A systematic literature review of 40 Scopus-indexed articles published between 2022 and 2026 was conducted through identification, screening, and thematic analysis stages. The findings show that TBLT consistently strengthens intrinsic and instrumental motivation, reduces speaking anxiety, and enhances self-efficacy, particularly when supported by adequate teacher training, a supportive classroom environment, and technology integration such as virtual reality (VR) and artificial intelligence (AI). Integrating the ARCS model into the TBLT task cycle strengthens learners' attention, relevance, confidence, and satisfaction. Nevertheless, systemic barriers such as rigid curricula, large classes, and limited facilities still constrain implementation effectiveness, particularly in the Indonesian higher education context. This article recommends strengthening lecturer training, aligning curricula with industry needs, and developing technology-based authentic tasks to optimize English learning motivation among Informatics Engineering students.
Co-Authors Darmawati Darmawati Darmawati Pari Purnaningsih Resti Isnaeni