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All Journal Jurnal Ilmiah Profesi Pendidikan Community Empowerment Journal of English Language and Education
Ana Zulianingrum
Universitas Nahdlatul Ulama Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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A Study on Microlearning Through TikTok: Utilizing Social Media Videos for English Language Learning Sheila Wijayanti; Ana Zulianingrum; Juniya Bintang Muhjaj
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.3910

Abstract

The microlearning approach will be combined with the use of social media platforms, namely TikTok videos, in English language learning. Microlearning is a learner-centered approach that offers short, focused learning units with interactive multimedia accessible across multiple devices. Research using the microlearning approach aims to make English learning in the classroom more flexible and effective in delivering learning materials because it can convey content in the smallest parts for easy understanding. The study will use a descriptive qualitative method with data collection techniques through observation, filling out pre-tests and post-tests, and documentation. The results of study indicate that the dominant micro skills are speaking (43%), writing (24%), listening (18%), and reading (15%). On the other hand, the second pie chart reveals that macro skills mainly focus on speaking (68%), with a smaller percentage in writing (13%), listening (13%), and reading only (6%). Thus, by combining innovative approaches such as microlearning and leveraging the popularity of social media platforms, educators can create interactive and engaging learning experiences for learners. The combination of microlearning, social media platforms, and English language teaching can offer valuable opportunities for learners to improve their language skills in a fun and interactive way. As technology advances in education, implementing these approaches can result in a more effective and dynamic language learning experience.
From Reflection to Revision: Exploring Self-Regulated Learning in EFL Writing Portfolios Ana Zulianingrum
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.860

Abstract

This study addresses the limited attention given to learners’ internal self-regulatory processes in portfolio-based EFL writing instruction, particularly in non-Western tertiary contexts such as Indonesia. While previous research on self-regulated learning (SRL) in EFL writing has often emphasized measurable writing outcomes, including grammatical accuracy, coherence, and text organization, less is known about how portfolios support learners’ goal setting, self-monitoring, and reflection during the writing process. Employing a qualitative case study approach supported by descriptive writing-performance data, this study investigated 30 Indonesian undergraduate EFL learners enrolled in a writing course. Data were collected through writing portfolios, semi-structured interviews, classroom observations, and reflective journals over a four-week instructional period. Thematic analysis revealed that portfolio-based writing tasks fostered SRL behaviors by encouraging iterative drafting, strategic revision, and critical self-assessment. However, students also encountered challenges related to time management, limited reflective depth, and difficulty self-assessing higher-order writing skills. These findings highlight the need for explicit instructional scaffolding, structured reflection prompts, and sustained teacher and peer feedback. Overall, the study suggests that portfolio-based writing instruction can enhance learner autonomy and writing proficiency by creating a structured, reflective, and process-oriented learning environment.
Tactile Flipbook Magic: A multisensory framework for enhancing phonics decoding skills in primary education Ana Zulianingrum; Sheila Wijayanti; Ajeng Ayu Ramadhanti; Naila Suryani
Community Empowerment Vol. 11 No. 3 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.16071

Abstract

Traditional learning methods often face difficulties in concretizing the abstract relationship between sounds and letters. This community service program addresses an important challenge in teaching foundational phonic decoding skills to early childhood learners at SD Angkasa 01 Halim Perdanakusuma. The purpose of this activity is to design, implement, and evaluate the impact of "Flipbook Magic," an interactive tactile medium, on students' decoding abilities and teachers' pedagogical competence. The methodology used follows a four-stage collaborative model, which includes needs analysis, collaborative medium creation process with teachers, direct implementation in grade II through co-teaching sessions, and evaluation with mixed methods (quantitative and qualitative). The results from the structured observation checklist showed a significant increase in students' decoding skills. The percentage of students able to blend CVC patterns independently increased from 20% to 80%, while 40% of students successfully blended target CVCC/CCVC patterns independently and another 40% succeeded with teacher assistance. Qualitatively, the use of this medium significantly increased student engagement and participation in learning. In addition, the applied mentoring model successfully empowered teachers, with more than 90% of teachers showing the ability to use the medium independently and integrate it into lesson plans. The program concludes that Flipbook Magic, combined with a partnership-based empowerment approach, is an effective strategy to improve early literacy learning. Therefore, schools are advised to adopt similar practice-based learning tools and collaborative professional development models to maintain sustainability and expand the improvement of phonics education.
Co-Authors Ajeng Ayu Ramadhanti Juniya Bintang Muhjaj Naila Suryani Sheila Wijayanti