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All Journal Attractive : Innovative Education Journal Continuous Education : Journal of Science and Research
Mochamad Nasrul Chotib
Universitas Negeri Malang, Indonesia
Education Other

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Teacher Advocacy for Gamified Digital Learning Laboratories: A Qualitative Analysis of Positive Perceptions and Enhancement Strategies for English Language Teaching in Indonesia Mochamad Nasrul Chotib; Yazid Basthomi; Falentinus Ndruru; Mala Rovikasari; Suhono; Rurik Herawati; Dina Marita; Dino Sugiarto
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.1909

Abstract

In the context of English language teaching (ELT) in Indonesia, understanding teacher perceptions is crucial for successful implementation. This study aims to explore the positive perceptions of Indonesian elementary and junior high school teachers regarding Platform Digital Pembelajaran Bahasa Inggris (PDPBI), Digital Learning Laboratories (DLL), and gamified DLLs, and to synthesize their constructive suggestions for system enhancement. A qualitative need analysis was conducted via a structured questionnaire with five teachers. Data were analyzed thematically to identify key themes related to benefits and proposed modifications. Teachers perceive these platforms as significant tools for enhancing flexibility, student motivation, interactivity, and differentiated learning. Their advocacy is not uncritical; they provide nuanced recommendations for improving features (intuitive UI/UX, better audio-visuals), content (curriculum-aligned, relevant), exercise genres (varied and HOTS-inclusive), and gamification mechanics (educative rewards, healthy ranking systems, contributor recognition for teachers). The findings suggest that Indonesian teachers are proactive advocates for gamified DLLs. Their insights provide a valuable framework for developers and policymakers to create more effective, engaging, and pedagogically sound digital learning environments that are supported by their primary users—the teachers themselves
Embodying the Other, Preparing the Self: Impersonation Technique as Simulation-Based Pedagogy for Communicative Skill Development and Workforce Readiness Herditya Wahyu Widodo; Mochamad Nasrul Chotib; Kukuh Prayitno Subagyo; M Misbahul Amri; Suhono Suhono
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3491

Abstract

This study investigates the use of impersonation technique to enhance ten communicative skills essential for workforce readiness: active listening, confidence, appropriate method selection, tone and volume control, empathy, friendliness, respect, feedback-sharing, non-verbal cue interpretation, and responsiveness. Employing a mixed methods design within a four-day intensive workshop, quantitative data were collected from 77 performer-participants (actors, actresses, directors) via structured questionnaires, while qualitative insights were obtained through an interview with an expert drama practitioner. The findings revealed that 92.72% of respondents reported experiencing the target skills during the preparation and performance phases, and 95.58% perceived these skills as beneficial for their future careers. Notably, a gap emerged between the experience (87%) and perceived utility (94.8%) of non-verbal cues and responsiveness, interpreted through the lens of tacit knowledge-learners enacted these skills without full conscious awareness. The expert interview further illuminated the phase-specific nature of skill development, identifying respect and feedback-sharing as dominant during collaborative preparation, confidence and non-verbal reading as prominent on stage, and vocal modulation and active listening as operating across both phases. The study concludes that impersonation technique functions as a form of simulation-based and transformative learning, cultivating regulative skills during preparation and expressive skills during performance. This positions impersonation as a promising and adaptable pedagogy for bridging the soft skills gap in higher education, though longitudinal research on actual skill transfer to workplace contexts remains a priority for future investigation.
Co-Authors Dina Marita Dino Sugiarto Falentinus Ndruru Herditya Wahyu Widodo Kukuh Prayitno Subagyo M Misbahul Amri Mala Rovikasari Rurik Herawati Suhono Suhono Suhono, Suhono Yazid Basthomi