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All Journal Jurnal Eduscience (JES) PEDAGOGIC: Indonesian Journal of Science Education and Technology
Said Miftahul Fahmi
Universitas Bina Bangsa Getsempena
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Students’ Social Media Preferences as Secondary Learning Sources for Learning English (a Survey on Aceh English Major Undergraduate Students) Katiara Katiara; Mulyadi Syahputra; Said Miftahul Fahmi
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.6651

Abstract

This study aims to examine the preferences of undergraduate English students in Aceh in utilizing social media as a secondary learning resource in English learning. The study used a descriptive quantitative approach with data collection techniques through questionnaires distributed to English students from several universities in Aceh. Data were analyzed descriptively to identify the types of platforms used, the purposes of use, and students' perceptions of the benefits of social media in language learning. The results show that social media plays a significant role as a supplementary learning resource outside of formal classroom learning. The most frequently used platforms include WhatsApp, Instagram, TikTok, YouTube, Facebook, Telegram, and X, which are used for vocabulary development, listening and speaking practice, reading improvement, and writing skills. Students tend to choose platforms that are easily accessible, interactive, flexible, and provide authentic English content. These findings confirm that the use of social media encourages the development of digital literacy and student learning autonomy. This study provides an empirical contribution to the development of technology-based English learning strategies and serves as a reference for educators and educational institutions in integrating social media more effectively in the learning process.
BRINGING DEBATE INTO CLASSROOM: THE PERSPECTIVE OF EFL TEACHERS IN ACEH Mulyadi Syahputra; Rosdiana Rosdiana; Zahria Amalina; Said Miftahul Fahmi; Wahidah Nasution
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8114

Abstract

Purpose - This study aims to explore the perceptions of English as a Foreign Language (EFL) teachers regarding the use of parliamentary debate as a classroom instruction in Aceh, a Sharia-governed province in Indonesia. It investigates whether the assumption of Islamic-based education restricts the use of debate as a tool to enhance critical thinking. This investigation aimed to fill the research gaps where exploration had not been conducted yet.Methodology - A quantitative descriptive survey design was employed to collect data from 252 EFL teachers across general and Islamic secondary schools in Aceh. A structured, closed-ended questionnaire (using a Likert scale) was administered, selected through stratified random sampling based on specific criteria. The instrument was developed to assess three matrices they are (1) the understanding, (2) acceptance, and (3) evaluation. The data was then analyzed for Mean and Standard Deviation.Findings - The findings indicated a positive attitude toward integrating debate into classroom teaching tools for either critical thinking or language proficiency development. However, aligning the debate topics with Aceh's socio-religious norms is necessary to avoid overly liberal or sensitive issues that may be perceived as offensive. Although there is a strong acceptance of debate in the classroom and an understanding of the debate's nature, the teachers' procedural understanding of the debate remains lacking.Contribution - These findings suggest that the adoption of parliamentary debate in Aceh's EFL classrooms necessitates adjustments, indicating that Western teaching models, such as debate, must be localized within Islamic educational frameworks.
Co-Authors Katiara Katiara Mulyadi Syahputra Rosdiana Wahidah Nasution Zahria Amalina