Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Wahana Pendidikan
Eko Wardoyo
Universitas Negeri Yogyakarta
Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Rozanah Katrina Herda; Kiki Juli Anggoro; Ana Mae M. Monteza; Nur Hidayanto Pancoro Setyo Putro; Maida Cinta Islami; Eko Wardoyo; Nunik Sugesti
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
AI Tools for Personalized English Learning: Bridging the Gap Between Technology and Language Acquisition Abdullah Kafabih; Morista Sasi Apriliana; Nanda Ardianing Putri; Eko Wardoyo; Siki Tyas Retnani; Rozanah Katrina Herda; Sheikha Majid
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22475

Abstract

Language learning has become increasingly effective with the support of artificial intelligence, particularly in English language learning contexts. This study aims to explore how English as a Foreign Language learners utilize artificial intelligence to support personalized learning and to examine their perceptions of this technology. The study employed an explanatory sequential mixed methods design, beginning with quantitative data collection followed by qualitative exploration. Quantitative data were collected through a structured questionnaire involving 200 undergraduate learners from the English Education Department of a public university in Indonesia, while qualitative data were obtained through semi structured interviews with 10 selected participants. Quantitative data were analyzed using descriptive statistics and qualitative data were examined through thematic analysis. The findings indicate that artificial intelligence features such as real time feedback, adaptive content, voice recognition, and gamified tasks contribute to improvements in learners’ writing, reading, speaking, and listening skills. In addition, artificial intelligence provides interactive and accessible learning support that allows learners to engage flexibly in personalized learning. However, limitations related to meaningful interaction and contextual understanding remain challenges when artificial intelligence is not used judiciously.
Co-Authors Abdullah Kafabih Ana Mae M. Monteza Kiki Juli Anggoro Maida Cinta Islami Morista Sasi Apriliana Nanda Ardianing Putri Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Rozanah Katrina Herda Sheikha Majid Siki Tyas Retnani