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All Journal Foreign Language Instruction Probe ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Edy Waloyo
UIN Siber Syekh Nurjati Cirebon
Education Languange, Linguistic, Communication & Media

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The Effectiveness of Implementation of The Nearpod Application on Students’ Vocabulary Achievement at Junior High School Yeyet Kusmiati; Hendi Hidayat; Edy Waloyo
Foreign Language Instruction Probe Vol. 3 No. 2 (2024): Technology in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v3i2.598

Abstract

This study aimed to evaluate the effectiveness of the Nearpod application in enhancing students' vocabulary. Utilizing a quasi-experimental design, quantitative methods were employed, and data were collected through pre-tests and post-tests. The findings revealed a significant improvement in vocabulary scores among students using Nearpod. The experimental group showed an increase in average scores from 51.13 (pre-test) to 75.97 (post-test), with a maximum score of 90 and a minimum score of 60. In contrast, the control group's scores increased from 52.03 to 72.22, with a maximum score of 85 and a minimum score of 55. The T-test results indicated a higher post-test score in the experimental group compared to the control group. The standard deviation for the experimental group was 8.604, and for the control group, it was 7.763. The average standard error was 1.587 for the experimental group and 1.265 for the control group. The independent sample t-test showed t (df=56) = 2003 with a p-value of 0.945, leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). These results suggest that the Nearpod application is effective in improving students' vocabulary achievement.
Mapping Digital Assessment Platforms in EFL Classrooms: A Qualitative Case Study at an Islamic Junior High School Edy Waloyo; Nida’ul Hasanah; Wakhid Nashruddin
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1012

Abstract

The growing integration of digital technology into English language education has encouraged teachers to adopt various digital platforms for classroom assessment. However, previous studies have predominantly examined the effectiveness of individual applications, with limited attention to how teachers employ multiple digital assessment platforms within their professional assessment practices. This study aimed to identify the digital assessment platforms employed by English teachers in an Islamic junior high school. A qualitative case study was conducted at an Islamic junior high school in Cirebon, Indonesia, involving two English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis and analyzed using Braun and Clarke's thematic analysis. The findings identified three complementary categories of digital assessment platforms: institutionalized assessment platforms, gamified assessment platforms, and flexible web-based assessment platforms. These findings suggest that teachers employed different digital assessment platforms to fulfill complementary roles within classroom assessment rather than relying on a single application. The study contributes a thematic categorization of digital assessment platforms that broadens the understanding of teachers' digital assessment practices in EFL classrooms. Future research should examine these platform categories across diverse educational contexts and investigate how institutional policies and pedagogical considerations influence teachers' selection of digital assessment platforms.
PODCAST-MEDIATED LISTENING INSTRUCTION IN EFL CLASSROOMS: EVIDENCE FROM BBC LEARNING ENGLISH IN INDONESIA Dita Aprida; Huriyah; Edy Waloyo
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 11 No. 1 (2026): JUNE 2026
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v11i1.24594

Abstract

This  study  aimed  to  investigate  the  effect  of  BBC  Learning  English  podcasts  on  students’  listening  comprehension  in  English  as  a  Foreign  Language  (EFL)  classrooms.  The  research  employed  a  quantitative  approach  using  a  quasi-experimental  design  involving  an  experimental  class  and  a  control  class  at  one  public  junior  high  school  in  Cirebon  during  the  2025/2026  academic  year.  The  participants  were  eighth-grade  students  categorized  as  intermediate  EFL  learners.  The  data  were  collected  through  pre-test  and  post-test  listening  comprehension  tests  to  measure  students’  ability  in  understanding  spoken  English.  The  experimental  class  received  listening  instruction  using  BBC  Learning  English  podcasts,  while  the  control  class  was  taught  using  conventional  textbook-based  listening  materials.  The  findings  showed  that  the  mean  score  of  the  experimental  class  increased  from  42.58  to  66.77,  whereas  the  control  class  improved  from  42.78  to  54.81.  Furthermore,  the  independent  samples  t-test  revealed  a  significance  value  of  0.007,  which  was  lower  than  0.05,  indicating  a  significant  difference  between  both  groups.  The  study  concludes  that  BBC  Learning  English  podcasts  had  a  positive  and  significant  effect  on  students’  listening  comprehension.  Therefore,  BBC  Learning  English  podcasts  can  be  used  as  an  effective  and  meaningful  listening  learning  resource  for  intermediate  EFL  students.
Co-Authors Dita Aprida Hendi Hidayat Huriyah Nida’ul Hasanah Wakhid Nashruddin Yeyet Kusmiati