Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal ELite Journal: International Journal of Education, Language and Literature English Language Education Journal
Rahma Amelia Putri
Universitas PGRI Jombang
Education Languange, Linguistic, Communication & Media

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EFL STUDENTS' CHALLENGES IN SCRATCH-BASED COLLABORATIVE WRITING: A DESCRIPTIVE SURVEY STUDY Rahma Amelia Putri; Rosi Anjarwati; Tatik Irawati; Ika Lusi Kristanti
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p64-77

Abstract

The use of digital learning tools has provided new opportunities to support collaborative writing in the English as a Foreign Language (EFL) classroom. Scratch is one of the digital learning platforms that can be utilized to support collaborative writing activities through its multimedia and storytelling features; however, students may experience various challenges during its implementation. Therefore, this study aimed to investigate EFL students' challenges in using Scratch as a digital learning tool for collaborative writing. This study employed a quantitative descriptive survey design involving 54 eleventh-grade students at SMA Negeri Jogoroto, Jombang, who had experience using Scratch in collaborative writing activities. Data were collected through a 20-item closed-ended questionnaire using a five-point Likert scale and analyzed using descriptive statistics, including mean scores and standard deviations, which were subsequently categorized according to a predetermined mean-interval classification. The findings showed that students experienced challenges categorized as high across all three dimensions examined. Digital Literacy Levels of Students was the most prominent challenge (M = 3.62), followed by Limited Access to Technological Infrastructure and Resources (M = 3.53) and Technical Issues and Compatibility Problems (M = 3.50). These findings indicate that students still faced difficulties with digital skills, technological resources, internet access, software compatibility, and technical support when using Scratch. In conclusion, the successful integration of Scratch in collaborative writing requires adequate digital literacy, reliable technological infrastructure, and continuous technical support. Therefore, English teachers and schools should provide sufficient training, improve technological facilities, and strengthen technical assistance to optimize the implementation of Scratch in EFL collaborative writing activities.
Investigating the Effectiveness of Interactive Powerpoint in Teaching English Listening Skills to Young Learners Anthony Pradana; Rahma Amelia Putri; Nadia Putri Natasya; Daning Hentasmaka
English Language Education Journal (ELEJ) Vol. 3 No. 2 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i2.2447

Abstract

This study aimed to investigate the effectiveness of interactive PowerPoint in improving the listening skills of young learners. The study employed a pre-experimental one-group pretest-posttest design, with 30 fourth-grade students selected through quota sampling. Data were collected using pre-test and post-test in the form of multiple choice and visual questions to assess students’ listening skills. The data were evaluated with the Wilcoxon Signed-Rank Test due to the non-normal distribution of the data. The findings revealed a significant improvement in students’ listening skills, with 24 participants showing higher post-test scores, and a p-value of less than 0.05 indicating the intervention’s effectiveness. The study concluded that interactive PowerPoint, with its engaging features such as audio cues, animations, and gamification, effectively addressed the unique characteristics of young learners, enhancing their focus, interest, and comprehension. Thus, it is suggested an integration of interactive PowerPoint into the teaching practices of listening to young learners to create more engaging and effective learning experiences.
Co-Authors Anthony Pradana Daning Hentasmaka Ika Lusi Kristanti Nadia Putri Natasya Rosi Anjarwati Tatik Irawati