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All Journal Jurnal Pendidikan Indonesia ARMADA : Jurnal Penelitian Multidisiplin
Prih Febtiningsih
Universitas Muhammadiyah Riau, Pekanbaru, Indonesia
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Measuring English Teachers' Digital Literacy in Applying ICT: A Study in a Secondary School Siti Niah; Prih Febtiningsih; Najihah Mahmud
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.104522

Abstract

The development of digital technology in education requires teachers to have adequate digital literacy to support effective and innovative English language learning. However, the digital competence of English teachers in secondary schools still shows inequality, especially in the pedagogical integration of ICT, digital assessment, and technology-based professional development. This study aims to analyze, evaluate, and interpret the level of digital literacy of English teachers in the application of ICT based on the Digital Competence for Language Teachers DC4LT framework. This study used a mixed methods method with an explanatory sequential design. The research subjects consisted of 36 secondary school English teachers, while the instrument trial subjects involved 15 teachers outside the research sample. Data collection was carried out through questionnaires, semi-structured interviews, and documentation using instruments in the form of a validated DC4LT questionnaire and interview guide. Quantitative data were analyzed using descriptive statistics, factor analysis, t-tests, Pearson correlation, and linear regression, while qualitative data were analyzed thematically. The results showed that teachers' digital competence was in the low to moderate category across all DC4LT dimensions, with digital content development as the highest aspect and professional development as the lowest aspect. The study's conclusions indicate that teachers' digital literacy is influenced by individual competency, institutional support, and the availability of digital infrastructure. The implications of this research emphasize the importance of ongoing training programs and contextual ICT integration policies in English language learning.
The Effectiveness of the Playphrase Website to Enhance Pronunciation at Sekolah Rendah Islam Al-Hilal Malaysia Farrel Zacky; Prih Febtiningsih; Qonaah Nuryan Arif
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 9 (2026): ARMADA : Jurnal Penelitian Multidisplin, September 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i9.3604

Abstract

This study investigated the effectiveness of the PlayPhrase website in enhancing primary students' pronunciation ability at Sekolah Rendah Islam Al-Hilal, Malaysia. Many primary students struggle with English pronunciation due to a lack of authentic language exposure and meaningful learning contexts. Employing a pre-experimental one-group pretest–posttest design, this study involved 17 students. Pronunciation proficiency was evaluated using a comprehensive 7-dimension analytic rubric (total score range 7–28), covering both segmental and suprasegmental features. The treatment was conducted over six sessions, with each 30-minute session utilizing the PlayPhrase website as the primary learning medium. Data were analyzed using descriptive statistics and the paired-samples t-test. The results revealed a statistically significant improvement in students' pronunciation, with the mean score increasing from 15.00 in the pretest to 18.53 in the posttest (t(16) = -6.849, p < .001). These findings confirm that the PlayPhrase website is a highly effective tool, as it provides contextualized audiovisual input that allows students to internalize English sound patterns and improve their speech accuracy significantly. This study suggests that integrating contextualized video-based media is a viable and innovative strategy for teaching pronunciation to young learners.
Co-Authors Farrel Zacky Najihah Mahmud Qonaah Nuryan Arif Siti Niah