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All Journal E-Journal of Tourism IZUMI Ahmad Dahlan Journal of English Studies PREMISE: Journal of English Education and Applied Linguistics Journal of English Language Studies Bianglala Informatika : Jurnal Komputer dan Informatika Akademi Bina Sarana Informatika Yogyakarta JELLT (Journal of English Language and Language Teaching) LLT Journal: A Journal on Language and Language Teaching Kiryoku: Jurnal Studi Kejepangan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra PROJECT (Professional Journal of English Education) Journal of English Language and Pedagogy Pioneer: Journal of Language and Literature Journal Corner of Education, Linguistics, and Literature Edu Cendikia: Jurnal Ilmiah Kependidikan
Sari, Angela Bayu Pertama
Universitas Bina Sarana Informatika
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPACTS OF MENTIMETER-BASED ACTIVITIES ON EFL STUDENTS’ ENGAGEMENT IN INDONESIA Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i1.3025

Abstract

The effort to enhance students’ engagement in the EFL classroom is still becoming an issue. Fortunately, some studies have shown a positive correlation between technology utilization to elevate the students’ engagement. Based on that potential finding, this study aims at digging out the impact of Mentimeter, as one of the popular tools in this recent time, on EFL students’ engagement. It is a descriptive qualitative study. There are 70 respondents of the non-English students that were selected by using purposive sampling. The results of the study reveal that there are three most prominent students' positive perception towards the implementation of Mentimeter in the EFL classroom, namely practicality, anonymity, and freedom. Those three aspects foster the students to be engaged in the process of English learning. Then, most students perceive that no reason makes them dislike Mentimeter usage in the EFL classroom. The next finding depicts a significant impact of Mentimeter on the students’ engagement in English learning by giving opinions and discussion activities. It was proven with the percentage of students’ participation, reaching 82% and 91%, above the average of Mentimeter participants’ contribution.
Enhancing English Proficiency Through Vlog Assignments: A Case Study of Information Systems Students’ Amalia Solikhah, Nur; Galuhwardani, Cindyra; Rejeki, Sri; Sari, Angela Bayu Pertama
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 4 (2025): May
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i4.460

Abstract

This study evaluated whether assigning student-created video blogs (vlogs) could improve English language proficiency and engagement in an Information Systems ESP course. Thirty undergraduate Information Systems students completed a series of individual and group vlog projects on technical topics (e.g. “Introduction to Information Systems”). Data were collected via standardized pre- and post-speaking tests, semi-structured interviews, and a student survey at the end of the semester. Speaking test scores improved substantially (mean gain ≈ 47.5%), with notable advances in fluency, pronunciation, and use of domain-specific vocabulary. Qualitative feedback indicated high student interest and satisfaction: most students reported increased confidence in speaking and active engagement with course content. These results suggest that integrating vlog assignments in a technical ESP context can strengthen both general English skills and subject-matter communication. Practical implications and limitations are discussed, and directions for future research are proposed.
Elevating Critical Thinking: English Online Peer Discussion on Padlet Sari, Angela Bayu Pertama; Iswahyuni, Dwi; Rejeki, Sri; Yogyanti, Devita Widyaningtyas
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative study investigates the development of students' critical thinking skills through online English discussion learning activities on the Padlet platform. This study involved 130 respondents from non-English majors. The researchers collected data using an open questionnaire, which was then analyzed based on thematic data analysis. The study's results showed several factors that significantly impacted the improvement of students' critical thinking quality: interesting discussion topics that stimulate active discussion, time limits that encourage focused delivery of ideas, and vocabulary exposure that improves students' ability and fluency in expressing their opinions in English. More deeply, peer opinions in the discussion process are important in sharpening students' critical thinking skills. Various student perspectives enrich knowledge and deepen students' understanding of a discussion topic. The study results showed that several students who initially did not understand the discussion topic were enlightened and inspired to express their opinions after reading their peers' arguments. The language exposure presented in the discussion also strengthened students' ability to express their critical thinking. Overall, discussions through the Padlet platform created a conducive, comfortable and effective atmosphere supporting online English learning.
Metakognitif sebagai Strategi Belajar Mahasiswa dengan Kemahiran Bahasa Inggris yang Tinggi pada Jurusan Sistem Informasi Sari, Angela Bayu Pertama; Solikhah, Nur Amalia; Wardani, Cindyra Galuh
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3166

Abstract

Penelitian ini mengidentifikasi strategi metakognitif sebagai strategi yang paling dominan digunakan oleh mahasiswa jurusan Sistem Informasi dengan kemahiran bahasa Inggris yang tinggi. Peneliti menggunakan metodologi deskriptif kualitatif dengan melibatkan 16 responden, yaitu mahasiswa pada jurusan Sistem Informasi yang mempunyai tingkat kemahiran bahasa Inggris yang tinggi. Instrumen penelitian yang digunakan untuk mengumpulkan data primer adalah kuesioner SILL (Strategy Inventory for Language Learning). Hasil penelitian mengungkapkan bahwa ada empat strategi metakognitif yang secara menonjol dilakukan dalam praktik belajar bahasa Inggris oleh para responden tersebut. Keempat strategi tersebut memiliki persentase tingkat “sering” dalam pemakaian di atas 80%. Pertama, pembelajar bahasa Inggris mencurahkan perhatian ketika seseorang berbicara bahasa Inggris. Kedua, pembelajar bahasa Inggris mencoba menemukan sebanyak mungkin cara untuk mempraktikkan kemampuan bahasa Inggris yang mereka miliki. Ketiga, pembelajar bahasa Inggris menyadari kesalahan dalam berbahasa Inggris dan menggunakan informasi tersebut untuk meningkatkan kemampuannya. Keempat, pembelajar bahasa Inggris mencoba mencari tahu cara-cara untuk meningkatkan kompetensi bahasa Inggri yang mereka miliki. Namun, penelitian ini menemukan bahwa perencanaan jadwal untuk belajar bahasa Inggris menjadi strategi metakognitif yang jarang diterapkan oleh mahasiswa tersebut yang ditunjukkan dengan persentase “sering” hanya 6%. Untuk meningkatkan validitas temuan, penelitian mendatang disarankan untuk memperluas cakupan sampel responden agar lebih representatif. Oleh karena itu, penelitian selanjutnya dapat memberikan wawasan lebih komprehensif terkait strategi metakognitif dalam konteks belajar bahasa Inggris bagi mahasiswa Sistem Informasi dengan kemahiran bahasa Inggris yang tinggi.
EFL PEER FEEDBACK THROUGH THE CHATROOM IN PADLET Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i1.1701

Abstract

This research was conducted to achieve two objectives. The first one is to give a vivid explanation about the peer feedback practice through Padlet chatroom. Secondly, it was carried out to dig out the students responses toward that practice. It was conducted within qualitative descriptive research by employing observation and open-ended questionnaires of 70 non-English university students as its data collecting technique. Then, qualitative data analysis was utilized by the researcher. The results revealed Padlet usage is a new thing for most of the students, yet they can use it easily because it is user-friendly and cost-free. Moreover, anonymity becomes one of the prominent features in Padlet chatroom. The students found it more convenient as being anonymous in giving and receiving feedback due to the freedom of expressing the students feedback without worrying about their friends sense of emotion. The last finding showed that the peer feedback practice through Padlet chatroom had met five principles out of seven principles that are proposed as the basic requirements of feedback practices. 
Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test Rejeki, Sri; Sari, Angela Bayu Pertama; Sutanto, Sutanto; Iswahyuni, Dwi; Yogyanti, Devita Widyaningtyas; Anggia, Helta
Journal of English Language and Pedagogy Vol 6 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.14738

Abstract

Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.
Students’ Perceptions of Wayground Use and Their Learning Performance in Bahasa Indonesia Course: A Correlational Study Rejeki, Sri; Sari, Angela Bayu Pertama; Solikhah, Nur Amalia; Galuhwardani, Cindyra
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 5 No. 03 (2025): Research Articles, December 2025
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v5i03.7647

Abstract

This study investigates the relationship between students’ perceptions of using Wayground, a gamified digital quiz platform, and their learning performance in a Bahasa Indonesia course. Wayground is designed to provide an interactive and engaging assessment experience in digital learning environments. Understanding how students perceive this platform and whether such perceptions influence their academic outcomes is essential for evaluating its effectiveness in higher education settings. This research employed a quantitative correlational design involving 84 students from Universitas Bina Sarana Informatika across three campuses: BSD, Tasikmalaya, and Tegal. Data were collected using a Technology Acceptance Model (TAM)-based questionnaire consisting of five constructs: perceived usefulness, perceived ease of use, engagement, clarity, and attitude. Students’ Wayground quiz scores were also collected. The data were analyzed using descriptive statistics, normality tests, and Pearson–Spearman correlation analyses. The findings show that students had highly positive perceptions of Wayground, with mean scores ranging from 3.67 to 3.90. They viewed the platform as interactive, user-friendly, and effective for digital evaluation. However, correlation analyses revealed no significant relationship between students’ perceptions and their quiz performance (p > 0.05). These results indicate that although students appreciated the platform, positive perceptions did not translate into higher learning outcomes. The study concludes that Wayground successfully enhances engagement and digital interactivity in learning environments. Nevertheless, positive perceptions alone are insufficient to guarantee improved academic performance. Achieving optimal learning outcomes may require additional factors such as learner motivation, adequate preparation, and effective instructional design.
Co-Authors Anik Andriani Atiqah, Annisa Nurul Catharina Brameswari Cindyra Galuh Wardani Devita Widyaningtyas Yogyanti Dwi Iswahyuni Eko Saputro Galuhwardani, Cindyra Haya Haratikka Haya Haratikka Helta Anggia Helta Anggia Nur Amalia Solikhah Paulus Tofan Rapiyanta Sardiarinto Sardiarinto Sri Rejeki Sri Rejeki Sutanto Sutanto Sutanto Sutanto Wardani, Cindyra Galuh