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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Klasikal: Journal of Education, Language Teaching and Science Ethical Lingua: Journal of Language Teaching and Literature DEVOSI KHIDMAH: Jurnal Pengabdian kepada Masyarakat TONGKONAN: Jurnal Pengabdian Masyarakat The Academic: English Language Learning Journal Celebes Journal of Language Studies
Sahib, Nurfaizah
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mobile-Assisted Language Learning (MALL) for Academic Writing: A Thematic Analysis of Students’ Attitudes Sahib, Nurfaizah; Rosmawati Abdul Maing; Dahlia D, Moelier
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.891

Abstract

This study explores students’ attitudes toward the use of Mobile-Assisted Language Learning (MALL) applications in academic writing classes in the third semester of the English department at Universitas Bosowa. It was limited to the use of WhatsApp, Kahoot, and ChatGPT. Specifically, it investigates how the application supported students’ learning experiences within a constructivist framework. This study employed a qualitative research design involving 15 Participants. The data were collected through interviews and reflective journals. The data were analyzed using a thematic analysis approach. Findings reveal that students demonstrated positive attitudes toward MALL, particularly in terms of enhanced engagement, motivation, and collaborative learning. WhatsApp facilitated peer interaction and idea exchange, Kahoot increased classroom participation through gamification, and ChatGPT provided initial ideas, topics, and writing angles to overcome writer’s block. Overall, the results indicated that integrating mobile applications fosters active participation and autonomy in academic writing, while also requiring careful guidance to balance benefits and challenges. This study suggests that lecturers should strategically integrate MALL tools to enhance academic writing, and further research should examine long-term impacts on writing development across diverse contexts
GENERATION Z AND CULTURAL SENSITIVITY: INTEGRATING CROSS-CULTURAL UNDERSTANDING INTO TODAY'S EDUCATIONAL CURRICULUM Hidayah Tullah. S, Nur; Rosa Mistika Sato, Maria; Annisa Suci, Nur; Sahib, Nurfaizah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62816

Abstract

Generation Z, having grown up in the digital era, is highly exposed to global cultural diversity but does not necessarily possess adequate intercultural competence. This study critically examines how cross-cultural understanding can be effectively integrated into contemporary educational curricula, taking into account the unique characteristics of Generation Z as learners. The research employs a Systematic Literature Review (SLR) method combined with comparative policy analysis, drawing on scholarly sources published between 2022 and 2026. Data were analyzed using inductive thematic analysis, yielding four main themes: (1) the cross-cultural characteristics and needs of Generation Z, (2) the implementation of culturally sensitive curricula, (3) the role of digital technology as a mediator of intercultural competence, and (4) a comparative analysis of multicultural education models across countries. Findings reveal that most existing curricula remain additive in nature and have yet to respond transformatively to the needs of Generation Z. Digital technology plays a paradoxical role expanding cultural exposure while simultaneously creating filter bubbles making the integration of digital and cultural literacy critically important. The experiences of Finland, Singapore, and the United States demonstrate that effective multicultural education models are transformative-structural in nature and supported by sustained professional development for teachers. Indonesia, with its 714 ethnic groups and more than 700 regional languages, holds tremendous potential to develop a locally grounded model of cross-cultural education. This study recommends transformative curriculum reform, enhanced teacher pedagogical competence, and the synergistic integration of digital and cultural literacy to prepare Generation Z as empathetic and culturally competent global citizens.
Co-Authors -, Rampeng A. Rizal A. Rizal Abdillah SAS Annisa Suci, Nur Arwien, Rizki Trisnawaty Asriviana, Risna Burhan Burhan, Burhan Clara, Jepita Dahlia D, Moelier Faidah Yusuf Fansury, Andi Hamzah Fikri Ma’arif Sukri, Muhammad Geminastiti Sakkir Gerianus, Gerianus Hasniah, St Hidayah Tullah. S, Nur Ifa Safira Irwandi, Andi Jainuddin, Jainuddin Jamaluddin, Jaja Maemuna Muhayyang Maing, Rosmawati Abdul Marsyam, Isradil Moelier, Dahlia D, Muhtasin, Muhtasin Nisa Fisca Kirana, Andi Noni, Nurdin Nur Faidah, Nur Restu Januarty Hamid Rochaeti, Titin Rosa Mistika Sato, Maria Rosbianti, Rosbianti Rosmawati Rosmawati Abdul Maing St Muriati, St Syam, Ulfah Toninel, Mega Fransiska