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All Journal UICELL Conference Proceeding Jurnal Onoma: Pendidikan, Bahasa, dan Sastra
Jati, Anida Fadhilah
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Education Languange, Linguistic, Communication & Media

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TRENDS AND PATTERNS IN PROBLEM-BASED LEARNING RESEARCH FOR ENGLISH LANGUAGE TEACHING: BIBLIOMETRIC STUDY Rovikasari, Mala; Mutammimah, Heppy; Jati, Anida Fadhilah
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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

Abstract

This bibliometric study aims to explore the evolving landscape of research related to problem-based learning (PBL) in English language teaching (ELT). The research design comprehensively reviews academic publications from Google Scholar databases. The data is collected through Publish or Perish, and the analysis is conducted using bibliometric techniques. The research procedure consists of systematic literature searching and data extraction, followed by rigorous data analysis using Vosviewer. The bibliometric mapping using Vosviewer indicates fluctuating development in problem-based learning in English language teaching from 2015 to 2023, supported by 994 indexed publications on Google Scholar. The 30 patterns identified in this field form five dominant clusters: curriculum, English language teaching, experience, foreign language, learner, learning English, performance, task, ability, creativity, critical thinking skill, effectiveness, influence, learning model, outcome, active learning, challenge, interest, opportunity, practice, problem-based learning, systematic review, focus, inquiry, project, technology, total, higher order thinking skill, improvement, and perception. Keywords: Problem-based Learning, ELT, Bibliometric, Vosviewer, Publish or Perish
Challenges Faced by Generation Z Learners in Using Video Tasks to Enhance English Speaking Skills through the TPACK Approach Jati, Anida Fadhilah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5743

Abstract

The purpose of this study is to explore the challenges faced by Generation Z students in utilizing video-based tasks to enhance their English-Speaking skills through the Technological Pedagogical Content Knowledge (TPACK) framework. Generation Z, born between 1997 and 2012, has grown up surrounded by digital technology, which makes them highly familiar with digital tools but also presents challenges when traditional teaching methods fail to align with their tech-driven learning preferences. This study aims to identify the barriers these students encounter when using video-based tasks in language learning, particularly in terms of technology, pedagogy, and content integration. The research was conducted with 30 English Literature students at a private university in Bekasi, Indonesia. A narrative inquiry methodology was used, involving semi-structured interviews, observations, and document analysis, which were analyzed thematically using a multiple case study approach. The findings reveal key challenges such as limited access to technology, time management difficulties, and psychological barriers like embarrassment or lack of confidence when speaking on camera. Despite these challenges, the study highlights that, with appropriate support and integration of the TPACK framework, video-based tasks significantly improve students' speaking proficiency and creativity. This research underscores the importance of considering both technological and psychological factors to optimize language learning experiences for Generation Z students.
Co-Authors Heppy Mutammimah Rovikasari, Mala