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All Journal JeLAST : Jurnal Teknik Kelautan , PWK , Sipil, dan Tambang Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Langkawi: Journal of The Association for Arabic and English Jurnal Ilmiah Wijaya Al Lughawiyaat ELITERATE : Journal of English Linguistics and Literature Studies Journal of Management, Economic and Accounting (JMEA) Jurnal Abdimas
Atikah, Dewi
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Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences

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Workshop on Classroom Instruction for English Teachers in South Konawe Regency Syukri, Suhartini; Zur, Sarjaniah; Atikah, Dewi; Hakim, La Ode Abdur Rauf Rahman
Jurnal Abdimas Vol. 28 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rgqyr337

Abstract

This program-based community service (PkM) aims to improve the quality of English language learning at the Junior High School (SMP) level in South Konawe Regency through training in the form of classroom instruction and communicative practice activities. The method used in this activity is Asset-Based Community Services (ABCD) which involves English teachers as research subjects and main actors in designing, implementing and evaluating learning changes and improving existing competencies. Classroom Instruction training focuses on introducing innovative language learning methods that are relevant to the needs of junior high school students. In this case, the use of English for Teaching as the teacher's language of instruction in the classroom plays a very important role. This activity involves implementing a collaborative approach between teachers and PkM implementers as well as resource persons to identify the most effective learning strategies in the specific school context. Meanwhile, Communicative Practice Activities are focused on developing learning activities that promote active verbal interaction in English and are student-centered. It is hoped that the results of this activity can provide practical and useful guidance for junior high school teachers in improving the effectiveness of English language teaching. In addition, through a participatory process, it is hoped that a sustainable collaborative culture will be created among teachers to continue to improve the quality of English learning. Continuous evaluation will be carried out to measure the positive impact of implemented learning changes.
EFL Learner’s Beliefs in Learning Grammar Susanti, Susanti; Emsil, Sucitra Juliana; Halim, Abdul; Atikah, Dewi
AL LUGHAWIYAAT Vol. 4 No. 1 (2023): June
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v4i1.4122

Abstract

This qualitative study aims to identify students’ beliefs about learning grammar. Data were collected by using questionnaire and reflection of twenty-five English Education Department students. The data were analyzed based on thematic analysis which consists of six themes emerged. This study focuses on students’ beliefs in learning grammar particularly on the aspect of the importance of grammar, learners’ needs in learning grammar, learners’ strategy in learning grammar, learners’ beliefs about difficulty of grammar, learners belief on the error correction and feedback and learners confidence of using grammar in communication. This will provide information to lecturers and universities to take advantage of beliefs in learning grammar. This study thus implies that the educators can design the lesson by taking into consideration the students’ beliefs.Keywords: Importance of Grammar; Learning Grammar; Students’ Beliefs. 
“I am forced to speak, but it’s okay”: Black Box for Students with Lower Levels of Willingness to Communicate Atikah, Dewi; Sukmawati, Sukmawati; Takulani, Abd Haris; Safei, Nur Hasanah
Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 2 (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v11i2.8478

Abstract

This study aims to investigate students’ perceptions of the “Black Box” technique and its influence on their Willingness to Communicate (WTC) in an EFL classroom. Prior to examining students’ perceptions, their WTC levels were identified using WTC indicators adapted from Weaver’s work (2015). Data were collected through a close-ended questionnaire, reflection questions, and semi-structured interviews. The results indicate that the students were at moderate and high levels of WTC. Five major themes were identified using Braun and Clarke’s (2017) thematic analysis: general impression and awareness of Black Box, engagement and interest, learning experience, learning impact, and challenges and benefits of implementation. Findings reveal that both moderate- and high-WTC students perceived the use of Black Box positively, although in slightly different ways. The technique appeared to foster students’ psychosocial states, such as confidence, reduced anxiety, and a sense of security during communication, which in turn encouraged them to speak more willingly in English. Overall, the Black Box can serve as an alternative pedagogical approach to enhance students’ communicative participation. However, the results are context-specific and limited to one classroom setting; therefore, broader generalizations should be made with caution.
PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES ON GAMIFICATION: A NEEDS ANALYSIS FOR GRAMMAR CLASS Nurfadhilah, Auliyanti Sahril; Nur, Muh Safar; Atikah, Dewi
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 1 (2025): ELITERATE : Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v5i1.81897

Abstract

Grammar instruction in English as a Foreign Language (EFL) context is frequently perceived as anxiety-inducing and monotonous, particularly when learning is dominated by rule memorization and form-focused explanations. This issue is especially critical for pre-service English teachers, as their experiences as learners may influence their future teaching practices. Although gamification has been widely adopted to enhance engagement in grammar learning, many existing practices rely on surface-level mechanics such as points and quizzes, offering limited support for deep cognitive processing. To address this gap, this study conducted a needs analysis to examine pre-service English teachers’ perspectives on grammar instruction and their readiness for meaningful gamified learning. Employing a descriptive quantitative survey design, data were collected from 49 undergraduate students from English Education and English Literature programs who had completed grammar courses. The questionnaire explored grammar anxiety, digital readiness, flow potential, and gamification design preferences, and the data were analyzed using descriptive statistics. The findings reveal a moderate level of grammar anxiety and a notable gap between grammatical knowledge and its application in communication. At the same time, participants demonstrated high digital readiness and strong potential for immersive engagement. Importantly, they expressed a clear preference for deep, narrative-based gamification rather than quiz-oriented activities. These findings suggest that pre-service English teachers are cognitively and psychologically prepared for a deep-learning-oriented gamified grammar model, providing a foundation for future model development in teacher education contexts.Keywords: grammar anxiety, gamification, pre-service English teachers, needs analysis, grammar instruction
Gamified Learning in Islamic Higher Education: A TAM-Based Descriptive Study on Kahoot Usage in EFL Rezki, Anita; Atikah, Dewi; Tonn-Meller, Horst
AL LUGHAWIYAAT Vol. 6 No. 3 (2025): October
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v6i3.12495

Abstract

This study aims to evaluate students' perceptions of using Kahoot! as a gamified learning tool in the context of English language instruction at IAIN Kendari. Involving 62 students from various academic programs, the research adopts the Technology Acceptance Model (TAM) framework, which includes four main constructs: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Use, and Behavioral Intention to Use. A structured questionnaire, adapted from Suh & Han, 2002 and Davis, 1989, was used to quantitatively measure student perceptions. The findings indicate that the majority of respondents provided positive feedback across all measured constructs. Students reported that Kahoot! was easy to use, improved their learning productivity, and created an enjoyable and interactive classroom environment. Furthermore, most students expressed their intention to continue using Kahoot! in future lessons and to recommend it to peers and lecturers. These results reinforce the effectiveness of gamification, particularly through Kahoot!, in enhancing student engagement, motivation, and academic outcomes. The study recommends broader integration of gamified platforms like Kahoot! to foster dynamic and participatory learning environments in higher education.
Co-Authors A Halim Abidin, Azwar Afrina, Roza Alawiyah, Siti Anita Rezki, Anita Aprianto, - Aprillia, Olvi Arya, Shufy Auliyanti Sahril Nurfadhilah Damayanti, Lusi Deden Nurjaman, Deden Eka Priadi Emsil, Sucitra Juliana Hakim, La Ode Abdur Rauf Rahman Hutabarat, Veronika Musaldin, La Ode Nasution, Syahrul Novianty, Tety Nur, Muh Safar Nurwandri, Andri Safei, Nur Hasanah Serli Sitti Nurfaidah, Sitti SRI RAHAYU Subarnin, Cian Suhartini Syukri, Suhartini Sukmawati Sukmawati Susanti Susanti Takulani, Abd Haris Tonn-Meller, Horst Wahyuddin Masdin, M Yang, Chen Ching Zur, Sarjaniah