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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL ETERNAL(english, teaching, learning, and Research Journal) Indonesian Journal of English Language Teaching and Applied Linguistics INTERACTION: Jurnal Pendidikan Bahasa BABASAL English Education Journal International Journal of Environment, Engineering, and Education La Parole : Journal of Language Teaching and Pedagogy Indonesian Journal of English Language Teaching and Applied Linguistics
Nur, Rafi'ah
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media

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A Need Analysis MOOC for Based Instructional Material in Flipped English Speaking Class at Indonesian Higher Education Agusniati, Andi; Wahid, Areski; Nur, Rafi'ah; Asdar, Asdar
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 10, No 1 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v10i1.1968

Abstract

This research aims to find out the characteristics of MOOC-based instructional material for the flipped English speaking class  and the model of MOOC-based instructional materials for flipped English speaking class The researchers implemented the initial phase of qualitative research to achieve their objectives. The study focused on students in the English Language Education (ELE) Department at Indonesian Higher Education, as well as the ELE program's lecturers. The findings revealed that the MOOC-based materials for the flipped-English speaking class were a need analysis to be supportive, accommodating, goal-oriented, and focused on both fluency and accuracy. These materials were diverse, up-to-date, engaging, and motivating. They included both monologues and dialogues suitable for formal and informal contexts, and also incorporated tools relevant to the Fourth Industrial Revolution, such as WhatsApp and Edmodo. The proposed model for MOOC-based materials in the flipped-English speaking class emphasized the integration of key elements: goals, content, activities, venue, and media. The goal was to help learners become proficient in speaking by mastering content that included various topics, language uses, and genres. The model engaged students in nine activities: guessing I, identifying, searching, finding, guessing II, clarifying, evaluating, reflecting, and projecting. The recommended learning venues were both online (using platforms like WhatsApp and Edmodo) and offline (such as classrooms, language labs, and outdoor settings). For media, the model suggested using laptops, LCD projectors, and leaflets during the learning sessions.
The The Cutting-Edge of English Learning: Augmented Reality in Classroom Insights Izzah, Nurul; Latifa, Ammang; Nur, Rafi'ah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A2

Abstract

This study aims to recount the perceptions and experiences of students on integrating Augmented Reality (AR) in Learning English for Junior High School. This study is quantitative in nature by using 32 seventh grade students as treatment through AR-based learning tools. The dimensions are based on the 1-5 Likert scale-based questionnaire of ease of use, learning usefulness, technological features, and learning outcomes. Data was analyzed descriptively to describe the pattern of students' experiences and perceptions of AR technology. The results showed that AR had a positive impact on student motivation, engagement, and understanding. 77% of the students were found to be in the medium learning experience category, and 17% were found in the high category, showing that AR managed to produce significant learning experience. AR interactive functions allow students to learn better complex concepts visually and interactively; that said, AR applications in mastering complex information is still in the process of development. A limitation in the present study includes limited coverage of the population, with most studies having used quantitative approaches that did not give in-depth insight into students' experiences. Day, future studies should include a broader population as well as applying qualitative approach to get a holistic understanding. This study argues that AR is more than a technological development, it is a pedagogical strategy that can enhance the quality of English learning. The results can play a crucial role for educators, curriculum developers and policy decision makers for preparing learning strategies suitable for the needs of students in the digital age”. Keywords: Augmented reality, student experience, student perception, English language learning, technological innovation.
Co-Authors Ahyadi, Ahyadi Amaluddin Amaluddin, Amaluddin Ammade, Salasiah Ammang Latifa Andi Agusniati Asdar Asdar Badaruddin Badaruddin Badolo, Mas'ud Baso Jabu, Baso Efendi, Rahman IZZAH, NURUL Kusuma Wardani, Andi Tri Putri Larekeng, Siti Hajar Latifa, Ammang M. Dyah, Mutmainna Muinuddin Malik, Marwati Abd. Mansyur, Desy Muhammad Erwin Nildasari, Nildasari Siti Hajar Wahid, Areski